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Abstract
Despite the increasing interest in the experiences of multiracial individuals, as evidenced by the emergent body of literature and research related to multiracial experiences, we lack an understanding of methodological concerns related to research with multiracial individuals. Here, we seek to (1) investigate the applicability of theories of insider/outsider status to research conducted by and with multiracial individuals, (2) interrogate our own research experiences as multiracial scholars conducting research with multiracial students, and (3) identify implications from our analysis for other researchers. We conclude that understandings of methodological terms related to monoracial populations are limited in their applicability to research with multiracial individuals. Additionally, we conclude that navigating multiracial identities in research situations is a particularly complicated process aided less by a shared sense of identity or community between researcher and participants and more by experiences that stem from a similar need to engage in micronegotiations of racial and ethnic identities.
Notes
1. Multiethnicity is used here to refer to children of parents who may represent multiple racial and/or multiple ethnic categories.
2. All student names used throughout this paper are pseudonyms.
3. An advertisement for this study was initially sent to members of iPride, an organization of multiethnic families located in Berkeley, California. Some students responded directly to this advertisement, others heard about the study from teachers and school administrators who had received the advertisement or otherwise heard about the study, and other students heard about the study through fellow participants.