Unraveling Monochromatic Truths: Counterstories of Biracial and Multiracial Microaggressions in Pre-K–12 Schools

• In Event: Fairmont Roundtable Session Ten
  In Roundtable Session: Transforming and Reimagining K–12 Teaching and Learning (Table 19)

Abstract

This paper examines the microaggressions experienced by bi- and multiracial learners in preK-12
schools via social media video clips. The video clips were selected, transcribed, and analyzed by
three educational researchers (Chinese-American woman, Black-White woman, Native
American-White man) via counter-storytelling analysis (Solorzano & Yosso, 2002). Apart from
confirming the polarizing effect, the researchers’ reflexive positionality (Milner, 2007) informs
the research community of a multiplicity lens towards intersectionality, ontology, and
epistemology when constructing the multiple truths in regards to “What it means to be bi- and
multiracial?”, as well as a transformative frame for contesting the status-quo of monoracial
privilege in preK-12 schools.

Authors

• Yin Lam Lee-Johnson, Webster University
  Presenting Author

• Katherine O'Connor, Webster University
  Presenting Author

• Jimmy Fuller, Lewis and Clark Community College
  Presenting Author