Date of Graduation

Spring 5-21-2026

Document Type

Thesis

Degree Name

Master of Arts in International and Multicultural Education (IME)

College/School

School of Education

Department/Program

International and Multicultural Education (IME)

First Advisor

Dr. Dave Donahue

Abstract

Multiracial Asian American college students endure pervasive and commonplace monoracism, multiracial microaggressions, and deficit-based narratives in higher education, which negatively impact their sense of self, belonging, and mental health. Through narrative methodology, the present qualitative study captures the stories of three multiracial Asian American undergraduate students and how they are making sense of their racialized experiences and cultural wealth in higher education. The results of this study suggest that (a) multiracial Asian Americans experience monoracism and multiracial microaggressions, which shape their understanding of cultural legitimacy and impact their behavior, sense of self, and relationships with others; (b) monoracism and multiracial microaggressions operate in higher education, creating a hostile campus climate that adversely affects multiracial Asian American students’ sense of belonging and mental health. Yet, these students also have an abundance of cultural wealth that they draw on for support, to navigate diverse contexts, and resist oppressive forces; and (c) universities can better support these students by creating spaces of belonging and actively including multiracial identities and experiences across campus. Challenging monoracism and countering deficit-based narratives that frame multiraciality as insufficient and incomplete would not only reduce multiracial microaggressions but also empower these students to recognize the cultural wealth of their multiracial identities, ultimately supporting their mental health and well-being.

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