Marc P. Johnston‐Guerrero

University of Denver

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Lisa Delacruz Combs

University of North Texas

Kristen A. Renn

Michigan State University

Gina A. García

University of Pittsburgh

Vu T. Tran

Michigan State University

Karly S. Ford

Pennsylvania State University

Charmaine L. Wijeyesinghe

Samantha Viano

George Mason University

Avery B. Olson

California State University, Long Beach

Victoria K. Malaney Brown

Columbia University

Jane Elizabeth Pizzolato

University of California, Los Angeles

Cooperative Institutions

The Ohio State University

University of California, Los Angeles

University of Pittsburgh

University of California System

West Chester University

Michigan State University

Pennsylvania State University

Bridge University

Miami University

University of North Dakota

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“Everyone is Just Mixed to Me”: Exploring the Role of Multiraciality in College Students' Racial Claims

Equity & Excellence in Education (2016)

Marc P. Johnston‐Guerrero Prema Chaudhari

Examining discourses of multiraciality through college students' claims about race offers helpful insights for educators striving to create equitable campuses for mixed race students. One area of discourse is the positioning of multiracial individuals as evidence for the social construction of race. Another critiques the multiracial movement, with its large college student base, for reinforcing the biological concept of race. This study investigates how a diverse sample of 40 undergraduate students from two U.S. West Coast institutions used multiraciality in varied ways to assert their claims about race and whether it mattered. Six patterns of multiracial discourse emerged in their racial claims. These findings suggest that the novelty of multiraciality allows it to be invoked to support various claims about the nature of race, namely whether race is biological, and the current and future relationship between mixedness and “post-racial” progress. Implications for research and practice also are discussed.

10.1080/10665684.2016.1194098

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Citations (12)

Editors’ notes

New Directions for Student Services (2021)

Victoria K. Malaney Brown Lisa Delacruz Combs Marc P. Johnston‐Guerrero

10.1002/ss.20381

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Citations (0)

Exploring Race, Culture, and Family in the Identities of Mixed Heritage Students

Journal of Student Affairs Research and Practice (2016)

Marc P. Johnston‐Guerrero Veronica Pecero

Family plays an integral role in racial and cultural socialization, yet how mixed heritage students understand the concepts of race and culture in relation to family is unclear. This qualitative study explored the interplay of race, culture, and family in the identity constructions of 25 mixed heritage students. Findings suggest the centrality of culture to identity and that family provides limited sources of racial and cultural knowledge useful for navigating monoracial environments.

Mixed race

10.1080/19496591.2016.1165109

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Understanding Persistence Using a Phenomenological Variant of Ecological Systems Theory

Community College Review (2020)

C. Casey Ozaki Avery B. Olson Marc P. Johnston‐Guerrero Jane Elizabeth Pizzolato

Objective: Despite significant enrollment in community colleges, persistence and graduation rates are quite low. This study aims to better understand how students’ person–environment relationships and self-organization together contribute to the persistence decisions of community college students. Using Spencer et al.’s phenomenological variant on ecological systems theory (PVEST) framework, we aim to clarify the psychological functioning behind students’ persistence that is impacted by diverse systems, including the community college itself, family, and the broader community. Method: This study utilized qualitative interviews with 66 participants across two community colleges. Findings: We find that when participants’ experiences were analyzed through a PVEST frame, a majority of students described having phenomenological experiences around their student/learner identities. The feedback from these experiences prompted participants to negatively or positively reorganize their self-perceptions in regard to how they saw themselves as students and learners; this reorganization led to behaviors that influenced persistence plans. When participants’ microsystems (e.g., family, work, college) intersected, patterns emerged regarding how participants processed environmental feedback that resulted in a cyclical feedback loop, suggesting a more dynamic relationship with environments than previously presented. Contributions: Using PVEST as a framework allows for a more in-depth examination of the interface between students’ psychological foundations, processing of environmental feedback, and the resulting reorganization of self in regard to how role identities (e.g., student) provide greater insight into students’ persistence decisions. This study offers PVEST as an important framework for rethinking previous models of researching and supporting community college student persistence.

Persistence (discontinuity)

Graduation (instrument)

Interpretative Phenomenological Analysis

Ecological systems theory

10.1177/0091552120906884

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Citations (10)

Multiracial Americans in college

Policy Press eBooks (2016)

Marc P. Johnston‐Guerrero Kristen A. Renn

10.51952/9781447316497.ch008

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Citations (1)

Is Affirmative Action interfering with the Chinese dream in America? Exploring WeChat users’ views on Affirmative Action in US. college admissions

Race Ethnicity and Education (2020)

Marc P. Johnston‐Guerrero Kai Zhao

As a fast-growing population in US. society, Asian Americans, particularly Chinese Americans, have started to engage more actively and amplify their presence in the recent legal challenges to affirmative action in college admissions. In order to get a deeper understanding of how US.-based Chinese view affirmative action, we conducted a textual content analysis informed by Critical Discourse Studies (CDS) to analyze comments on several articles surrounding affirmative action published on a WeChat news outlet, ChineseAmericans. Findings centre around misconceptions of affirmative action driven by different translations of the term from English to Chinese, along with Chinese cultural exceptionalism. This study adds to an emerging body of literature on public perceptions of affirmative action within the Chinese and Chinese immigrant community, whose voices have either been overlooked completely or critiqued as solely pawns in a larger quest to eliminate affirmative action.

Racial Bias

10.1080/13613324.2020.1753678

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Citations (2)

Becoming a Multiracial Scholar by Traversing Monoracial Academia

Springer eBooks (2022)

Marc P. Johnston‐Guerrero Lisa Delacruz Combs

Promotion (chess)

10.1007/978-3-030-88821-3_5

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Citations (1)

Campus Racial Incidents, Hate Crimes, and White Male and Female Students’ Racial Attitudes

The Journal of Higher Education (2019)

Juan C. Garibay Felisha A. Herrera Marc P. Johnston‐Guerrero Gina A. García

Despite popular claims that the United States has reached a “post-racial” era—one in which race no longer matters for determining one’s life chances—college students continue to have strong views toward whether or not racial discrimination is still a major problem in this country. Utilizing multilevel modeling on data merged from the Cooperative Institutional Research Program’s (CIRP) 2005 Freshman Survey (TFS) and 2009 College Senior Survey (CSS), as well as the Integrated Postsecondary Educational Data System (IPEDS) and the Office of Postsecondary Education Campus Safety and Security database, this study examined individual and institutional predictors of white male and female college students’ senior-year views on whether racial discrimination is still a major problem in the United States, with a particular focus on campus racially biased incidents and hate crimes. Results show that having a reported hate crime on campus did not have a significant association with white students’ senior-year views, while a higher level of news coverage of campus racially biased incidents significantly predicted white women’s senior-year views on racial discrimination. Implications of the findings with respect to higher education research, policy, and practice are discussed.

White (mutation)

Hate crime

10.1080/00221546.2019.1596651

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Challenging the Utility of a Racial Microaggressions Framework Through A Systematic Review of Racially Biased Incidents on Campus

Gina A. García Marc P. Johnston‐Guerrero

Racial Bias

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The (Mis)Uses of Race in Research on College Students: A Systematic Review

JCSCORE (2017)

Marc P. Johnston‐Guerrero

Race has been one of the most controversial subjects studied by scholars across a wide range of disciplines as they debate whether races actually exist and whether race matters in determining life, social, and educational outcomes. Missing from the literature are investigations into various ways race gets applied in research, especially in higher education and student affairs. This review explores how scholars use race in their framing, operationalizing, and interpreting of research on college students. Through a systematic content analysis of three higher education journals over five years, this review elucidates scholars’ varied racial applications as well as potential implicit and explicit messages about race being sent by those applications and inconsistencies within articles. By better understanding how race is used in higher education and student affairs research, scholars can be more purposeful in their applications to reduce problematic messages about the essentialist nature of race and deficit framing of certain racial groups.

Framing (construction)

Essentialism

10.15763/issn.2642-2387.2017.3.1.5-41

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Citations (10)