Source: International Journal of Qualitative Studies in Education, Volume 23, Issue 3 (June 2010), pages 259 - 281.
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.
In this article, the authors seek to (1) investigate the applicability of theories of insider/outsider status to research conducted by and with multiracial individuals,
(2) interrogate their own research experiences as multiracial scholars conducting research with multiracial students, and
(3) identify implications from their analysis for other researchers.
The authors conclude that understandings of methodological terms related to monoracial populations are limited in their applicability to research with multiracial individuals.
Additionally, the authors 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.