The Vermont Connection


Heather C. Lou


The increased presence of multiracial students has led the academy to face the challenge of creating inclusive educational environments and support services for this identity group. Complex identity development and ambiguous features contribute to multiracial students’ “struggle for inclusion in traditional racial/ethnic communities” (Renn, 2004, p. 9). Current campus settings permit multiracial students to acquiesce, or silently submit, to monoracial identity groups. This literature review and scholarly personal narrative will explore the visibility of multiracial students, identity development models, acquiescence to racial ascriptions to find support, and ways student affairs administrators can empower these marginalized students to find space for their growing population in postsecondary education.