This article discusses the ways that four educators experience the impacts of white supremacy in classroom spaces. We discuss the ways we navigate the tension created when we desire to foster antiracist spaces but are required to work within an academic system that is underpinned by white supremacy. Using tenets of Griot storytelling, we describe our points of origin, provide narrative examples of student interactions, and detail the reflexive lenses through which we processed these interactions. Our narratives specifically seek to center Black, Indigenous, People of Color (BIPOC) and discuss the ways that our training and education has limited our ability to support them in academic spaces. We conclude with an invitation for the reader to sit with us in this space of tension, and some reflexive questions to consider as we exist in this space together. We hope to offer this as a way to continue dismantling the internalizations of supremacy. We also offer this as an opportunity to move away from the problem-solving mentality often applied to issues of racism in favor of fostering a continued, collective healing from the wounds created for all of us by white supremacist systems.

Biracial and bi-ethnic sexual and gender minorities represent a diverse population, and limited research has been conducted on these identities. Since this population does not fit neatly into racial, gender, and sexual orientation categories, it is often excluded from larger studies of health. This chapter examines these identities in context, recognizes sociocultural influences, and couches the research in the current socio-political climate. Because this population is fluid in terms of racial, gender, and sexual identities, this chapter is limited by methodological approaches. The election of Barack Obama as U.S. president in 2009 ignited a boom in biracial/multiracial research in the United States, and today an increasing amount of research is being done that reflects the lived experience of people with multiple identities.