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The effects of colonization on Kanaka 'Ōiwi, the Indigenous people of Hawai'i, have led to the systematic distancing of Kanaka 'Ōiwi from their cultural ways of knowing, replacing it, instead with eurocentric standards of education that adversely impact Kanaka 'Ōiwi wellbeing. In this article, I provide an overview of the history of colonization of Kanaka 'Ōiwi through a critical race lens. Critical Race Theory and TribalCrit are reviewed in relation to their theoretical relevance to Kanaka 'Ōiwi epistemologies. A synthesis model of an adapted CRT and TribalCrit framework called, Kanaka'ŌiwiCrit is presented and discussed within the context of education as a space for resistance.

Despite the recent growth of literature on multiracial college students, there is still limited understanding about multiracial students at Minority-Serving Institutions (MSIs). This qualitative study explores the interplay of racialized identity and the unique contexts of Hispanic-Serving Institutions (HSIs) using data from eight multiracial students attending two HSIs in the Midwest. Findings explore how students made sense of their multiracial identities within specific ecological contexts of HSIs, including a mesosystem of diversity and inclusion and an exosystem of Latinidad. Overall, multiracial students generally felt included and provide a promising platform to better understand the unique positioning of HSIs in serving an increasingly diverse student body.