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Racial Literacy, George Floyd, and the Twin Cities: Seeing Race through the Longitudinal Perspectives of Mixed Heritage Alums

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Title: Racial Literacy, George Floyd, and the Twin Cities: Seeing Race through the Longitudinal Perspectives of Mixed Heritage Alums
Language: English
Authors: Orkideh Mohajeri (ORCID 0000-0002-2610-1032), Marc P. Johnston-Guerrero (ORCID 0000-0001-9551-5186)
Source: Journal of Diversity in Higher Education. 2026 19(3):296-308.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Longitudinal Studies, Alumni, College Students, Race, Racism, Multiracial Persons, Social Justice, Multiple Literacies, Social Action, Local Issues, Racial Relations, Social Influences
Geographic Terms: Minnesota (Saint Paul), Minnesota (Minneapolis)
DOI: 10.1037/dhe0000660
ISSN: 1938-8926
1938-8934
Abstract: There are limited longitudinal studies of racial literacy development and even fewer that focus on mixed heritage students and their ongoing awareness of racial issues and identity development. This article uses longitudinal interview data from 12 university alums who lived in the Twin Cities metropolitan area in the Spring 2020, when George Floyd was murdered and a vast racial uprising ensued. Participants' analysis of race relations came from their emerging racial literacy developed during college and graduate studies, which, combined with geographic proximity, allowed them to have more nuanced and critical views of Floyd's murder and subsequent turmoil. Findings further illustrate how mixed heritage alums continued navigating nuanced racial categories while applying their emergent racial literacy to their local context (i.e., family and region). Implications for further engagement of mixed heritage students and alums are also provided.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507854
Database: ERIC
FullText Text:
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  Data: Racial Literacy, George Floyd, and the Twin Cities: Seeing Race through the Longitudinal Perspectives of Mixed Heritage Alums
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  Data: <searchLink fieldCode="AR" term="%22Orkideh+Mohajeri%22">Orkideh Mohajeri</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2610-1032">0000-0002-2610-1032</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marc+P%2E+Johnston-Guerrero%22">Marc P. Johnston-Guerrero</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9551-5186">0000-0001-9551-5186</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Diversity+in+Higher+Education%22"><i>Journal of Diversity in Higher Education</i></searchLink>. 2026 19(3):296-308.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: 13
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  Data: <searchLink fieldCode="DE" term="%22Minnesota+%28Saint+Paul%29%22">Minnesota (Saint Paul)</searchLink><br /><searchLink fieldCode="DE" term="%22Minnesota+%28Minneapolis%29%22">Minnesota (Minneapolis)</searchLink>
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  Data: 10.1037/dhe0000660
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  Data: 1938-8926<br />1938-8934
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  Data: There are limited longitudinal studies of racial literacy development and even fewer that focus on mixed heritage students and their ongoing awareness of racial issues and identity development. This article uses longitudinal interview data from 12 university alums who lived in the Twin Cities metropolitan area in the Spring 2020, when George Floyd was murdered and a vast racial uprising ensued. Participants' analysis of race relations came from their emerging racial literacy developed during college and graduate studies, which, combined with geographic proximity, allowed them to have more nuanced and critical views of Floyd's murder and subsequent turmoil. Findings further illustrate how mixed heritage alums continued navigating nuanced racial categories while applying their emergent racial literacy to their local context (i.e., family and region). Implications for further engagement of mixed heritage students and alums are also provided.
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        Value: 10.1037/dhe0000660
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 296
    Subjects:
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Alumni
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      – SubjectFull: College Students
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      – SubjectFull: Race
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      – SubjectFull: Social Justice
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      – SubjectFull: Multiple Literacies
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      – SubjectFull: Social Action
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      – SubjectFull: Local Issues
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      – SubjectFull: Racial Relations
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      – SubjectFull: Social Influences
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      – SubjectFull: Minnesota (Saint Paul)
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      – SubjectFull: Minnesota (Minneapolis)
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      – TitleFull: Racial Literacy, George Floyd, and the Twin Cities: Seeing Race through the Longitudinal Perspectives of Mixed Heritage Alums
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