“They’re Only a Quarter”: A Duoethnographic Exploration of Multiracial Fatherhood

In this duoethnography, we examine our own experiences of multiracial fatherhood to disrupt metanarratives about race, multiraciality, and privilege. By synthesizing critical multiracial theory and critical race parenting, we advance three propositions of critical multiracial parenting to attend to the permanence of (mono)racism, the shifting salience of multiraciality across time and space, and the possibilities of expansive pedagogical approaches to challenge racial rigidity. We weave together and disrupt each other’s narratives by presenting two scenes of multiracial fatherhood, complicating our understanding and assumptions of White privilege, multiracial identity, and generational proximity to an interracial union. Our hope is that our duoethnography is not a beginning nor an end; rather, we call on readers to continually add their voices to disrupt and complicate how whiteness works in family systems and multiraciality discourses.

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Institutions

Publication Details

Journal
Genealogy
Published
2025-03-23
DOI
https://doi.org/10.3390/genealogy9020031
Citations
4
Primary Topic
Critical Race Theory in Education
Type
article
Field-Weighted Citation Impact
16.81
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article

“They’re Only a Quarter”: A Duoethnographic Exploration of Multiracial Fatherhood

Brendon M. Soltis, Jacob P. Wong-Campbell
4 citations
Genealogy
Critical Race Theory in Education
16.81
article

“They’re Only a Quarter”: A Duoethnographic Exploration of Multiracial Fatherhood

Brendon M. Soltis, Jacob P. Wong-Campbell
article en
4 citations

Abstract

In this duoethnography, we examine our own experiences of multiracial fatherhood to disrupt metanarratives about race, multiraciality, and privilege. By synthesizing critical multiracial theory and critical race parenting, we advance three propositions of critical multiracial parenting to attend to the permanence of (mono)racism, the shifting salience of multiraciality across time and space, and the possibilities of expansive pedagogical approaches to challenge racial rigidity. We weave together and disrupt each other’s narratives by presenting two scenes of multiracial fatherhood, complicating our understanding and assumptions of White privilege, multiracial identity, and generational proximity to an interracial union. Our hope is that our duoethnography is not a beginning nor an end; rather, we call on readers to continually add their voices to disrupt and complicate how whiteness works in family systems and multiraciality discourses.

GenealogyVol. 9(2)
Ohio Department of Education (US), The Ohio State University (US), Michigan State University (US)
Openalex Percentile: Top 1%
Critical Race Theory in Education
16.81
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