Jessica C Harris
Biographic Data
| ID | 3965096 |
|---|---|
| NAME | Jessica C Harris |
| GIVEN NAMES | Jessica C |
| FAMILY NAME | Harris |
| SIGNATURE | HARRIS J C |
| AFFILIATIONS | , |
| ORCID | 0000-0001-5687-3888 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 215 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
How the campus climate for sexual violence shapes women of color survivors’ decisions to disclose
Women of Color Student Survivors’ Perceptions of Campus Sexual Assault Prevention Programming
This article presents a qualitative study of 44 Women of Color undergraduate student survivors' perceptions of campus sexual assault prevention programming using the framework of standpoint theory. Participants held perceptions concerning online training prior to college, the in-person presentations they attended during new student orientation, and the lack of information relayed through prevention programs about sexual assault perpetration. Find…
Effective Modalities for Healing from Campus Sexual Assault: Centering the Experiences of Women of Color Undergraduate Student Survivors
In this article, Jessica C. Harris, Nadeeka Karunaratne, and Justin A. Gutzwa examine the modalities Women of Color student survivors perceive as helpful in healing from campus sexual assault. Existing scholarship on healing from campus sexual assault largely relies on the reduction of psychological symptoms of trauma, an understanding that is often race-neutral and founded on the narratives of white women. Centering the experiences of 34 Women o…
Multiracial Faculty Members’ Experiences with Multiracial Microaggressions
Through this study, we explore 26 Multiracial tenured and tenure track faculty members’ experiences with Multiracial microaggressions while working within historically white 4-year colleges and universities in the United States. Findings from the research suggest that Multiracial faculty members often encounter Multiracial microaggressions that stifle their professional success. Yet Multiracial microaggressions may also provide some faculty with …
Multiracial Faculty Members’ Experiences with Biculturalism
Framed by the concept of biculturalism this study explores how 26 Multiracial faculty members form and use biculturalism to navigate an academy steeped in monoculturalism, or the belief that all people should conform to a dominant white westernized worldview. Findings from this study suggest that many Multiracial faculty members form and use a unique form of biculturalism, borderlands biculturalism, to navigate postsecondary contexts. Study findi…
Multiracial faculty members’ experiences with teaching, research, and service
Multiracial campus professionals’ experiences with queering race in U.S. postsecondary contexts
Because Multiracial people are often pressed between socially constructed monoracial categories and forced to navigate a monoracial-only paradigm of race, Multiracial individuals may develop a heightened (Multi)racial consciousness, through which they queer race, or (un)consciously challenge normative, often-oppressive racial constructs. While the word ‘queer’ has come to signify an essential identity for some, specifically those who identify as …
Un/Doing Intersectionality through Higher Education Research
Grounded in Black feminist and critical race theories, legal scholar Kimberlé Crenshaw introduced the term “intersectionality” to the academy in 1989 to demonstrate how U.S. structures, such as the legal system, and discourses of resistance, such as feminism and anti-racism, often frame identities as isolated and mutually exclusive, resulting in the “theoretical erasure” of Black women who hold multiple minoritized identities. Since 1989, interse…
Navigating the academic borderlands as multiracial and trans* faculty members
Postsecondary institutions remain bastions of oppression, threat and harm for faculty who hold minoritized identities. While some scholars have explored the ways in which monoracial faculty of color and LGBT faculty members navigate an academy that is steeped in racism, genderism, sexism and other systems of oppression, there remains a paucity of scholarship focused on the experiences of multiracial faculty and nonbinary trans* faculty. Given the…
The challenges and triumphs in addressing students’ intersectional identities for Black culture centers
Toward a critical multiracial theory in education
This manuscript lays the foundation for a critical multiracial theory (MultiCrit) in education. The author uses extant literature and their own research that focused on multiraciality on the college campus to explore how CRT can move toward MultiCrit, which is well-positioned to frame multiracial students’ experiences with race in education
Counter-stories as representations of the racialized experiences of students of color in higher education and student affairs graduate preparation programs
In this paper, we employ Critical Race Theory theoretically and methodologically to examine the racialized experiences of students of color in higher education and student affairs (HESA) graduate preparation programs. We employ counter-storytelling as a method for constructing narratives that disrupt the master narrative found within HESA graduate preparation programs, which often boast an espoused commitment to diversity and social justice. Base…
Multiracial college students’ experiences with multiracial microaggressions
While research on monoracial college students' experiences with racial microaggressions increases, minimal, if any, research focuses on multiracial college students' experiences with racial microaggressions. This manuscript addresses the gap in the literature by focusing on multiracial college students' experiences with multiracial microaggressions, a type of racial microaggression. Utilizing qualitative data, this study explored 3 different mult…
Marginalizing Merit?: Gender Differences in Black Faculty D/discourses on Tenure, Advancement, and Professional Success
Little work has addressed the ways in which race and gender intersect and shape Black professors' experiences as they seek professional advancement. Framed by critical race theory, this qualitative study uses discourse analysis to analyze the narratives of 28 Black professors employed at two research universities. Findings suggest that faculty perceive race and gender influencing their evaluations for academic advancement , with key gender distin…
Revolutionary Black Nationalism: The Black Panther Party
Un/Doing Intersectionality through Higher Education Research
Grounded in Black feminist and critical race theories, legal scholar Kimberlé Crenshaw introduced the term “intersectionality” to the academy in 1989 to demonstrate how U.S. structures, such as the legal system, and discourses of resistance, such as feminism and anti-racism, often frame identities as isolated and mutually exclusive, resulting in the “theoretical erasure” of Black women who hold multiple minoritized identities. Since 1989, interse…
Toward a critical multiracial theory in education
This manuscript lays the foundation for a critical multiracial theory (MultiCrit) in education. The author uses extant literature and their own research that focused on multiraciality on the college campus to explore how CRT can move toward MultiCrit, which is well-positioned to frame multiracial students’ experiences with race in education
Multiracial college students’ experiences with multiracial microaggressions
While research on monoracial college students' experiences with racial microaggressions increases, minimal, if any, research focuses on multiracial college students' experiences with racial microaggressions. This manuscript addresses the gap in the literature by focusing on multiracial college students' experiences with multiracial microaggressions, a type of racial microaggression. Utilizing qualitative data, this study explored 3 different mult…
Counter-stories as representations of the racialized experiences of students of color in higher education and student affairs graduate preparation programs
In this paper, we employ Critical Race Theory theoretically and methodologically to examine the racialized experiences of students of color in higher education and student affairs (HESA) graduate preparation programs. We employ counter-storytelling as a method for constructing narratives that disrupt the master narrative found within HESA graduate preparation programs, which often boast an espoused commitment to diversity and social justice. Base…
Navigating the academic borderlands as multiracial and trans* faculty members
Postsecondary institutions remain bastions of oppression, threat and harm for faculty who hold minoritized identities. While some scholars have explored the ways in which monoracial faculty of color and LGBT faculty members navigate an academy that is steeped in racism, genderism, sexism and other systems of oppression, there remains a paucity of scholarship focused on the experiences of multiracial faculty and nonbinary trans* faculty. Given the…
The challenges and triumphs in addressing students’ intersectional identities for Black culture centers
Women of Color Student Survivors’ Perceptions of Campus Sexual Assault Prevention Programming
This article presents a qualitative study of 44 Women of Color undergraduate student survivors' perceptions of campus sexual assault prevention programming using the framework of standpoint theory. Participants held perceptions concerning online training prior to college, the in-person presentations they attended during new student orientation, and the lack of information relayed through prevention programs about sexual assault perpetration. Find…
Revolutionary Black Nationalism: The Black Panther Party
Multiracial Faculty Members’ Experiences with Multiracial Microaggressions
Through this study, we explore 26 Multiracial tenured and tenure track faculty members’ experiences with Multiracial microaggressions while working within historically white 4-year colleges and universities in the United States. Findings from the research suggest that Multiracial faculty members often encounter Multiracial microaggressions that stifle their professional success. Yet Multiracial microaggressions may also provide some faculty with …
Multiracial Faculty Members’ Experiences with Biculturalism
Framed by the concept of biculturalism this study explores how 26 Multiracial faculty members form and use biculturalism to navigate an academy steeped in monoculturalism, or the belief that all people should conform to a dominant white westernized worldview. Findings from this study suggest that many Multiracial faculty members form and use a unique form of biculturalism, borderlands biculturalism, to navigate postsecondary contexts. Study findi…
Revolutionary Black Nationalism: The Black Panther Party
Marginalizing Merit?: Gender Differences in Black Faculty D/discourses on Tenure, Advancement, and Professional Success
Little work has addressed the ways in which race and gender intersect and shape Black professors' experiences as they seek professional advancement. Framed by critical race theory, this qualitative study uses discourse analysis to analyze the narratives of 28 Black professors employed at two research universities. Findings suggest that faculty perceive race and gender influencing their evaluations for academic advancement , with key gender distin…
The challenges and triumphs in addressing students’ intersectional identities for Black culture centers
Toward a critical multiracial theory in education
This manuscript lays the foundation for a critical multiracial theory (MultiCrit) in education. The author uses extant literature and their own research that focused on multiraciality on the college campus to explore how CRT can move toward MultiCrit, which is well-positioned to frame multiracial students’ experiences with race in education
Counter-stories as representations of the racialized experiences of students of color in higher education and student affairs graduate preparation programs
In this paper, we employ Critical Race Theory theoretically and methodologically to examine the racialized experiences of students of color in higher education and student affairs (HESA) graduate preparation programs. We employ counter-storytelling as a method for constructing narratives that disrupt the master narrative found within HESA graduate preparation programs, which often boast an espoused commitment to diversity and social justice. Base…
Multiracial college students’ experiences with multiracial microaggressions
While research on monoracial college students' experiences with racial microaggressions increases, minimal, if any, research focuses on multiracial college students' experiences with racial microaggressions. This manuscript addresses the gap in the literature by focusing on multiracial college students' experiences with multiracial microaggressions, a type of racial microaggression. Utilizing qualitative data, this study explored 3 different mult…
Navigating the academic borderlands as multiracial and trans* faculty members
Postsecondary institutions remain bastions of oppression, threat and harm for faculty who hold minoritized identities. While some scholars have explored the ways in which monoracial faculty of color and LGBT faculty members navigate an academy that is steeped in racism, genderism, sexism and other systems of oppression, there remains a paucity of scholarship focused on the experiences of multiracial faculty and nonbinary trans* faculty. Given the…
Multiracial campus professionals’ experiences with queering race in U.S. postsecondary contexts
Because Multiracial people are often pressed between socially constructed monoracial categories and forced to navigate a monoracial-only paradigm of race, Multiracial individuals may develop a heightened (Multi)racial consciousness, through which they queer race, or (un)consciously challenge normative, often-oppressive racial constructs. While the word ‘queer’ has come to signify an essential identity for some, specifically those who identify as …
Un/Doing Intersectionality through Higher Education Research
Grounded in Black feminist and critical race theories, legal scholar Kimberlé Crenshaw introduced the term “intersectionality” to the academy in 1989 to demonstrate how U.S. structures, such as the legal system, and discourses of resistance, such as feminism and anti-racism, often frame identities as isolated and mutually exclusive, resulting in the “theoretical erasure” of Black women who hold multiple minoritized identities. Since 1989, interse…
Multiracial faculty members’ experiences with teaching, research, and service
Multiracial Faculty Members’ Experiences with Biculturalism
Framed by the concept of biculturalism this study explores how 26 Multiracial faculty members form and use biculturalism to navigate an academy steeped in monoculturalism, or the belief that all people should conform to a dominant white westernized worldview. Findings from this study suggest that many Multiracial faculty members form and use a unique form of biculturalism, borderlands biculturalism, to navigate postsecondary contexts. Study findi…
Effective Modalities for Healing from Campus Sexual Assault: Centering the Experiences of Women of Color Undergraduate Student Survivors
In this article, Jessica C. Harris, Nadeeka Karunaratne, and Justin A. Gutzwa examine the modalities Women of Color student survivors perceive as helpful in healing from campus sexual assault. Existing scholarship on healing from campus sexual assault largely relies on the reduction of psychological symptoms of trauma, an understanding that is often race-neutral and founded on the narratives of white women. Centering the experiences of 34 Women o…
Multiracial Faculty Members’ Experiences with Multiracial Microaggressions
Through this study, we explore 26 Multiracial tenured and tenure track faculty members’ experiences with Multiracial microaggressions while working within historically white 4-year colleges and universities in the United States. Findings from the research suggest that Multiracial faculty members often encounter Multiracial microaggressions that stifle their professional success. Yet Multiracial microaggressions may also provide some faculty with …
Women of Color Student Survivors’ Perceptions of Campus Sexual Assault Prevention Programming
This article presents a qualitative study of 44 Women of Color undergraduate student survivors' perceptions of campus sexual assault prevention programming using the framework of standpoint theory. Participants held perceptions concerning online training prior to college, the in-person presentations they attended during new student orientation, and the lack of information relayed through prevention programs about sexual assault perpetration. Find…
How the campus climate for sexual violence shapes women of color survivors’ decisions to disclose
Sociology (12 works) · Gender Studies (10 works) · Critical Race Theory in Education (9 works) · Gender Studies (8 works) · Higher Education Research Studies (8 works) · Political science (8 works) · Psychology (8 works) · Higher education (7 works) · Pedagogy (7 works) · Mentoring and Academic Development (5 works)