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Using Renn's (2000, 2004) ecology of college student development model as a theoretical framework, I report and discuss the findings of my study involving 6 female college students who identify as multiracial/biracial-bisexual/ pansexual. I describe how these findings validate Renn's model, specifically discussing how the campus environment influenced the students' identity development in relation to three themes that emerged from my study: trying on, negotiating self, and finding fit. Finally, I discuss the implications of the results of my study for student affairs practice.

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My 9 th grade Earth science teacher Mr. Miller told me that someday I would get my Ph.D. As a young freshman entering his high school classroom, I was terrified thanks to the stories I had heard from upperclassmen about how hard his class was. Science was not an interesting subject to me, nor was it one I was very confident about so I was intimidated by Mr. Miller. I wanted to earn his respect, however, so I came in every morning and talked with him about school and life, and I stayed after school to get help on my assignments. Before the course was over, I won the fossil display competition, successfully got my spaceship to the farthest star possible, Proxima Centauri, and even charted stars with my homemade astrolabe on cold winter nights, lying on the roof of my house out in the country. I left his class with an appreciation for science and a confidence that I could successfully complete any task I set my mind to. I continued to visit him long after I graduated high school. Every time I saw him, he would ask when I was getting my Ph.D. In 2006, when I heard that he had cancer, I went back home to see him one last time. I, like many others, wanted to thank him for all he had done. I will never forget the smile that he gave me when I told him I had just completed my second year in the doctoral program. Shortly thereafter, he passed away. Mr. Miller had always believed in me and always encouraged me to set goals and achieve them. He had the confidence in me long before I did. I will never forget him and I will forever be grateful to him for believing in my success. iii TABLE OF CONTENTS LIST OF FIGURES .

This chapter describes the perspectives and experiences of multiracial college students and offers recommendations for institutions of higher education to better support college students who identify as multiracial.