Engaging children with artists who look like them, have similar experiences, and come from similar backgrounds is a great source of inspiration and empowerment. By reflecting their own identities, experiences and motivations (mirrors) and also providing insight into the identities, experiences and motivations of others (windows) can move students toward more nuanced perceptions of the world around them (sliding glass doors).*  Discover new BIPOC artists to add to your curriculum. 

*Source: By Rudine Sims Bishop, The Ohio State University. "Mirrors, Windows, and Sliding Glass Doors" 
This is a evolving and growing resource. If you have any suggestions or would like to recommend additional artists, please e-mail us at antiracistartteachers@gmail.com We thank you for your collaboration!

MultiRacial & Multiethnic Artists

Artists listed in alphabetical order by first/preferred name.

Artists have many layered identities and art educators need to present them as such.  

Representing diverse artists in your curriculum is only part of an Anti-Bias, Anti-Racist curriculum.  It needs to be more than a symbolic effort and art educators need to take into account intersectionality when introducing these artists to students.  How do aspects of an artists’ social and political identities (ex. gender, sex, race, class, sexuality, religion, ability, physical appearance, etc.) intersect within their work?   
In addition, we recognize that race is socially constructed and it is impossible to put humans in clearly defined categories by race. Racial identity is deeply personal, and artists within any given subgroup define themselves differently. Race, ethnicity, and nationality are all factors artist's individually consider as their personal identity. However, as mentioned previously that is not all that there is to their identity. We know that artists have many layered identities and art educators need to do the research to present them as such. These groupings are not perfect, as humans are not meant to be divided into boxes. We hope this resource can help art educators identify who is missing from their curriculum in order to create a curriculum more representative of the incredible diversity among students and artists today.


Alia Ali

Andrea Chung
Jamaican/Chinese and Trinidadian 

Anna Jane McIntyre

Brian Jungen
Dane-Zaa & Swiss

Cecil J. Williams
Black, White, & Indigenous

Christina Neston
Japanese & American

 Diana Li
Chinese & Peruvian 

Erica Lord
Finnish-American & Iñupiaq/Athabascan 


Gina Adams Ojibwe, Lakota Irish, & Lithuanian

J. Leigh Garcia
Biracial Latina

James Luna
La Jolla Luiseño-Ipi-Mexican & American

Jananne Al-Ani
Iraqi & Irish

Jean-Michel Basquiat
Haitian & Puerto Rican

Frida Kahlo
Mexican & German


Kea Tawana
Japanese &  White American

Khaled Takreti
French & Syrian 

Kaya Joan
Afro-Indigenous (Vincentian, Kanien'kehá:ka with relations from Kahnawá:ke, Irish, Jamaican)


Leila Alaoui
French & Moroccan

Lydia Nakashima Degarrod
Japanese & Chilean 

Linda Nguyen Lopez
American, Vietnamese & Mexican descent


Martha Atienza
Dutch & Filipino

Mary Edmonia Lewis
Mississauga Ojibwe & Afro-Haitian 

Michael C. Thorpe
Black & White

Nasreen Shaikh Jamal Al Lail  
Indian & Saudi 

Natalie Ball
Klamath, Modoc, & African American

Nezaket Ekici
German & Turkish

Monica Garza
Mexican and Korean


Shizu Saldamando

Simone Saunders
Jamaican & European

Sofia Tekela-Smith
Scottish & Rotuman 

Tanya Lukin Linklater Caucasian & Alutiiq

Rob Kolhouse
American, Half Asian


Multiracial: of two or more races.

Multiethnic: of two or more ethnicities.

Ethnicity: a group of people who identify with one another with similarities such as history, culture, language, ancestry, etc.

Race: a socially constructed term with no scientific basis used to identify a group of people who share physical characteristics and other cultural elements such as language, history, etc.