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The purpose of this paper is to explore the specific characteristics of consumers’ lived experience in a brand museum within a luxury context. While previous research has investigated this experience through the lens of brand heritage, the unique attributes and prestigiousness of the luxury field have not yet been examined. The authors argue that these distinctive features may alter the brand heritage experience in significant ways.

To understand the dimensions of a brand heritage experience in a luxury context, the authors applied a qualitative method using reflexive introspection. Specifically, the authors used 89 reflective introspections of 29 visitors of nine different luxury brand museums.

The findings indicate that a brand heritage experience in luxury is based on four dimensions: aesthetic, authentic, scientific and mythic. The data also reveal the heterogeneous aspect of the experience, which varies according to the level of consumers’ brand familiarity as well as whether the museum visit is led by a guide or not.

The authors contribute to the literature by emphasizing a new dimension of a brand heritage experience in luxury: a mythic dimension. This study also unveils the impact of contextual factors on the brand heritage experience.

Most research about combating the whiteness of teacher education neglects to analyze the whiteness of the higher education institutional contexts housing teacher preparation programs. This gap also holds true within research exploring Minority Serving Institutions’ potential to graduate large numbers of teachers of color. Consequently, this paper aims to argue that without strong institutional commitments to dismantle the whiteness of higher education, Hispanic Serving Institutions (a type of Minority Serving Institution) compromise their potential to robustly prepare and graduate K-12 teachers of color.

Drawing on an inductive qualitative analysis of interviews with teacher educators of color and students and a deductive qualitative analysis of publicly available data at two Hispanic Serving Institutions, this paper uses Critical Race Theory tenets of lived experience and intersectionality.

Both institutions enacted diversity commitments. However, findings demonstrated that institutional support neglected the multiple oppressive systems impacting students of color. Additionally, prioritizing (White) research norms invisibilized faculty of color in higher ranked professorial roles and compromised faculty pedagogy.

Findings address lesser known analyses of how the intersections between institutional climate, teacher education programs and the unique Hispanic Serving Institutional context impact student/preservice teacher and faculty/teacher educator racial diversity, demonstrate the necessity of using an intersectional lens when analyzing preservice teacher and teacher educator of color experiences, and demonstrate how racially diverse, multicultural higher education contexts can still invisibilize diversity.