The practical problem of how to utilize multiple race data in quantitative higher education research collides with neo-conservative and liberal assumptions that a perceived growth in a post-civil rights multiracial population suggests racism no longer exists, and with concerns that multiracial data will undermine civil rights progress. Given that larger proportions of younger Americans are acknowledging multiple racial backgrounds, these individuals are likely to comprise increasing proportions of the college-going population. This study explores different ways of operationalizing race when analyzing manifestations of racism in the campus climate for multiracially- and monoracially-identifying college students in the United States. Specifically, it examines how different racial categorizations changes group characteristics, mean levels of discrimination, and the strength of predictor variables in multiple linear regression analyses. The data comes from the 2009-2010 Diverse Learning Environments survey piloted by the Higher Education Research Institute at UCLA, and includes 4,984 college students from 14 institutions across the U.S., 912 of which indicate two or more racial categories. When aggregated into a single group, students who mark two or more racial categories experience discrimination more frequently than students who only indicate a white background, suggesting mixed race students do not occupy an "honorary white" status as might commonly be assumed. However, double minority multiracial students have higher frequencies of discrimination than minority/white multiracial students, indicating that relative whiteness may result in comparative privilege for the latter group. Importantly, the strength and significance of predictors change for monoracially-constructed groups based on how multiracially-identifying students are classified. The analyses are framed within a new Integrative Model of Multiraciality for campus climate, which guides theoretical interpretations of the racial classification approaches and findings to dispel post-racial and colorblind myths, address civil rights concerns, and provide implications for future research, policy, and practice. Variables and Factors are appended. (Contains 5 tables.)