Mixed Race Studies

Biracial Identity Development: A Case of Black-Korean Biracial Individuals in Korea

International Journal Multicultural Education
Volume 18, Number 3 (2016)
pages 40-57
DOI: 10.18251/ijme.v18i3.1193

Hyein Amber Kim, Lecturer in Korean Language
University of Washington

This study examines two cases of Black-Korean biracial individuals and 4 Black-Korean biracial public figures who were playing influential roles in South Korea (Yoon Mi-Rae, Hines Ward, Insooni, and Moon Taejong). The purpose of this study was to understand how Black-Korean biracial individuals construct their identities, how they navigate various identity options, and how they understand experiences they have in South Korea that are significant to their identity development. This study raises a number of issues in the Korean context where the ideology of a “pureblood” Korean race still prevails, and biracial Koreans continue to face implications of racism and colorism.

Read the entire article here.

Multiethnic Women

FEM: UCLA’s Feminist Newsmagazine Since 1973
2015-12-04

Kali Croke

Out of all the things that compose an individual’s identity, one’s culture (defined by similarities in ideals, religion, language, habits, etc.) is perhaps the most significant. While we mostly understand the experiences of people of different singular cultures, oftentimes the experiences of individuals with more than one ethnicity are overlooked or unheard. I sat down with women of multiple ethnicities to better understand how their multiple cultures have shaped their lives, experiences and viewpoints on the world. Below are transcribed excerpts of these conversations…

Read the entire article here.

Gendered (Mixed) Race

FEM: UCLA’s Feminist Newsmagazine Since 1973
2016-05-26

Laura Jue

“You’re so exotic.”

That’s a phrase that many mixed race people like me have heard at least a few times in their lives. That sentiment is usually accompanied by other similarly dehumanizing compliments such as “mixed people are so beautiful,” “mixed babies are so cute,” or citing some article from National Geographic about how mixed people are the people of the future.

When conversations about multiraciality come up, a common theme is how it is exoticized by comments like those, in a similar way to how people of color in general are exoticized.

But there is another aspect of these microaggressions that is not brought up as often: assumptions of gender…

Read the entire article here.

Study provides insight into children’s race and gender identities

UW Today
University of Washington
2016-11-15

Deborah Bach

Children’s knowledge and use of race and gender labels have been well-explored by researchers, but how kids think about their own identities in those contexts, especially before adolescence, is less clear.

A new study from the University of Washington provides a rare glimpse into how children perceive their social identities in middle childhood. The research found that children age 7 to 12 rate gender as more important than race — and that their perceptions of both are woven together with personal and societal influences.

“Kids are thinking about race and gender, and not just in terms of being able to identify with these social categories, but also what they mean and why they matter,” said lead author Leoandra Onnie Rogers, a former postdoctoral fellow at the UW’s Institute for Learning & Brain Sciences (I-LABS) who is now an assistant professor of psychology at Northwestern University.

Andrew Meltzoff, co-director of I-LABS and co-author on the paper, said, “Children are bombarded by messages about race, gender and social stereotypes. These implicit and explicit messages rapidly influence their self-concepts and aspirations.

“We were able to catch a glimpse of how culture influences children at a tender time in their lives. Kids talk about race and gender in different ways as early as age 7.”…

Read the entire article here.

Is Gender More Important and Meaningful Than Race? An Analysis of Racial and Gender Identity Among Black, White, and Mixed-Race Children

Cultural Diversity and Ethnic Minority Psychology
Published online 2016-10-13
DOI: 10.1037/cdp0000125

Leoandra Onnie Rogers, Research Assistant Professor
College of Education, Department of Learning Sciences and Human Development
University of Washington

Andrew N. Meltzoff, Professor of Psychology and Co-Director
Institute for Learning & Brain Sciences
University of Washington

Objectives: Social categories shape children’s lives in subtle and powerful ways. Although research has assessed children’s knowledge of social groups, most prominently race and gender, few studies have examined children’s understanding of their own multiple social identities and how they intersect. This paper explores how children evaluate the importance and meaning of their racial and gender identities, and variation in these evaluations based on the child’s own age, gender, and race.

Method: Participants were 222 Black, White, and Mixed-Race children (girls: n = 136; Mage = 9.94 years). Data were gathered in schools via 1-on-1 semistructured interviews. Analyses focused on specific measures of the importance and meaning of racial and gender identity for children.

Results: We found that: (a) children rate gender as a more important identity than race; (b) the meanings children ascribe to gender identity emphasized inequality and group difference whereas the meaning of race emphasized physical appearance and humanism/equality; and (c) children’s assessments of importance and meaning varied as a function of child race and gender, but not age.

Conclusion: The findings extend research on young children’s social identity development and the role of culture and context in children’s emerging racial and gender identities. Implications for identity theory and development and intergroup relations are discussed.

Read or purchase the article here.

Prevalence of High-Risk Sexual Behaviors Among Monoracial and Multiracial Groups from a National Sample: Are Multiracial Young Adults at Greater Risk?

Archives of Sexual Behavior
Volume 45, Issue 2, February 2016
pages 467–475
DOI: 10.1007/s10508-015-0647-5

Antoinette M. Landor, Assistant Professor
Department of Human Development and Family Science
University of Missouri, Columbia

Carolyn Tucker Halpern, Professor
Department of Maternal and Child Health
Gillings School of Global Public Health
University of North Carolina, Chapel Hill

The present study compared the prevalence and variation in high-risk sexual behaviors among four monoracial (i.e., White, African American, Asian, Native American) and four multiracial (i.e., White/African American, White/Asian, White/Native American, African American/Native American) young adults using Wave IV data (2008–2009) from the National Longitudinal Study of Adolescent to Adult Health (N = 9724). Findings indicated differences in the sexual behavior of monoracial and multiracial young adults, but directions of differences varied depending on the monoracial group used as the referent and gender. Among males, White/African Americans had higher risk than Whites; White/Native Americans had higher risk than Native Americans. Otherwise, multiracial groups had lower risk or did not differ from the single-race groups. Among females, White/Native Americans had higher risk than Whites; White/African Americans had higher risk than African Americans. Other comparisons showed no differences or had lower risk among multiracial groups. Variations in high-risk sexual behaviors underscore the need for health research to disaggregate multiracial groups to better understand health behaviors and outcomes in the context of experiences associated with a multiracial background, and to improve prevention strategies.

Read or purchase the article here.

Being Blackanese: The Evolving Embrace of Self and Community

College of San Mateo
CSM College Center Building 10, Room 193
1700 West Hillsdale Boulevard
San Mateo, California 94402 USA
Friday 2016-11-18, 18:30 PST (Local Time)

Being Blackanese: The Evolving Embrace of Self and Community brings together an award winning literary artist, a scholar activist, and an independently published author in an examination and affirmation of Black Japanese American life. The “Blackanese” experience – of a world where divisiveness remains common and cultural ambiguity can equate to invisibility within one’s own communities – will be exposed through readings, presentations and Q&A.

Featuring readings and presentations by:

• Alyss Dixson will read from “The Club”, her short fiction piece about Ai, a determined Black Japanese girl who decides to sneak a ride on her father’s old Harley until an encounter with a thief puts her between fear of the stranger and fear of her dad’s punishment.
• Fredrick Cloyd will read selections from his memoir, Dream of the Water Children: Memory and Mourning in the Black Pacific, covering his struggles as a half-Black Japanese boy born of an African American military father and that of his mother who was looked down upon for having a child by an American, as well as his life as an Amerasian after migrating to the United States.
• Ramon Calhoun will read excerpts from his independently-published novel, Blackanese Boy, the coming of age story of Rafael Halifax. Raised by a single mother, Rafael tries to cope with and understand the complexity of his mixed-identity, born of his Japanese American mother and Black father, an infrequent yet powerful presence in his life.

The readings will be followed by a Question & Answer session facilitated by Dr. Frederick Gaines, Chair of the Department of Ethnic Studies, College of San Mateo.

For more information, click here.

Passing in the Age of Rachel Dolezal, or Is Everyone Catfishing?

Response: The Digital Journal of Popular Culture Scholarship
Issue One (November 2016)

Judy Phagan, Associate Professor of English
St. Joseph’s College, New York

Rachel Doležal

It was revealed in the New York Times and on national television in the summer of 2015 that Africana Studies professor and N.A.A.C.P. director of the Spokane chapter, Rachel Dolezal, had possibly falsified her ethnicity. She was subjected to national scrutiny and ridicule after it appeared she fabricated her own racial background. The Times also wondered if Rachel Dolezal would give up her “part-time teaching position in African American Studies at Eastern Washington University.” She did. It is fascinating to me that this little story garnered so much national attention. What ensued was a Swiftian tempest in a teapot in which pundits labeled Dolezal a “liar.” She was living as a black woman while her parents outed her as white. They even went on national television to show Rachel Dolezal’s baby pictures. The combination of white parents and a white little girl added up to one conclusion—that Dolezal was indeed white. It felt like everyone I knew that summer was angry at Dolezal. She seemed to be a white woman “passing” as an African American. Historically, passing was usually performed by African Americans light-skinned enough, often of mixed racial background, to “pass” as white. There are dozens of books on the topic by sociologists, psychologists, and historians. Passing is anything but new, as this paper will discuss. Passing, as a sociological phenomenon, is generally studied in terms of race, class, gender, sexual orientation and/or (dis)ability. Add the 21st century concern for our personal image (think Facebook) and the issue gets even muddier. We see reflected in television and film, Youtube, the blogosphere and the Twitterverse discussions of passing, although we may not immediately recognize it as such. This is no doubt a reflection of our American obsession with race, which has again hit the media (and our hearts) this summer of 2016. This paper will explore many facets of passing as the term is used in 2016 and demonstrate that passing is merely a part of one’s identity formation; it is not a crime…

Read the entire article here.

Locating black mixed-raced males in the black supplementary school movement

Race Ethnicity and Education
Published online 2016-11-08
pages 1-14
DOI: 10.1080/13613324.2016.1248838

Remi Joseph-Salisbury
School of Ethnicity and Racism Studies, School of Sociology and Social Policy
University of Leeds, Leeds, United Kingdom

Kehinde Andrews, Associate Professor of Sociology
Birmingham City University, Birmingham, United Kingdom

This article draws upon data from semi-structured interviews conducted with black mixed-race males in the UK and the US, to argue that a revival of the black supplementary school movement could play an important role in the education of black mixed-race males. The article contends that a strong identification with blackness, and a concomitant rejection of the values of mainstream schooling, make black supplementary education a viable intervention for raising the attainment and improving the experiences of black mixed-race males. Whilst blackness was important to participants’ understandings of their lived experiences, this did not engender a disregard for their mixedness. Supplementary schools must therefore find ways of recognising black mixedness within their practice.

Read or purchase the article here.

Reevaluation of the Influence of Appearance and Reflected Appraisals for Mixed-Race Identity: The Role of Consistent Inconsistent Racial Perception

Sociology of Race and Ethnicity
October 2016, Volume 2, Number 4
pages 569-583
DOI: 10.1177/2332649216634740

Jennifer Patrice Sims, Adjunct Visiting Professor of Sociology
University of Wisconsin, River Falls

Developed from Cooley’s looking-glass self, the theory of reflected appraisals is frequently used to explain how appearance influences the racial identity development of mixed-race people. However, postulating that racial identity develops via the internalization of the perception of what race one thinks others assume him or her to be rests on the assumption that others consistently perceive the individual in the same manner. Although true for many people, the appearance of mixed-race people is often ambiguous and changeable and is perceived differently depending on context, which results in mixed-race people’s being ascribed to, and interacted with as if a member of, a variety of different races and ethnicities. This fact illuminates a gap in our knowledge of how appearance influences racial identity absent consistent perception by others. Drawing on 30 interviews with mixed-race adults from a variety of racial backgrounds in the United States and United Kingdom, the author examines not only the particular experiences with differential racial perception that mixed-race people have but also the mechanisms by which appearance influences identity when one experiences varying perceptions from others. This work ultimately extends the theory of reflected appraisals by advancing the idea that, under certain conditions, identity can form from experiences being consistently inconsistently perceived when that consistent inconsistency itself functions as a reflected appraisal of a particular identity.

Read or purchase the article here.