Mixed Race Studies

The Role of Gender, Class, and Religion in Biracial Americans’ Racial Labeling Decisions

American Sociological Review
Volume 81, Number 1, February 2016
pages 57-84
DOI: 10.1177/0003122415623286

Lauren D. Davenport, Assistant Professor of Political Science
Stanford University

Racial attachments are understood to be socially constructed and endogenous to gender, socioeconomic, and religious identities. Yet we know surprisingly little about the effect of such identities on the particular racial labels that individuals self-select. In this article, I investigate how social identities shape the racial labels chosen by biracial individuals in the United States, a rapidly growing population who have multiple labeling options. Examining national surveys of more than 37,000 respondents of Latino-white, Asian-white, and black-white parentage, I disentangle how gender, socioeconomic status, and religious identity influence racial labeling decisions. Across biracial subgroups and net of all other influences, economic affluence and Jewish identity predict whiter self-identification, whereas belonging to a religion more commonly associated with racial minorities is associated with a minority identification. Gender, however, is the single best predictor of identification, with biracial women markedly more likely than biracial men to identify as multiracial. These findings help us better understand the contextual nature of racial identification and the processes via which social identities interact with racial meanings in the United States.

Read the entire article here or here.

Race Policy and Multiracial Americans

Policy Press (Available in North America from University of Chicago Press)
2016-01-13
226 pages
234 x 156 mm
Hardback ISBN: 9781447316459
Paperback ISBN: 9781447316503

Edited by:

Kathleen Odell Korgen, Professor of Sociology
William Paterson University, Wayne, New Jersey

Race Policy and Multiracial Americans is the first book to look at the impact of multiracial people on race policies—where they lag behind the growing numbers of multiracial people in the U.S. and how they can be used to promote racial justice for multiracial Americans. Using a critical mixed race perspective, it covers such questions as: Which policies aimed at combating racial discrimination should cover multiracial Americans? Should all (or some) multiracial Americans benefit from affirmative action programmes? How can we better understand the education and health needs of multiracial Americans? This much-needed book is essential reading for sociology, political science and public policy students, policy makers, and anyone interested in race relations and social justice.

Contents

• Introduction ~ Kathleen Odell Korgen
• Multiracial Americans throughout the History of the U.S. ~ Tyrone Nagai
• National and Local Structures of Inequality: Multiracial Groups’ Profiles Across the United States ~ Mary E. Campbell and Jessica M. Barron
• Latinos and Multiracial America ~ Raúl Quiñones Rosado
• The Connections among Racial Identity, Social Class, and Public Policy? ~ Nikki Khanna
• Multiracial Americans and Racial Discrimination ~ Tina Fernandes Botts
• “Should All (or Some) Multiracial Americans Benefit from Affirmative Action Programs?”~ Daniel N. Lipson
• Multiracial Students and Educational Policy ~ Rhina Fernandes Williams and E. Namisi Chilungu
• Multiracial Americans in College ~ Marc P. Johnston and Kristen A. Renn
• Multiracial Americans, Health Patterns, and Health Policy: Assessment and Recommendations for Ways Forward ~ Jenifer L. Bratter and Chirsta Mason
• Racial Identity Among Multiracial Prisoners in the Color-Blind Era ~ Gennifer Furst and Kathleen Odell Korgen
• “Multiraciality and the Racial Order: The Good, the Bad, and the Ugly”~ Hephzibah V. Strmic-Pawl and David L. Brunsma
• Multiracial Identity and Monoracial Conflict: Toward a New Social Justice framework ~ Andrew Jolivette
• Conclusion: Policies for a Racially Just Society ~ Kathleen Odell Korgen

The Audacity to be Black

The Chicago Maroon: The independent student newspaper of The University of Chicago since 1892.
2016-01-18

Vincente Perez

The word African American masks the political strife and oppression that comes with the word Black.

“Black is hurt.
Black is pain.
Black is strong.
Black is Love
Worked hard and long
Black is deserving
Black is unnerving
Because it is so Goddamn powerful
No matter what side of Blackness you represent
Remember
Always
Black is beautiful.”

—excerpted from B(lack)NESS & LATINI(dad)

I remember the first time I was teased for being Black. I was trying to fit in with the kids—all Mexican—so I wore my hair gelled down, but no amount of mousse or gel could hide my nappy curls. It was my turn to get roasted. They threw out the word Mayate (a slur for Black people) and laughed at how much product my hair required. I wasn’t “really” Mexican like they were. My father was Black and my mother Mexican, so I was something caught in between. “Mayate.” The word rang in my ears. For some reason, it hurt just like n***er did, but more than that, it threw me into a state of alienation. This word was flung at me from a language that shouldn’t be foreign to me, but is.

So where did I fit in? African American didn’t feel right. My mestizo family migrated to the U.S. in the 20th century and my mother didn’t meet my father until the 1990s. I’d never felt American. So what was I then? My mom told me: “You’re Black. There’s no need to be ashamed of it, it just is what it is.”…

Read the entire article here.

Who’s Hispanic? Who’s Filipino?

The Multiracial Activist: Covering news of interest to multiracial individuals and interracial couples since 1997.
2016-01-15

Emily Monroy

A few years ago, I wrote an essay called ‘Who’s White?’ I asked this question about several individuals, both famous (controversial shooter George Zimmerman) and not-so-famous (two boyfriends of mine). I ended the piece by discussing whether my daughter, who is part American Indian on her father’s side (he’s from Nicaragua), would be considered White or not. Conclusion: maybe, maybe not.

Since then, a few new developments have occurred. Members of a Scandinavian club whose events I occasionally attend seem to think that my daughter looks Italian – which doesn’t surprise me because both her father and I have some ancestry from Italy. I wasn’t so prepared, though, when at least two people asked me if my daughter was part-Filipino (both were Filipino themselves, incidentally). In one case, the question came after I mentioned that my daughter had a Spanish last name from her father: having been under Spain’s rule for more than 300 years, most surnames in the Philippines are Spanish. One of my daughter’s surnames is Ramos, the name of the Philippines’ 12th president. In the other instance, a man working at my daughter’s school thought she might be Filipino because of her eyes.

I’ll concede that my daughter could probably ‘pass’ as a Filipino mestiza (Spanish word used in Latin America and the Philippines for a woman of mixed racial origins). These exchanges also got me asking my own questions: How Spanish are Filipinos? Are they an Asian people who just happen to have Spanish names? Or are they, like most of the inhabitants of Spanish America, all mestizo?…

Read the entire article here.

Bendición: The Complete Poetry of Tato Laviera

Arte Público Press
2014-11-30
346 pages
Paperback ISBN: 978-1-55885-800-8

Tato Laviera (1950-2013)

Introduction by: Laura Lomas
Preface by: Nicolás Kanellos

“i think in spanish / i write in english / i want to go back to puerto rico / but I wonder if my kink could live / in ponce, mayaguez and carolina.” Born in Puerto Rico but raised in New York City, Tato Laviera’s poetry reflects his bilingual, bicultural Nuyorican existence while celebrating the universality of the human condition and his European, indigenous and African roots.

Tato Laviera explores identity, community, urban life, oppression and much more in these multi-layered pieces that spanned his too-short life. Many deal with themes specific to the immigrant experience, such as the sense of alienation many feel when they are not accepted in their native or adopted land. In “nuyorican,” he writes about returning to his native island, only to be looked down upon for his way of speaking: “ahora regreso, con un corazón boricua, y tú / me desprecias, me miras mal, me atacas mi hablar.”

Music and dance, an integral part of Puerto Rican life, permeate Laviera’s verse and pay homage to the Caribbean’s African roots. “i hear merengue in french haiti / and in dominican blood, / and the guaracha in yoruba, / and the mambo sounds inside the plena.”

Including all of his previously published poems and some that have never been published, these are bold expressions of hybridity in which people of mixed races speak a combination of languages. He skillfully weaves English and Spanish, and frequently writes in Spanglish. The importance of language and its impact on his identity is evident in poems entitled “Español,” “Bilingue” and “Spanglish.” Known for his lively, energetic poetry readings, Bendición represents an internationally recognized poet’s life work and will serve to keep Tato Laviera’s words and the issues he wrote about alive long after his death.

Tío Tomás’s Cabin: Marco Rubio and White Cubanidad

Latino Rebels
2016-01-14

Jason Nichols, Lecturer in African American Studies
University of Maryland

Last semester I had a young man turn in an assignment in which students were instructed to write to a current presidential candidate. This particular student had been outspoken and one of the more socially aware and progressive students in the class. He has a leadership position in a Latino fraternity, and often attempted to find commonality between the plight of African Americans and people of Latino (Latinx) origin.

His paper was interesting to say the least. He directed his letter toward Marco Rubio and expressed disgust that Rubio could be the one to break the glass ceiling for Latinos in this country. He went as far as to refer to Rubio as a ‘sellout.” My comments to him may seem obvious to some, but fundamentally call into question the designation of “Latino” and whether brownness conflicts with whiteness. The young man who completed the assignment is of Brazilian descent, but identifies as strongly as Latino, which is evidence that Latinos are not bound by language. In addition, Latinos are of many different racial backgrounds, and many identify as multiracial. Many Latinos are politically astute, but are far from a political monolith unlike African Americans, who tend to vote as a solid bloc…

Read the entire article here.

César Vargas: How I Became Black

Okayafrica. Giving you true notes since 247,000 BC
2016-01-08

César Vargas

This is me my Junior year of high school.

During my first day of school in the United States I was told by a fellow classmate to watch out for the morenos. I was taken aback by the warning and in my bewilderment asked how to tell them apart. As a teenager trying to find his place in a new country, race was a difficult concept. I couldn’t tell people apart based on it. This gave me a disadvantage navigating 90s pre-gentrified Bed-Stuy. My high school, I.S. 33, was an all Black school with the exception of a few American-born Latinos—mostly Nuyoricans—and the bilingual class that I was placed in.

Sosua in the Dominican Republic where I was raised is a small tourist town with a very diverse population. Back then I was already exposed to white Americans, Europeans, and Black Haitians. All who, phenotypically speaking, looked like relatives since my family fell within the spectrum of Black to White. Which might be the reason why I couldn’t tell morenos apart from the rest of my classmates and family. Some of them were the same color as those morenos they were so apprehensive of.

My bilingual class was their punching bag. We were bullied relentlessly. For being foreigners. For speaking Spanish. For being different. That all stopped when two fresh-of-the-boat Dominican brothers that were brought to our class started fighting back. Both were as dark as the African American kids they fought. These two (Santiaguero city-slickers, it should be noted) emboldened the rest of us to do the same. So it was chaos for a couple of months.

Soon enough I understood why my classmates were fearful of morenos…

Read the entire article here.

Counseling the Culturally Diverse: Theory and Practice, 7th Edition

Wiley
December 2015
832 pages
7.2 x 1.7 x 9.6 inches
Hardcover ISBN-13: 978-1119084303

Derald Wing Sue, Professor of Psychology and Education
Department of Counseling and Clinical Psychology
Teachers College, Columbia University, New York, New York

David Sue, Professor Emeritus of Psychology
Western Washington University, Bellingham, Washington

The standard bearing guide for multicultural counseling courses now enhanced with research-based, topical, and pedagogical refinements

Counseling the Culturally Diverse: Theory and Practice, 7th Edition is the new update to the seminal work on multicultural counseling. From author Derald Wing Sue – one of the most cited multicultural scholars in the United States – this comprehensive work includes current research, cultural and scientific theoretical formations, and expanded exploration of internalized racism. Replete with real-world examples, this book explains why conversations revolving around racial issues remain so difficult, and provides specific techniques and advice for leading forthright and productive discussions. The new edition focuses on essential instructor and student needs to facilitate a greater course-centric focus.

In response to user feedback and newly available research, the seventh edition reflects:

• Renewed commitment to comprehensiveness. As compared to other texts in the field, CCD explores and covers nearly all major multicultural counseling topics in the profession. Indeed, reviewers believed it the most comprehensive of the texts published, and leads in coverage of microaggressions in counseling, interracial/interethnic counseling, social justice approaches to counseling, implications of indigenous healing, the sociopolitical nature of counseling, racial identity development, and cultural use of evidence-based practice.
• Streamlined Presentation to allow students more time to review and analyze rather than read more detailed text
• New advances and important changes, such as expanded coverage of internalized racism, cultural humility, expansion of microaggression coverage to other marginalized groups, social justice/advocacy skills, recent research and thinking on evidence-based practice, and new approaches to work with specific populations.
• Most current work in multicultural mental health practice including careful consideration of the multicultural guidelines proposed by the American Psychological Association and the draft guidelines for Multicultural and Social Justice Counseling Competencies (MSJCC) (2015) from the American Counseling Association’s Revision Committee.
• Expanded attention to the emotive nature of the content so that the strong emotive reaction of students to the material does not prevent self-exploration (a necessary component of cultural competence in the helping professions).
• Strengthened Pedagogy in each chapter with material to facilitate experiential activities and discussion and to help students digest the material including broad Chapter Objectives and more specific and oftentimes controversial Reflection and Discussion Questions. Every chapter opens with a clinical vignette, longer narrative, or situational example that previews the major concepts and issues discussed in the chapter. The Chapter Focus Questions serve as prompts to address the opening ‘course objectives,’ but these questions not only preview the content to be covered, but are cast in such a way as to allow instructors and trainers to use them as discussion questions throughout the course or workshop. We have retained the ‘Implications for Clinical Practice’ sections and added a new Summary after every chapter. Instructor’s Handbook has been strengthen and expanded to provide guidance on teaching the course, anticipating resistances, overcoming them, and providing exercises that could be used such as case studies, videos/movies, group activities, tours/visits, and other pedagogy that will facilitate learning.
• Easier comparison between and among groups made possible by updating population specific chapters to use common topical headings (when possible).

Offering the perfect blend of theory and practice, this classic text helps readers overcome the discomfort associated with discussions of race, provides real-world examples of how to discuss diversity and difference openly and honestly, and closely examines the hidden and unwritten rules that dictate many aspects of diversity in today’s world.

Table of Contents

• Preface
• About the Authors
• Section One the Multiple Dimensions of Multicultural Counseling and Therapy
  • Part I: The Affective and Conceptual Dimensions of Multicultural Counseling and Therapy
    • Chapter 1 Obstacles to Cultural Competence: Understanding Resistance to Multicultural Training
      • Emotional Self-Revelations and Fears: Majority Group Members
      • Emotional Invalidation versus Affirmation: For Marginalized Group Members
      • A Word of Caution
      • Recognizing and Understanding Resistance to Multicultural Training: For Trainees and Trainers
      • Cognitive Resistance—Denial
      • Emotional Resistance
      • Behavioral Resistance
      • Conclusions
      • Summary
      • References
    • Chapter 2 The Superordinate Nature of Multicultural Counseling and Therapy
      • Culture Universal (Etic) versus Culture Specific (Emic) Formulations
      • The Nature of Multicultural Counseling Competence
      • A Tripartite Framework for Understanding the Multiple Dimensions of Identity
      • Individual and Universal Biases in Psychology and Mental Health
      • The Impact of Group Identities on Counseling and Psychotherapy
      • What Is Multicultural Counseling/Therapy?
      • What Is Cultural Competence?
      • Cultural Humility and Cultural Competence
      • Social Justice and Cultural Competence
      • Summary
      • References
    • Chapter 3 Multicultural Counseling Competence for Counselors and Therapists of Marginalized Groups
      • Counselors from Marginalized Groups Working with Majority and Other Marginalized Group Clients
      • The Politics of Interethnic and Interracial Bias and Discrimination
      • The Historical and Political Relationships between Groups of Color
      • Differences between Racial/Ethnic Groups
      • Counselors of Color and Dyadic Combinations
      • Summary
      • References
  • Part II The Political Dimensions of Mental Health Practice
    • Chapter 4 The Political and Social Justice Implications of Counseling and Psychotherapy
      • The Education and Training of Mental Health Professionals
      • Definitions of Mental Health
      • Counseling and Mental Health Literature
      • Need to Treat Social Problems—Social Justice Counseling
      • The Foci of Therapeutic Interventions: Individual, Professional, Organizational and Societal
      • Social Justice Counseling
      • Summary
      • References
    • Chapter 5 Impact of Systemic Oppression
      • Therapist Credibility and Client Worldviews
      • The Rest of the Story
      • Therapist Credibility and Attractiveness
      • Formation of Individual and Systemic Worldviews
      • Formation of Worldviews
      • Summary
      • References
    • Chapter 6 Microaggressions in Counseling and Psychotherapy
      • Contemporary Forms of Oppression
      • Evolution of the “Isms”: Microaggressions
      • The Dynamics and Dilemmas of Microaggressions
      • Therapeutic Implications
      • Summary
  • Part III The Practice Dimensions of Multicultural Counseling/Therapy
    • Chapter 7 Barriers to Multicultural Counseling and Therapy: Individual and Family Perspectives
      • Identifying Multicultural Therapeutic Issues
      • Generic Characteristics of Counseling/Therapy
      • Culture-Bound Values
      • Class-Bound Values
      • Language Barriers
      • Patterns of “American” Cultural Assumptions and Multicultural Family Counseling/Therapy
      • Conclusions
      • Summary
      • References
    • Chapter 8 Culturally Appropriate Intervention Skills and Strategies
      • Cultural Expression of Mental Disorders
      • Communication Styles
      • Sociopolitical Facets of Nonverbal Communication
      • Counseling and Therapy as Communication Style
      • Summary
      • References
    • Chapter 9 Multicultural Evidence-Based Practice
      • Evidence-Based Practice and Multiculturalism
      • Evidence-Based Practice and Diversity Issues in Therapy
      • Summary
      • References
    • Chapter 10 Non-Western Indigenous Methods of Healing: Implications for Multicultural Counseling and Therapy
      • Legitimacy of Culture-Bound Syndromes: Nightmare Deaths and the Hmong Sudden Death Phenomenon
      • The Principles of Indigenous Healing
      • Conclusion
      • Summary
      • References
  • Part IV Racial/Cultural Identity Development in Multicultural Counseling and Therapy
    • Chapter 11 Racial/Cultural Identity Development in People of Color: Therapeutic Implications
      • Racial Awakening
      • Racial/Cultural Identity Development Models
      • A Racial/Cultural Identity Development Model
      • Therapeutic Implications of the R/ CID Model
      • Conclusions
      • Summary
      • References
    • Chapter 12 White Racial Identity Development: Therapeutic Implications
      • What Does It Mean to Be White?
      • The Invisible Whiteness of Being
      • Understanding the Dynamics of Whiteness
      • Models of White Racial Identity Development
      • The Process of White Racial Identity Development: A Descriptive Model
      • Developing a Nonracist and Antiracist White Identity
      • Summary
• Section Two Multicultural Counseling and Specific Populations
  • Part V Understanding Specific Populations
    • Chapter 13 Culturally Competent Assessment
      • Therapist Variables Affecting Diagnosis
      • Cultural Competence and Preventing Diagnostic Errors
      • Contextual and Collaborative Assessment
      • Infusing Cultural Competence into Standard Clinical Assessments
      • References
  • Part VI Counseling and Therapy with Racial/Ethnic Minority Group Populations
    • Chapter 14 Counseling African Americans
      • Characteristics and Strengths
      • Specific Challenges
      • References
    • Chapter 15 Counseling American Indians and Alaska Natives
      • Characteristics and Strengths
      • Specific Challenges
      • Alcohol and Substance Abuse
      • References
    • Chapter 16 Counseling Asian Americans and Pacific Islanders
      • Characteristics and Strengths
      • Specific Challenges
      • References
    • Chapter 17 Counseling Latinos
      • Characteristics and Strengths
      • Specific Challenges
      • References
    • Chapter 18 Counseling Individuals of Multiracial Descent
      • Multiracialism in the United States
      • Specific Challenges
      • A Multiracial Bill of Rights
      • Multiracial Strengths
      • References
  • Part VII Counseling and Special Circumstances Involving Racial/Ethnic Populations
    • Chapter 19 Counseling Arab and Muslim Americans
      • Arab Americans
      • Muslim Americans
      • Characteristics and Strengths
      • Specific Challenges
      • References
    • Chapter 20 Counseling Jewish Americans
      • Characteristics and Strengths
      • Specific Challenges
      • References
    • Chapter 21 Counseling Immigrants and Refugees
      • Challenges and Strengths
      • Counseling Refugees
      • References
  • Part VIII Counseling and Therapy with Other Multicultural Populations
    • Chapter 22 Counseling LGBT Individuals
      • Understanding Sexual Minorities
      • Specific Challenges
      • References
    • Chapter 23 Counseling Older Adult Clients
      • Characteristics and Strengths
      • Specific Challenges of Older Adults
      • References
    • Chapter 24 Counseling Women
      • Specific Challenges
      • Embracing Gender Strengths
      • References
    • Chapter 25 Counseling and Poverty
      • Demographics: Who Are the Poor?
      • Strengths of People Living in Poverty
      • Suggested Guidelines for Counselors
      • References
    • Chapter 26 Counseling Persons with Disabilities
      • Understanding Disabilities
      • The Americans with Disabilities Act
      • Specific Challenges
      • Supports for Individuals with Disabilities
      • Counseling Issues with Individuals with Disabilities
• References
• Author Index
• Subject Index

Exhibit by Penn cultural anthropologist showcases Afro-Latinos in Philadelphia

Penn Current: News, ideas and conversations from the University of Pennsylvania
2015-12-10

Jacquie Posey

Free and enslaved Africans shaped and built Latin America and the Spanish-speaking Caribbean. Their descendants, known as Afro-Latinos, are featured in a new photo exhibition by cultural anthropologist Sandra Andino, associate director of the Latin American and Latino Studies Program at Penn.

“Afro-Latino in Philadelphia: Stories from El Barrio,” which opened on Dec. 4 at Taller Puertorriqueño, a community-based multidisciplinary arts organization in North Philadelphia, explores the intersection of African heritage and Latino identity.

Visitors can view the photographs and listen to an audio tour of the exhibit on their smartphone by scanning a designated QR code or going to the artist’s website and clicking the audio tour link…

Read the entire article here.

White Latino Racism on the Rise: It’s Time for a Serious Conversation on Euro-Diasporic Whiteness

Latino Rebels
2015-12-21

Wiliam Garcia

A common misconnection that exists today rests on the notion that there are no racial hierarchies in Latin American countries or within the Latino communities in the United States. In other words, Latino (or Hispanic) is itself a race. For many, this conversation is a pointless squabble that halts the true need for unity amongst marginalized groups in the United States. Unfortunately, overlooking the importance of this issue has in fact delineated separation and a lack of interest in each other’s problems.

The shooting of unarmed African-American teenager Trayvon Martin by a half-Peruvian and half-White man named George Zimmerman, the rise of so-called Hispanic conservatives like Ted Cruz, Al Cardenas and Marco Rubio, and the examples of racist comments by Latinos in the media like Rodner Figueroa, have made it impossible to have a conversation of Latinos and race. It is becoming clear that Whites from Latin America, although marginalized by Anglo-Whites, have been able to pass as honorary Whites and benefit from the inequalities formed by White Supremacy. This is not new, and it has a history.

Many people who neglect to explore the history of Latin Americans in the United Sates fail to analyze people like the famous white Cuban Ricky Ricardo (Desi Arnaz), who penetrated the American television series “I Love Lucy” (1951) at a time when Black people were not even allowed to perform next to White actors. Lucy (Lucille Ball) was Arnaz’ real wife, and both enjoyed a long and prosperous career in the film industry. In 1954 Arnaz was even able to get a role as the famous Don Juan…

…While many invoke the idea of mestizaje (racial mixing) and the one-drop rule, it did not determine Latin American identity racially. The false idea that you were non-White if any of your ancestors was not White has been a common belief that undergirded racial categories and Whiteness as passing in the United States. Regardless if Arnaz was considered White or not, his Whiteness allowed him to pass and have access to Hollywood. Arnaz benefited from the system of White Supremacy. While Arnaz was able to remain Cuban (while also being marginalized), Hernández was not able to be Puerto Rican because he was Black…

Read the entire article here.