Mixed Race Studies

Defining Mixed Race on Television: an Analysis of Barack Obama and Saturday Night Live

California State University, Sacramento
Fall 2011
109 pages

Amanda Joy Davis

THESIS Submitted in partial satisfaction of the requirements for the degree of MASTER OF ARTS in COMMUNICATION STUDIES

This study uses a semiotic approach to textual analysis to examine social constructions of Barack Obama’s race in televised sketch comedy to discover how this construction contributes to the process of hegemony regarding society’s treatment of mixed race. Polysemy will be explored as a key contributing factor. The television program chosen for this study is Saturday Night Live (SNL); the program will be examined for visual and linguistic references to Obama and mixed race. The absence of mixed race references will also be analyzed for their contribution to the show’s overall message. This study argues that while SNL mentions mixed race, it ultimately adds to the hegemonic treatment of mixed race individuals. That is, it identifies Obama as monoracial, ignoring his mixed race heritage in favor of a neat, pre-existing category. While SNL had the opportunity to step outside of the typical dismissal of mixed race and defend their choice of actor to portray Obama, and refer to him as mixed race on a consistent basis, they opted instead to categorize him as monoracial. In doing so, SNL upholds the silent treatment given to the mixed race community, forcing a monoracial identification based on appearance, a hegemonic course of action.

Read the entire thesis here.

Racial Classification in Assisted Reproduction

Yale Law Journal
Volume 118, Issue 8 (June 2009)
pages 1844-1898

Dov Fox, Academic Law Research Fellow
Georgetown University Law Center

This Note considers the moral status of practices that facilitate parental selection of sperm donors according to race. Arguments about intentions and consequences cannot convincingly explain the race-conscious design of donor catalogs. This prompts us to examine the expressive dimension of wrongful discrimination. Even practices marked by innocent motives and benign effects can give reason for pause when they needlessly entrench divisive assumptions about how people of a particular race think or act. Race-based differentiation in voting ballots, dating websites, and donor catalogs helps us to tease out the subtle normative tensions that racial preferences occasion in the contexts of citizenship, romance, and reproduction. These reflections suggest that racially salient forms of donor disclosure are pernicious social practices, which, while operating beyond the reach of the law, ought to be condemned as bad policy. The Note concludes by developing reproductive choice-structuring mechanisms that aim to balance respect for intimacy, autonomy, and expressions of racial identity with responsibility to work against conditions that divide us.

Table of Contents

• Introduction
• I. Race and reproduction
  • A. Free Market Sperm Donation
  • B. Race-Conscious Donor Catalogs
• II. the expressive dimension of racial discrimination
  • A. Discriminatory Intent and Discriminatory Effects
  • B. Discriminatory Expression
• III. the moral logic of donor classification
  • A. The Social Meaning of Reproducing Race
  • B. The Architecture of Reproductive Choice
• Conclusion

Introduction

Few choices matter more to us than those we make about the person with whom we will share a life or start a family. When having children involves assisted reproduction, selecting an egg or sperm donor occasions similar gravity. Such decisions typically bring to bear a patchwork of preferences about the particular physique, disposition, or values we find desirable in a romantic or procreative partner. To many, race matters. Just as some people in the search for companionship are looking for a significant other who shares their racial background, many of those who wish to become parents would prefer a child whose racial features resemble their own.

To help those who use donor insemination have a child of a particular race, sperm banks routinely catalog sperm donors on racial grounds. Twenty-three of the twenty-eight sperm banks operating in the United States provide aspiring parents with information about donor skin color, and the largest banks organize sperm donor directories into discrete sections on the basis of race. This practice of race-conscious donor classification invites us to rethink those racial preferences we commonly take for granted within intimate spheres of association. Insofar as race tends to reproduce itself within the family unit, race-conscious donor decisionmaking serves as a promising point of departure from which to ask whether and how our multiracial democracy should seek to preserve or diminish our collective self-identification with racial solidarities.

This Note proceeds in three parts. Part I describes the practice of racial classification by the world’s largest sperm bank. Part II argues that antidiscrimination arguments about bad intentions and bad consequences struggle to make sense of the race-conscious way that sperm banks design donor catalogs and online search functions. This suggests that certain classes of discriminatory behavior require a richer moral vocabulary than traditional frameworks allow. In these cases, we do well to examine what might be called the expressive dimension of wrongful discrimination, which turns on whether a rule or action instantiates public values that characteristically erode worthy forms of social recognition.

Part III works out the social meaning of racial classification in assisted reproduction by reference to similar classifications in the more familiar settings of voting and dating. These analogies help us to tease out the subtle normative tensions that racial preferences occasion in the contexts of citizenship, romance, and reproduction. This Part argues that racial classifications marked by innocent motives and benign effects give reason for pause when they needlessly entrench divisive assumptions about how people of a particular race think or act. These reflections suggest that racially salient forms of donor disclosure are pernicious social practices, which, while operating beyond the reach of the law, ought to be condemned as bad policy. The Note concludes by developing reproductive-choice-structuring mechanisms that aim to balance respect for intimacy, autonomy, and expressions of racial identity with responsibility to work against conditions that divide us.

Read the entire article here.

Dealing with Diversity: Media Course Study Guide

Kendall Hunt
2008
100 pages
Edition: 04
ISBN: 978-0-7575-4772-0

Author(s): Governors State University

This course was developed to help you recognize and appreciate the differences and the similarities among diverse groups and individuals in a multicultural society.

Living in the U.S.A. in the 21st century poses some of the most complex challenges this nation has ever faced. Our dependence on technology and fossil fuels, our addiction to 24/7 media, the changes in immigration, and the unparalleled quest to accumulate personal property have all created increased class stratification as well as segregation throughout our society. Global interdependence has brought the world closer together which means the impact of natural disasters, hunger, disease, and international conflicts now affects the whole planet.

Expected Student Outcomes

1. Recognize the societal implications of our nation’s changing demographics.
2. Explain the importance of understanding and respecting cultural differences.
3. Develop strategies to promote intercultural awareness between different groups and among individuals within these groups.

Table of Contents

Introduction

Class I: Introduction and Overview
Explores our own individual ethnic/racial, religious, and cultural backgrounds.

Class 2: Social Interaction Model
Discusses how to use a social interaction model (SIM) that maps how humans interact in culturally diverse settings.

Class 3: Negotiating Cultural Communication
Explores some of the varieties of communication styles that exist in the U. S. as well as in other cultures around the world. Video guests: Dr. Brad Allison, Superintendent of Schools for Albuquerque, New Mexico; Professor Gordon Barry, University of California at Los Angeles. Studio Guests: Dr. Gloria Delany-Barmann and Dr. Lourdes Kuthy, Professors in the Department of Educational and Interdisciplinary Studies at Western Illinois University; Dr.juliaYang, University Professor of Psychology and Counseling at Governors State University.

Class 4: The Changing Face of America and the World
Concentrates on the rapidly changing demographic trends in the United States and around the world. Video inserts and guests: Plaza De Los Angeles; Professor Alexander Astin, University of California at Los Angeles; Professor Gary Orfield, Harvard University; Justino Petrarca, attorney.

Class 5: Immigration, Social Policy, and Employment
The history of immigration laws in the U.S. Video guests: Marian Smith, Chief Librarian at the Immigration and Naturalization Service (INS); Dr. Suarez-Orozco; David Duke, author; Professor Carlos Munozjr, University of California at Berkeley; Dr. Samuel Betances, Professor Emeritus at Northeastern Illinois University; Professor Marcelo Suarez-Orozco, Harvard University.

Class 6: Race: The World’s Most Dangerous Myth
Explores one of our nation’s most complex and pressing problems, the concept of race. Video guests: Dr. Michael Omi, Professor of Ethnic Studies at the University of California at Berkeley; racialist Arthur Jones of the American First Committee; Dr. Jerry Hirsch, Distinguished Professor in Psychology and Genetics at the University of Illinois Champaign-Urbana.

Class 7: Social Class Issues
The impact of social economics on the lives of families and individuals in the U.S; the plight of the homeless and what can be done about this growing problem. Video guests: Professor Lani Guinier of the Harvard Law School; Professor Peggy Macintosh,Wellesey University; Dr. Gary Orfield, Harvard University; Dr. Keri Kerber, Bridgewater State College, Connecticut. Studio guest: Dr. Mary Arnold, University Professor of Psychology and Counseling at Governors State University.

Class 8: Gender Issues
Examines the multifaceted issues surrounding gender in our society. Video inserts and guests: Video class discussion of Robert Bly’s book, Iron John; Professor Peggy Mclntosh.Wellesey College. Studio guest: Ms. Cindy Guerra from the National Organization ofWomen (NOW).

Class 9: Native Americans, Part I
Case study of Illinois’ Dickson Mounds Museum and the controversy surrounding it. In addition we hear from a variety of Native American students, professors, and administrators at Northern Arizona University in Flagstaff. Video Inserts and guests: Dickson Mounds Museum in Lewiston, Illinois;John Wilmer, Barry Eagle and joe Martin, Professor Guy Senese, Professor Louise Lockard, Northern Arizona University (NAU) in Flagstaff. Studio guests: PamAlfonzo, Menominee Cultural Center in Chicago, and Antonia Sheeny, California ManPower.

Class 11: Hispanic/Latino Americans, Part I
The variety of cultural groups that are classified under the Latino/Latina label. Population projections.Video guests: Dr. Samuel Betances, consultant and Professor Emeritus of Northeastern Illinois University; Professor Ronald Gallimore, University of California at Los Angeles; Professor Carlos Munoz Jr., University, of California at Berkeley; Professor Marcelo Suarez-Orozco of Harvard University. Studio guest: Dr. Estella Lopez of Northeastern Illinois University.

Class 12: Hispanic/Latino Americans, Part 2
Hostos Community College of the City University of New York and its unique programs serving a mainly Latino community in New York City. Video guests: Ethno-musician Jesus “CHUY” Negrette; students and faculty at Hostos Community College; New York City Councilman Guillermo Linares. Studio guest: Dr. Estella Lopez of Northeastern Illinois University.

Class 13: African Americans, Part I
Examines the changing demographic and socioeconomic data of this group and how these data compare to those of other groups in our society. Video inserts and guests: Birmingham Civil Rights Museum; Tamarjacoby, author. Studio guest: Gary Flowers, National Field Director for Rainbow/PUSH Coalition.

Class 14: African Americans, Part 2
Issues of social justice, ethnocentrism, education. Video inserts and guests: Dr. Maulana Karenga, professor and chair, Department of Black Studies, California State University, Long Beach; Dr. Lisa Deipit, Professor of Education at Georgia State University; the rebuilding of the Amistad at Mystic, Connecticut. Studio guest: Gary Flowers, National Field Director for Rainbow/PUSH Coalition.

Class 15: Asian Americans
The many cultures that fall under the label of Asian Americans; dynamics of current immigration policy; case study of Koreans in the Chicago, Illinois area. Video inserts and guests: Dr. Michael Omi, Professor of Ethnic Studies at the University of California at Berkeley; Korean American community in Chicago; Professors Kwang Chung Kim of Western Illinois University and Shin Kim of the University of Chicago. Studio guests: Gloria Chu, an immigrant from China; Dr. Jagan Lingamneni, an immigrant from India; and Peter Pham, an immigrant from Vietnam.

Class 16: Arab Americans
Arab Americans as the new ethnic villains in our media and folk knowledge; ignorance of most Americans about the actual contributions and history of the varied groups making up this category. Video guest: Dr. Jack Shaheen, consultant on the media images/portrayals of Arabs. Studio guest: Rafeeqjaber, President of the Islamic Association for Palestine.

Class 17: European Americans
The impact of language and religion nationally as well as globally. Video guests: Carol & Isadore Ryzak, Polish Americans. Studio guest: Dominic Candeloro, Italian American.

Class 18: Creole and Mixed Ethnic Americans
What happens to individuals when they mix with others of different ethnic groups. Video guests: Dr. Joseph Logsdon, University of New Orleans an authority on Creole culture;”Mixed race” couple Reggie and Diane Alsbrook, Albuquerque, New Mexico. Studio guests: “Mixed race” couple Jane Hu (Chinese) and Eric Skotmyr (Norwegian American).

Professor Andrew Jolivétte to be Featured Guest on Mixed Chicks Chat

Mixed Chicks Chat (Founders of the Mixed Roots Film & Literary Festival)
Hosted by Fanshen Cox, Heidi W. Durrow and Jennifer Frappier
Website: TalkShoe™ (Keywords: Mixed Chicks)
Episode: 252-Professor Andrew Jolivétte
When: Wednesday, 2012-04-11, 21:00Z (17:00 EDT, 14:00 PDT)

Andrew Jolivétte, Associate Professor of American Indian Studies
Center for Health Disparities Research and Training
San Fransisco State University

Dr. Jolivétte is a mixed-race studies specialist with a particular interest in Comparative Race Relations, the Urban Indian Experience, People of Color and Popular Culture, Critical Mixed Race Studies and Social Justice, Creole studies, Black-Indians, and mixed-race health disparities. He has been an Adjunct Professor in the Department of Sociology at the University of San Francisco and a Researcher with the University of California, San Francisco on issues of racial violence among African American and Latino/a youth in the Bay Area.

Dr. Jolivétte is the edtitor and contributor to the recent anthology tittled, Obama and the Biracial Factor, which is the first book to explore the significance of mixed-race identity as a key factor in the election of President Obama and examines the sociological and political relationship between race, power, and public policy in the United States with an emphasis on public discourse and ethnic representation in his election.

Selected Bibliography:

• Obama and the Biracial Factor: The Battle for a New American Majority (editor), 2012.
• Cultural Representation in Native America, 2006
• Louisiana Creoles: Cultural Recovery and Mixed-Race Native American Identity, 2006

Listen to the interview here.

‘Perpetual others’: The role of culture, race, and nation in the formation of a mixed-race identity

University of Minnesota
June 2004
275 pages
Publication Number: AAT 3149283
ISBN: 9780496086603

Jacquetta Elizabeth Amdahl

A THESIS SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY

The insistence upon a racial identity for multiracial blacks that is not singularly African American has been problematic throughout American history. The link between a racial identity that publicly acknowledges one’s ties to the African American community and the private ownership of one’s complete ancestry has been one that has been consistently tenuous for blacks of multiracial heritage. However, the first generation of openly multiracial African American artists have utilized their visibility in popular culture, as well as work they do within it, as spaces in which to forcefully assert this link. By consciously embracing and cultivating both public and private racial identities, they have distinguished themselves from the postracialist and even anti-black sentiments espoused by leaders and scholars within the Multiracial Category Movement (MCM).

This project explores the links between cultural expression, racial formation, and political agency through the investigation of the public lives and artistic expression of multiracial artists born between 1964 and 1970. These individuals were chosen because of their proximity to the Loving v. Virginia decision that overturned anti-miscegenation statutes. They are the first generation of officially recognized multiracial African Americans.

The project further examines the links between gender and race in representations of multiracial African Americans, as well as the history of the mixed race black population, and finally, the rise of the Multiracial Category Movement, and multiracial studies. Through these explorations, the inherently political nature of race is uncovered, and the public nature of racial identity is revealed. Finally, it concludes that the need for a fluid and expanded notion of African American identity, rather than the broadening of the definitions of whiteness, is the necessary answer to questions surrounding multiracial African American identities.

TABLE OF CONTENTS

• Introduction: From African American to Multiracial? Racial Identity and Public Discourse
• Chapter 1: Reports from the ‘Third Space’: The Music and Visual Presence of Mixed Race Artists in Popular Culture
  • The Hughes Brothers
  • Lenny Kravitz
  • Vin Diesel
• Chapter 2:From Tragic Mulatto to Erotically Autonomous Black Woman: Halle Berry’s Journey to Monster’s Ball
• Chapter 3: From Blue Vein Societies to Black Power: The ‘Mulatto Elite’ and the Black/White Binary
  • The Beginnings of Separate but Equal
  • The New Negro
  • The Quest to Solve the ‘American Dilemma’
• Chapter 4: Beyond the Private Realm: The Multiracialist Struggle with Public Racial Identities
  • The Multiracial Category Movement (MCM)
  • Multiracial Studies
  • Postracialists
  • Critical Scholarship lhat Explores Multiracial Issues
• Epilogue: Still ‘A Family Affair’: Implications of a Multiracial African American Identity

Purchase the dissertation here.

Feminist Race Theorist and Sociologist to Lecture

Hamilton College, Clinton New York
College News
2012-04-07

France Winddance Twine, professor of sociology at the University of California, Santa Barbara, will present a lecture on Tuesday, April 10, at 4:15 p.m., in Dwight Lounge, Bristol Campus Center. Twine will discuss “The Future of Anti-Racism & Racial Literacy After The Trayvon Martin Murder.” The lecture is free and open to the public.
 
In addition to editing several collections on race, class and gender, she has authored Outsourcing the Womb: Race, Class and Gestational Surrogacy in a Global Market and Racism in a Racial Democracy: The Maintenance of White Supremacy in Brazil, as well as A White Side of Black Britain…

For more information, click here.

I Do Choose To Run: Personal boxes and the ethics of race

The Stanford Daily
2012-04-09

Miles Unterreiner

In an eloquently argued New York Times Sunday Review article on March 16th, entitled “As Black as We Wish to Be,” author Thomas Chatterton Williams advances a provocative and thought-provoking argument: “mixed-race blacks have an ethical obligation to identify as black — and interracial couples share a similar moral imperative to inculcate certain ideas of black heritage and racial identity in their mixed-race children, regardless of how they look.”
 
Is this a good argument? Do mixed-race individuals have an ethical obligation to identify as members of one race, rather than many or none? And is there a special obligation in the case of mixed-race African-Americans, given this country’s long history of racial discrimination?
 
I must respectfully disagree with Mr. Williams and answer all three with “no.”…

Read the entire opinion piece here.

Author Explores Racial Mixing In New Historical Novel

VPR News
Vermont Public Radio
2012-03-14

Neal Charnoff, Reporter; Local Host
All Things Considered

We last heard from writer Lisa Alther in 2007, when she spoke with VPR’s Neal Charnoff about her memoir, Kinfolks.

Alther has returned to fiction in a big way with her epic historical novel, Washed In The Blood.

The book is a three-part multi-generational novel that combines romance with a study of Appalachian culture and racial mixing in the south.

Lisa Alther, who shares time between Vermont and her native Tennessee has written seven books.

Listen to the interview (00:07:33) here or download it here.

A Heritage Celebration: Event recognizes both Hispanic and Native American roots with symposium and several performances

San Marcos Daily Record
San Marcos, Texas

2011-08-12

San Marcos — San Marcos will experience a unique, two-in-one heritage celebration in a combination of two nationally recognized heritage months — Hispanic and Native American — on Saturday, Oct. 1 from 10 a.m. to 5 p.m. at the Centro Cultural Hispano de San Marcos, 211 Lee Street.

A Sunday Matinee will also take place at 3 p.m. the next day at the Texas Music Theater.

“We’re bringing attention to the fact that most Hispanics in Texas have Native American ancestors and can celebrate two national heritage months,” says Dr. Mario Garza, chair of the Indigenous Cultures Institute that is producing this event. “Most Hispanics can legitimately embrace a Native American identity because they still retain much of their indigenous culture like customs, foods and even their Native language.”…

…“Roberto Dr. Cintli Rodriguez will be one of the speakers in our Indigenous-Hispanics Symposium,” said Dr. Lydia French, managing editor of Nakum, the Institute’s online journal. “Dr. Rodriguez is one of the major figures in the historic struggle against the Arizona legislature’s anti immigrant law SB 1070 and ban on ethnic studies programs.”…

…Dr. Nicole M. Guidotti-Hernández and Margaret E. Cantú-Sánchez will be joining Dr. Rodriguez as presenters on the “Education: The Indigenity Challenge” panel.  Dr. Guidotti- Hernández teaches Women’s Studies at the University of Arizona and her published articles include “Reading Violence, Making Chicana Subjectivities” and “Dora the Explorer, Constructing ‘Latinidades’ and the Politics of Global Citizenship.”

Cantú-Sánchez is pursuing her doctorate degree in English at the University of Texas at San Antonio and is developing her “mestizaje” theory, which proposes that a balance of cultural and institutional philosophies of human knowledge ensures a better grasp of one’s identity…

Read the entire article here.

A Mestizaje of Epistemologies in American Indian Stories and Ceremony

Nakum
Volume 2.1 (2011)
49 paragraphs

Margaret Cantú-Sánchez
Department of English
University of Texas, San Antonio

A close examination of Native American literature reveals that some Native Americans find it difficult to retain ties to their cultural epistemologies once introduced to the assimilationist pedagogies of U.S. schools. In some cases, their cultures, ethnicities, and communal epistemologies are completely rejected by U.S. school systems. Such rejections have created feelings of regret, alienation, fear of failure, and confusion. For the purposes of this article, I focus on the alienation that Native Americans, specifically members of the Dakota and Laguna Pueblo tribes, experience once they are subjected to the assimilationist, patriarchal methods of the U.S. education system. I frame my exploration of this dilemma with the following questions: how do U.S. school systems affect Native Americans’ tribal identity and the Native student’s interaction with his/her family and community, and what can Native American do to reconcile the institutional education they achieve in school with indigenous knowledge? A possible solution emerges when Native Americans encounter the education/indigenous knowledge conflict, an imbalance of epistemologies caused by the clash between U.S. institutional education and indigenous knowledge, an imbalance leading to alienation from school and/or Native students’ home/cultural communities. Acknowledgement of this conflict is the first step towards one solution embodied in a mestizaje of epistemologies, a balance of institutional education and indigenous knowledge…

Read the entire article here.