Mixed Race Studies

Multiracial Experiences in Higher Education: Contesting Knowledge, Honoring Voice, and Innovating Practice

Stylus Publishing
2021-02-17
Paperback ISBN: 9781642670691
E-Book (ePub) ISBN: 9781642670714
Hardback ISBN: 9781642670684
Lib E-Book ISBN: 9781642670707

Edited by:

Marc P. Johnston-Guerrero, Associate Professor
Department of Educational Studies
Ohio State University

Charmaine L. Wijeyesinghe, Ed.D., Consultant and Author in Organizational Development and Social Justice Education

Foreword by:

G. Reginald Daniel, Professor of Sociology
University of California, Santa Barbara

Recipient of the 2021 Innovation Award of The Multiracial Network (MRN)

In the last Census, over 9 million people – nearly 3% of the population – identified themselves as of two or more races. The proportion of college students who identify as Multiracial is somewhat higher, and growing. Although increasing at a slightly slower rate, Multiracial faculty and staff are also teaching and working on campuses in greater numbers. Together, Multiracial people from diverse backgrounds and in various roles are influencing college and university culture, practices, and climate.

This book centers the experiences of Multiracial people, those individuals claiming heritage and membership in two or more (mono)racial groups and/or identifies with a Multiracial term. These terms include the broader biracial, multiethnic, and mixed, or more specific terms like Blasian and Mexipino.

In addressing the recurring experiences of inclusion, exclusion, affirmation, and challenges that they encounter, the contributors identify the multiple sites in higher education that affect personal perceptions of self, belonging, rejection, and resilience; describe strategies they utilized to support themselves or other Multiracial people at their institutions; and to advocate for greater awareness of Multiracial issues and a commitment to institutional change.

In covering an array of Multiracial experiences, the book brings together a range of voices, social identities (including race), ages, perspectives, and approaches. The chapter authors present a multiplicity of views because, as the book exemplifies, multiracial people are not a monolithic group, nor are their issues and needs universal to all.

The book opens by outlining the literature and theoretical frameworks that provide context and foundations for the chapters that follow. It then presents a range of first person narratives – reflecting the experiences of students, faculty, and staff – that highlight navigating to and through higher education from diverse standpoints and positionalities. The final section offers multiple strategies and applied methods that can be used to enhance Multiracial inclusion through research, curriculum, and practice. The editors conclude with recommendations for future scholarship and practice.

This book invites Multiracial readers, their allies, and those people who interact with and influence the daily lives of Multiracial people to explore issues of identity and self-care, build coalitions on campus, and advocate for change. For administrators, student affairs personnel, and anyone concerned with diversity on campus, it opens a window on a growing population with whom they may be unfamiliar, mis-categorize, or overlook, and on the need to change systems and structures to address their full inclusion and unveil their full impact.

Table of Contents

• Foreword —G. Reginald Daniel
• Preface
• Acknowledgments
• Part One: Framing Multiracial Experiences in Higher Education
  • 1) Insights on Multiracial Knowledge, Voices, and Practices: Lessons From Our Lives and Work—Charmaine L. Wijeyesinghe and Marc P. Johnston-Guerrero
  • 2) Multiracial Identity on Campus: Identities and Experiences of Multiracial People in Higher Education—Kristen A. Renn
  • 3) The Naming and Framing of Identity: Reflecting on Core Concepts Through the Experiences of Multiracial People—Charmaine L. Wijeyesinghe
  • 4) Monoracism: Identifying and Addressing Structural Oppression of Multiracial People in Higher Education—Jessica C. Harris, Marc P. Johnston-Guerrero, and Maxwell Pereyra
• Part Two: Multiracial Narratives Across the Higher Education Landscape
  • 5) Back to Black—Nick Davis
  • 6) On the Path to Multiracial Consciousness: Reflections on My Scholar-Practitioner Journey in Higher Education—Victoria K. Malaney Brown
  • 7) Being Mexipina in Higher Education—Rebecca Cepeda
  • 8) Remembering to Resist Racist Colonial Forgetting on Campus—e alexander
  • 9) Existing In-Between: Embodying the Synergy of My Ancestors—Naliyah Kaya
  • 10) Reflections of a Creole, Indigenous, Afro-Latin Scholar: From Community to the Classroom—Andrew Jolivétte
• Part Three: Strategies and Tools for Enhancing Multiracial Inclusion
  • 11) Contextualizing Multiraciality in Campus Climate: Key Considerations for Transformative Diversity, Equity, and Inclusion—Chelsea Guillermo-Wann and Marc P. Johnston-Guerrero
  • 12) Building Multiracial Aikido: A Student Social Justice Retreat—Charlene C. Martinez and Stephanie N. Shippen
  • 13) Mixed and Multiracial Student Organizations on Campus: The Necessity of Weaving Together Art and Critique—Orkideh Mohajeri and Heather C. Lou
  • 14) Critical Mixed Race Studies: Rooted in Love and Fire—Nicole Leopardo, Kira Donnell, and Wei Ming Dariotis
• Part Four: Future Directions
  • 15) Intergenerational Reflections and Future Directions—Marc P. Johnston-Guerrero, Charmaine L. Wijeyesinghe, and Lisa Combs
• Editors and Contributors
• Index

The complex history of Alexander Twilight, nation’s first African American to earn a bachelor’s degree

USA Today
2021-02-08

Marina Affo, Reporter
Delaware News Journal, New Castle, Delaware

Though Twilight is lauded today as an African American scholar, preacher and educator, for much of his life he was marked as white on census records.

Tucked away on Franklin Street at Vermont’s Middlebury College sits a modest, red-bricked building bearing the name of Twilight Hall.

It pays homage to the first student of African descent who graduated from Middlebury in 1823. Alexander Twilight was also the first Black person to obtain a bachelor’s degree across America – a piece of history Middlebury is proud to represent.

At Northern Vermont University, there is Alexander Twilight Theater and in Boston, there is Alexander Twilight Academy, which offers year-round academic programming for middle school students from under-resourced backgrounds to prepare them for high school and college.

Though not widely know, Twilight is celebrated as an accomplished African American man whose achievements paved the way for others like him.

But consider this: Though Twilight is lauded today as an African American scholar, preacher and educator, for much of his life he was marked as white on census records…

Read the entire article here.

Dr. Jennifer Sims wins 2020 Mid-South Sociological Association Book Award

University of Alabama in Huntsville News
2020-10-19

Pictured Dr. Chinelo L. Njaka and Dr. Jennifer Sims with Bookcover Photo Credit Paul Wright

UAH Assistant Professor Dr. Jennifer Patrice Sims has won the 2020 Stanford M. Lyman Distinguished Book Award for her co-authored book Mixed-Race in the US and UK: Comparing the Past, Present, and Future (Emerald Publishing, 2020). The award is given annually by the Mid-South Sociological Association (MSSA) to “honor MSSA members whose recently published work makes a significant contribution to the field of sociology.”

The Association held its annual conference virtually October 14-17. Dr. Andrea Hunt, Associate Professor of Sociology at the University of North Alabama and Chair of this year’s Book Award Selection Committee, presented the award at a virtual ceremony Friday evening. Dr. Hunt noted that six books were nominated this year, which she said is the largest amount received in the last several years. She described the 2020 nominations as “very very competitive. The scores were very close. In fact, there was a 0.28 difference between the first and second place scores.”

Speaking of Dr. Sims’ Mixed-Race in the US and UK specifically, Dr. Hunt quoted one member of the Selection Committee as saying the book “helps to open an emerging area in the study of race and demography and has created a new and interesting area for social scientists that will guide research for decades.”…

Read the entire article here.

Deconstructing my own privilege

The Daily Californian
Berkeley, California
2020-10-13

Arina Stadnyk, Staff Writer

Atop a plump inflatable ring, I bobbed along the water park’s lazy river, fingertips skimming the artificially turquoise water, eyes prickling from the omnipresent chlorine.

We were 16 and thicker than thieves, never mind that the last time we’d seen each other was when we were chubby-faced preteens. I was expecting things to be awkward between us when I came to visit my home in Ukraine after several years, but our friendship turned out to be immune to time.

We shared the giant floating ring at the water park, squished into it side by side. I started as she flailed her limbs in an attempt to steer us in the opposite direction…

Read the entire article here.

GUEST ROOM | Create a Mixed-Race Studies Department at Cornell

The Cornell Daily Sun
Ithaca, New York
2020-09-18

Katherine Luong, Junior
College of Human Ecology
Cornell University, Ithaca New York

We shouldn’t continue to exclude the fastest-growing population in the United States from higher education. Many mixed-race people grapple with defining their experiences and identities which can leak into their academic and professional lives.

The importance of ethnic and racial identity cannot be more relevant than it is now. The recent resurgence of racial tensions in the U.S. has highlighted the distinct experiences of historically oppressed racial minorities, especially those who are Black, Indigenous and People of Color. Black Lives Matter has gained incredible traction within mainstream political conversation, yet its issues (such as police brutality and system racism) do not affect only monoracial people. Understanding that the mixed experience includes many of the same racial prejudices as monoracial POC is crucial for the inclusivity of mixed people in spaces generally reserved for people of a singular race. Especially with the push Cornell is taking to create an anti-racist campus, this is the perfect time and place to create a mixed-race studies department that would give legitimacy to mixed people on campus and beyond.

There is a lack of ethnic-racial typicality associated with being mixed-race, but this does not negate the already-existing shared experiences of mixed people of all backgrounds. Such experiences include the feeling of being “in-between” and “not enough,” having to choose between displaying loyalty to one aspect of their identity instead of embracing both, language barriers between family members (especially between immigrant families residing in the U.S.) and other mix-specific experiences…

Read the entire article here.

How do we prevent another Jessica Krug or Rachel Dolezal? Here are some solutions!

YouTube
2020-09-05

Dr. Chi [Chinyere K. Osuji], Assistant Professor of Sociology
Rutgers, The State University of New Jersey, Camden

What the video (00:15:11) here.

White GWU professor admits she falsely claimed Black identity

The Washington Post
2020-09-03

Lauren Lumpkin and Susan Svrluga

A George Washington University history professor falsely claimed a Black identity throughout her life, she admitted Thursday. (Jonathan Newton/The Washington Post)

.
Jessica A. Krug, an associate professor at George Washington University, said she’s claimed a Black identity throughout her career.

A history professor at George Washington University admitted in a blog post to claiming a Black identity, despite being White.

Jessica A. Krug said she has deceived friends and colleagues by falsely claiming several identities, including “North African Blackness, then US rooted Blackness, then Caribbean rooted Bronx Blackness,” she wrote in a blog post on Medium. Krug, whose areas of expertise include African American history, Africa and Latin America, is White and Jewish, she admitted.

“I am not a culture vulture. I am a culture leech,” Krug wrote. “I have thought about ending these lies many times over many years, but my cowardice was always more powerful than my ethics.”

Neither Krug nor the university immediately returned a request for comment.

Krug, in the blog post, said she has been battling “unaddressed mental health demons” for her entire life. She said she started to assume a false identity as a child.

Read the entire article here.

Seeking Participants: Experiences of Multiracial Students in Higher Education

2020-08-27

Lauren Wagner
Graduate College of Education
San Francisco State University

Hello – I am a graduate student in the Master of Arts in Education: Equity and Social Justice in Education at San Francisco State University. I am currently seeking research participants for phone interviews during the month of September.

My qualitative study focuses on perceptions, representation, and identity development of multiracial students in higher education – specifically the significance of continuous access and visibility of ethnic studies curriculum throughout a student’s academic journey.

Please consider participating if you meet all of the below:

1. Identify as multiracial (i.e., individuals who have mixed ancestry of two or more races).
2. Have taken at least one ethnic studies course at a California Community College, California State University, or University of California.

Participants will be asked to share their experiences in a 45-60 minute interview. All information provided will be kept confidential.

If you or someone you know is interested in participating in this research, please contact me at lwagner@sfsu.edu.

Thank you!

“Having a black great-grandmother made me non-white”: Popular white DJ defined herself as brown to enter college through Brazil’s affirmative action program

Black Women of Brazil
2020-06-11

By Luana Benedito and Juca Guimarães

Larissa Busch defined herself as ‘brown’ in order to get into college through affirmative action

Young woman entered the university in the modality that contemplated “self-declared black, brown or indigenous candidates regardless of income”

24-year-old digital influence Larissa Busch admitted to cheating the racial quota system at the Federal University of Rio de Janeiro (UFRJ) in a long post on her Instagram profile this Tuesday (2). The young woman, who is white, joined the educational institution in the Social Communication course, in the second half of 2014, in the modality that contemplated “self-declared black, brown or indigenous candidates regardless of income”.

“In 2014, six years ago, I made the worst choice of my life and I’m here to talk about it with all the guilt that I carry. I entered the university calling myself ‘parda’ (brown/mixed). Yes, this is horrible and there is not a day that I don’t think about it. I have kept this shame inside me for a long time and as much as I feel sad that the dirtiest episode of my life is becoming public, I always knew that this day would come”, said Larissa in an excerpt of the text…

Read the entire article here.

Recognizing being white-passing as a privilege

The Queen’s Journal
Kingston, Ontario, Canada
2020-06-01

Hareer Al-Qaragolie

In her first year at Queen’s, Hareer realized her responsibility to her community. Credit: Hareer Al-Qaragolie

Where I stand as a proudly-identifying Arab Muslim

I was born in Baghdad to Iraqi parents who fled war to Amman, Jordan. Although I grew up as part of a marginalized Iraqi community in Jordan, I was also part of the majority of the population, adapting to the Jordanian accent and identifying as both an Arab and a Muslim.

In Jordan, I never thought of my privilege beyond the fact that I was part of the Iraqi diaspora.

However, through my experiences at Queen’s, I’ve had to add another definition to what privilege means to me: being white-passing…

Read the entire article here.