Mixed Race Studies

Indian Enough for Dartmouth?

Inside Higher Ed
2015-09-17

Scott Jaschik, Editor

Dartmouth College this month appointed Susan Taffe Reed as director of its Native American Program. In a news release, the college noted Taffe Reed’s academic background (a Cornell University Ph.D. and postdocs at the University of North Carolina at Chapel Hill and Bowdoin College), her research interest (ethnomusicology) and something else: Taffe Reed, Dartmouth noted, is president of Eastern Delaware Nations Inc.

If Dartmouth expected applause for hiring someone with a strong academic background and a personal background that would appeal to its Native American students, whom the program serves, it was mistaken…

Read the entire article here.

Adolescent Racial Identity: Self-Identification of Multiple and “Other” Race/Ethnicities

Urban Education
Published online before print: 2015-03-18
DOI: 10.1177/0042085915574527

Bryn Harris, Assistant Professor of Psychology
University of Colorado, Denver

Russell D. Ravert, Associate Professor
Department of Human Development & Family Studies
University of Missouri, Columbia

Amanda L. Sullivan, Associate Professor of Psychology
University of Minnesota, Minneapolis

This mixed methods study focused on adolescents who rejected conventional singular racial/ethnic categorization by selecting multiple race/ethnicities or writing descriptions of “Other” racial/ethnic identities in response to a survey item asking them to identify their race/ethnicity. Written responses reflected eight distinct categories ranging from elaborative descriptions of conventional race categories to responses refusing the construct of race/ethnicity. Students’ endorsement of multiple or “Other” ethnicities, and the resultant categories, differed by gender, grade, school type, and school compositions. Findings support scholars’ concern that common conceptualizations of race may not capture the complexity of self-identified racial categories among youth.

Read or purchase the article here.

It’s My Party and I’ll Be Biracial if I Want to

College Magazine
2015-07-23

Emanuel Griffin
University of Florida

The fact that I am half black and half Asian is the coolest thing about me. It’s like being a one-man Wu-Tang Clan. It’s like being the handsome result of Jackie Chan and Chris Tucker having a baby. It means having the freshest Jordan’s but knowing to take them off when step in the house. Being mixed does have awkward drawbacks, I’ll admit. I’ve been asked what my ethnicity is at least 9001 more times than I’ve been asked my name. Folks joke about what race I am “down there,” and they always want to touch my hair.

I thought I had placed the same amount of importance on my two cultures until my grandma came to visit me from the Philippines. To prove how wrong I was, she went on one of her longwinded, heavily accented lectures. She pointed out that I didn’t have a Filipino flag, couldn’t cook basic Filipino food and couldn’t speak Tagalog, the national language of the Philippines. I felt like an uncultured douche for neglecting my Asian half. Right in the middle of my downward spiral of contemplating life and drinking vanilla milkshakes, my fully Filipino friend Al invited me to the University of Florida’s annual Go Fest. By the time he finished the question, my bags were already packed…

Read the entire article here.

New UW center to encourage race, diversity dialogue

The Seattle Times
2015-07-12

Katherine Long, Seattle Times higher education reporter

Ralina Joseph is the new director of the University of Washington’s Center for Communication, Difference, and Equity. (Ellen M. Banner/The Seattle Times)

A new center at the University of Washington aims to help people figure out how to better communicate about race, equity and diversity.

University of Washington professor Ralina Joseph thinks what we’re seeing in the nation today could be the start of a new civil-rights movement. And at times, college students are leading the charge.

“It feels like a moment at the UW — a potential moment of change,” Joseph said. “Students are more radicalized now, talking to faculty, than people have seen since the ’60s and early ’70s.”

Into this moment steps the university’s new Center for Communication, Difference, and Equity, which opened its doors on the Seattle campus at the end of May and is headed by Joseph. Housed in the Department of Communication, it knits together 40 faculty members from a variety of departments, from American ethnic studies to history and sociology…

…She knows some critics may see the mission as another example of political correctness, and that naysayers may argue the country has moved beyond these issues — given that the nation elected a black president, Seattle elected a gay mayor, the Supreme Court affirmed same-sex marriages.

Yet Joseph says the data show a person’s race, class, gender and sexual orientation “dictate how your life is going to be lived.” Those factors still influence whether you’ll be able to get a mortgage, or be approved for an apartment rental, to name just a few of the implications, she said…

Read the entire article here.

A Qualitative Examination of Multiracial Students’ Coping Responses to Experiences with Prejudice and Discrimination in College

Journal of College Student Development
Volume 56, Number 4, May 2015
pages 331-348
DOI: 10.1353/csd.2015.0041

Samuel D. Museus, Associate Professor of Higher Education
Morgridge College of Education
University of Denver

Susan A. Lambe Sariñana, Clinical Psychologist
Cambridge, Massachusetts

Tasha Kawamata Ryan

National data indicate that multiracial individuals comprise a substantial and growing proportion of the US population, but this community is often invisible in higher education research and discourse. This study aims to increase knowledge of mixed-race students in higher education by examining the ways in which they cope with experienced prejudice and discrimination in college. Findings indicate that multiracial college students cope with prejudice and discrimination by educating others about multiracial issues, utilizing support networks, embracing fluidity of multiracial identity, and avoiding confrontation with sources of prejudice and discrimination. Implications for research and practice are discussed.

University of Salford installs new Chancellor, Professor Jackie Kay MBE

University of Salford
Salford, United Kingdom
Friday, 2015-05-01

The University celebrated the official installation of it’s sixth Chancellor, renowned poet Professor Jackie Kay MBE, at a grand ceremony in Peel Hall on Wednesday 29 April 2015.

Jackie Kay MBE was formally initiated in a ceremony that saw celebrated Accrington writer Jeanette Winterson and Salford City Mayor Ian Stewart sing the praises of the renowned Scottish poet who will now head up the university.

The role of Chancellor will see distinguished, award-winning writer of fiction, poetry and plays act as the ceremonial head of the institution and play an important part in representing the University of Salford and supporting the work of students and the wider community.

In addition to her role as Chancellor, Jackie will also take up the position of University ‘Writer in Residence.’ This role involves contributing major commissions to enhance learning and teaching, and broaden the students’ experience at the University…

…Jackie has published five collections of poetry for adults and several for children. Jackie’s first book of poetry, The Adoption Papers won the Scottish Arts Council Book of the Year and a commendation from the Forward Poetry Prize judges.

Her other awards include the Guardian First Book Award Fiction Prize for her celebrated first novel Trumpet and the Somerset Maugham Award for Other Lovers.

She also writes extensively for the stage and screen. Her play Twice Over was the first by a Black writer to be produced by Gay Sweatshop Theatre Group in 1988. Her plays have been performed at The Royal Exchange and more recently she wrote Manchester Lines for the Library Theatre.

Her drama The Lamplighter looks in depth at the Atlantic slave trade and was broadcast on BBC Radio 3 and published by Bloodaxe.

Jackie has lived in Manchester for over 15 years and is Cultural Fellow at Glasgow Caledonian University. Jackie is Professor of Creative Writing at the University of Newcastle and her 2010 book Red Dust Road is currently being made into a play for television…

Read the entire article here.

University of Salford officially appoints renowned poet Professor Jackie Kay as their new chancellor

Manchester Evening News
Manchester, England
2015-05-09

Charlotte Dobson, Social Affairs Reporter

Prof Jackie Kay MBE appointed as the Chancellor of the University of Salford

Professor Jackie Kay MBE was formally initiated at a ceremony attended by fellow celebrated writer Jeanette Winterson on Wednesday.

A celebrated poet has been appointed as the Chancellor of the University of Salford.

Prof Jackie Kay MBE, an award-winning writer of fiction, poetry and plays, said it was an honour to be chosen for the role.

Prof Kay will also take up the position of university writer in residence.

Prof Kay said: “I feel honoured to have been chosen as the new chancellor for the University of Salford and look forward to being a hands-on chancellor, as well as a ‘shaking hands’ chancellor…

Read the entire article here.

Schools for European and Eurasian children in India: Making of the official policy in colonial India and its contemporary significance

Policy Futures in Education
Volume 13, Number 3 (April 2015)
pages 315-327
DOI: 10.1177/1478210315569040

Heeral Chhabra, M.Phil Research Scholar
Department of History
University of Delhi, India

The history of education in India has been looked into with a view which has been narrow in its expanse, often missing out on many social categories which had a relatively limited, yet important, presence in colonial India. Sufficient attention has been paid to the official policies of the British Indian government (starting from Macaulay’s Minute). However, a critical analysis of it is assumed to be provided by the nationalist discourse, which is popularly perceived as almost an antithesis of colonial education. In the entire process, the discussion on education broadly gets limited to two sections – the ruler and the ruled, thereby eschewing the diversity within the realm of those seeking and providing education. In this paper, an attempt will be made to understand the emerging importance of ‘Europeans and Eurasians’ as a social category with a peculiar position in colonial India. Though technically part of the ruling ‘race’, their economic standing was not always congruent with their assumed racial superiority. Termed as ‘poor whites’ their presence in India posed challenges to the British government especially after the 1857 mutiny. Employed in the ‘communication network’ of the British Raj, their presence in postal, railways and telegraph departments was imperative for its successful working. The first part of the paper seeks to explore the making of these European and Eurasian communities in India. An official stand regarding schooling of European and Eurasian children was formulated for the first time through Canning’s Minute of 29 October 1860. Analysis of this Minute is vital to understand the very nature of education extended along with religious overtones providing these schools with a distinct identity and status. Using archival sources, this paper seeks to explore the making of distinct schools for them at hill stations and in the plains. Many of these hill schools still exist and have become a symbol of ‘modernity’. Quite ironically their association with the colonial past provides them with a certain elite reputation in independent India (where nationalism is closely tied to education). Analysis of this opens up scope to investigate the ways in which ‘modernity’ is not only understood but professed and adapted through such an educational setup.

Read or purchase the article here.

#471: Mixed Race in a Box: Teaching Mixed Race in the 21st Century

The 28th Annual National Conference on Race & Ethnicity in American Higher Education (NCORE)
Washington Hilton
1919 Connecticut Avenue, NW
Washington, DC 20009
2015-05-26 through 2015-05-30

Friday, 2015-05-29, 15:30-17:30 EDT (Local Time)

In Fall 2013, The Asian American Literary Review published Mixed Race in a Box, a multimedia project equal parts art piece, anthology, and innovative educational tool. It has since been adopted as a course text for teaching race and mixed race in over 80 college and university classrooms in 6 countries—the U.S., Ireland, Argentina, Hong Kong, Poland, and Germany.

Popular consciousness of “multiracialism” is at an all-time high, and with it, student (and faculty) needs for reflecting personally and academically on mixed identities and the histories and realities of mixed race. But what exactly does it mean to teach mixed race? What are we teaching, and how, and why? Where—in what disciplines? And who are we teaching—what understandings of race and mixed race are our students, across the U.S. and beyond, bringing into the classroom?

This proposed session will outline Mixed Race in a Box as a pedagogical experiment, opening to a larger discussion of teaching mixed race and race more generally. It will explore how we can best equip students and teachers to think critically about race while, as the saying goes, “meeting them where they are.” Produced by an editorial team of University of Maryland students, featuring collaborative projects by leading artists, scholars, poets, and writers, the Box includes a range of unusual materials—a foldout map of mixed Native poetics, a deck of playing cards, three pocket books, photo slideshows and video art—and offers a wealth of different approaches to teaching race and mixed race. The session will examine some of these particular strategies and discuss the challenges and successes of employing them in various classrooms, with varying student constituencies, across the country. Prospective presenters will include a senior editor of the Box, a student editor of the Box, and two scholar-writers who contributed pieces to the Box and taught it in their respective classrooms.

Presenters

Jennifer Kwon Dobbs
St. Olaf College, Northfield, Minnesota

Zohra Saed
Hunter College, City University of New York, Brooklyn, New York

Lawrence-Minh Davis, Director
Asian American Literary Review, College Park, Maryland

Andrew Mayton
University of Maryland, College Park

#312: Mixed Foundations: Supporting and Empowering Multiracial Student Organizations

The 28th Annual National Conference on Race & Ethnicity in American Higher Education (NCORE)
Washington Hilton
1919 Connecticut Avenue, NW
Washington, DC 20009
2015-05-26 through 2015-05-30

Thursday, 2015-05-28, 08:30-10:00

Multiracial college students face pervasive monoracist attitudes and structural oppression. These students, like many students from historically marginalized backgrounds, experience greater satisfaction and retention rates when their identities are understood and their needs accommodated. This session will focus on supporting and empowering multiracial students and mixed race student organizations on college campuses. Presenters will utilize student affairs research and identity development theory to address common challenges that multiracial organizations face and how to effectively confront them. Participants will learn about the importance of creating inclusive spaces for multiracial students, equipping them with strong leadership skills, and advising them through political and administrative hurdles.

Presenters

Victoria Malaney, Special Assistant to the Dean of Students
University of Massachusetts, Amherst

Kendra Danowski, Program Coordinator for Civic Engagement & Social Justice
Eugene Language College, New York, New York