Mixed Race Studies

Multiracial Identity and Intersectionality: New Ways of Understanding Racial Identity in Ourselves and Our Students

National Conference on Race and Ethnicity (NCORE) 26th Annual National Conference
New Orleans, Louisiana
2013-05-28 through 2013-06-01

2013-05-30, 13:30-15:30 CST (Local Time)

Meg Chang, Faculty
California Institute of Integral Studies, San Francisco, California

Charmaine L. Wijeyesinghe, Consultant, Organizational Development and Social Justice Education
Delmar, New York

This highly interactive session uses new models of Multiracial Identity and the framework of Intersectionality to enhance our understanding of how race and identity are experienced by individuals. It presents an overview of shared, core characteristics found in the literature on Multiracial identity and Intersectionality. In addition, we examine models that represent identity as fluid, influenced by multiple factors, and a process in which race, gender, sexual orientation, class, generation, and other social identities interact and influence each other. Using a range of approaches, we apply the material to our own experience and examine the impact of other social identities (such as gender, age, and sexual orientation) and our campus roles (faculty, counselor, student affairs staff, or student) on how we experience and enact our racial identity on campus. While highlighting the connection between self authorship and racial identity, this session positions racial identity development within larger social and institutional systems, and dynamics of social power and privilege Through discussion, dialogue, and creative arts activities, presenters and participants explore ways of honoring our multiple racial heritages and our range of racial identities. In addition, we examine how racial identity is framed in our research, teaching, and work with Multiracial and other students. While discussion is directed by the topics raised by participants, questions we explore may include: How do we address situations where an individual’s chosen racial identity is inconsistent with the race ascribed to him or her by other people (often based on appearance)? Is it necessary to include attention to multiple social identities when we teach or conduct research on Multiracial issues? Do we need to recreate models of racial identity based on a more holistic and intersectional approach, and if so, what do we do with the old models? How do campuses acknowledge and provide for Multiracial students, and how may these programs be improved by incorporating the themes of self authorship and intersectionality?

For more information, click here.

Identity Politics: the Mixed-race American Indian Experience

Journal of Critical Race Inquiry
Volume 2, Number 1 (2012)
25 pages

Michelle R. Montgomery
University of Washington

This paper builds a Critical Race Theory approach to consider how mixed-race American Indian college students conform to, or resist, dominant black/non-black ideology. Current research on multiracials in the U.S. lacks the perspectives of mixed-race American Indians on the heightened disputes of “Indianness,” tribal enrollment, and tribal self-determination. Also under-explored is how mixed-race American Indian persons perceive themselves in racial terms, how they wish to be perceived, and how economic and historical perspectives inform their choices about racial self-identification. This paper provides an overview of the identity politics of mixed-race American Indians at a tribal college and highlights the need for tribal colleges to embrace a growing mixed-race population through self-determination education policies.

Read the entire article here.

National Association of Mixed Student Organizations (NAMSO) – Newsletter 1.3

National Association of Mixed Student Organizations
2013-02-10

Happy spring semester!

Dear Mixed Student Organizations and friends,
 
Hope the new term and new year are off to a great start. Here at NAMSO, we have been busier than ever following the holiday season.

In this issue of our newsletter, a few follow-ups from the fall:

• The full collection of our photos from November 2012’s Critical Mixed Race Studies Conference in Chicago, where we led a workshop about the history of mixed heritage student organizing. Find the photos in our Facebook album here, and tag yourself and friends!
• If you’re interested in seeing what you missed in our CMRS Conference workshop, we’ve uploaded the slides from our presentation. Access them here. Questions? Email us.
• Critical Mixed Race Studies has a Facebook page, and a forthcoming website. Like their Facebook page to receive updates about the 2014 conference!

And, a message from us at the Leadership Council:…

Read the entire issue here.

An Examination of Biracial College Youths’ Family Ethnic Socialization, Ethnic Identity, and Adjustment: Do Self-Identification Labels and University Context Matter?

Cultural Diversity and Ethnic Minority Psychology
2012-08-20
DOI: 10.1037/a0029438

Aerika S. Brittian, Assistant Professor of Educational Psychology
University of Illinois, Chicago

Adriana J. Umaña-Taylor, Professor
School of Social and Family Dynamics
Arizona State University

Chelsea L. Derlan
Arizona State University

This study examined family ethnic socialization, ethnic identity, and adjustment among Latino/White and Asian/White biracial college students (n = 507), with special attention to how ethnic self-identification and university ethnic composition informed the ethnic identity process. Findings indicated that family ethnic socialization was positively related to participants’ ethnic identity exploration and resolution, but not ethnic identity affirmation. Furthermore, ethnic identity resolution and affirmation were associated with higher self-acceptance and self-esteem, and lower depressive symptoms. Importantly, university ethnic composition moderated the association between ethnic identity resolution and anxiety, such that resolution promoted adjustment in contexts that were relatively more ethnically diverse. University ethnic composition also moderated the association between ethnic identity affirmation and both self-esteem and self-acceptance, such that affirmation was associated with better adjustment but only in schools that were less ethnically diverse.

Read or purchase the article here.

Don’t consign Mary Seacole to history, Michael Gove is urged

The Independent
London, England
2013-01-04

Kevin Rawlinson

Petition launched to prevent Crimean War nurse being written out of school textbooks

Leading black Britons have united to urge the Education Secretary, Michael Gove, to abandons his plan to remove the country’s most celebrated black historical figure from the school curriculum.

The campaign group Operation Black Vote has launched a petition to demand that Mary Seacole, who cared for soldiers on the front line during the Crimean War, and was as famous as Florence Nightingale during her lifetime, is not left out of textbooks.

“What does removing her name achieve, other than telling those who are racist that they have a point?” asked the writer and campaigner Darcus Howe, who is supporting the petition…

…Seacole’s efforts in the Crimea earned her the adulation of thousands of ex-servicemen, despite her postwar descent into bankruptcy. Her exploits were largely forgotten after her death in 1881, before a successful campaign was launched to ensure that her story was taught in primary schools.

Mr Gove’s plan to remove her from the syllabus once again has outraged many black people, including the Labour MP, Diane Abbott, and the Rev Jesse Jackson, the  US civil rights campaigner who also supports the petition. Ms Abbott said yesterday: “Students in this country already learn about traditional figures such as Winston Churchill, Oliver Cromwell and Florence Nightingale. Mary Seacole is simply another such important individual. Not of less significance and certainly not expendable.

“In addition to this, she is one of the most distinct examples of how black history is an integral part of British  history. Michael Gove should be fully aware of the message that this decision sends.”…

Read the entire article here.

Marriages Across Racial, Ethnic Lines on the Rise, Study Says

Education Week
2012-02-16

Lesli A. Maxwell, Education Reporter

As the number of couples marrying across racial and ethnic lines continues to grow in the United States, public attitudes toward intermarriage are also becoming more accepting, according to a new report by the Pew Research Center.

Couples of differing races or ethnic backgrounds comprised 15.1 percent of all new marriages in 2010, while the share of all current marriages that are either interracial or interethnic reached an all-time high of 8.4 percent, Pew found. That’s a big jump from 1980 when just 3 percent of all marriages and less than 7 percent of all new marriages were across racial or ethnic lines.

Asians and Hispanics have the highest level of intermarriage rates in the U.S., and, in 2010, more than a quarter of newlyweds in each group married someone of a different race or ethnicity, according to Pew. And even though the intermarriage rate for whites is relatively low, marriages between whites and minority groups are by far the most common. In 2010, 70 percent of new intermarriages involved a white spouse, Pew’s report found…

…Of course, there are important issues for schools to consider because with more intermarried couples will come more students who are biracial or multiethnic. It could certainly present challenges on the data collection side of things for schools that must demonstrate that students of all races and ethnicities are reaching certain academic targets.

If a student has an Asian mother and a black father, do his scores get counted among those of Asian students or African-American students?

Read the entire article here.

Mixed-race teens talk about identity

The Mash: For teens, by teens
2012-11-15

Kaylah Sosa
Homewood-Flossmoor High School, Flossmoor, Illinois

Chris Pieper
Whitney Young Magnet High School, Chicago, Illinois

Megan Fu
Buffalo Grove, Buffalo Grove, Illinois

Rosemary Anguiano
Whitney Young Magnet High School, Chicago, Illinois

The Mash is a weekly newspaper and Web site that is here to serve you, the Chicago-area teenager.

The paper is distributed for free each Thursday at Chicago-area high schools and is written largely by high school students. Our student contributors influence most of the paper’s coverage, so it’s a publication and Web site created for you, about you and, most important, by you.

Mixed-race teens share their personal perspectives on how they view themselves—and how others view their mixed-race heritage. These essays were part of the cover story, “Outside the box,” about how mixed-race teens identify themselves on college applications in the Nov. 15, 2012 issue of The Mash.

I get two common questions in my life. One: “Are you related to Sammy Sosa?” And two: “You’re mixed, right?” The former is annoying, and I would like to make a public plea for people to stop asking.  The latter is a bit more complicated. Yes, I’m –mixed. I know I don’t look it. You don’t need to point it out.

My dad’s Mexican and my mom is black. The color of my skin could fool you, but the defined curls of my shiny, long hair might give it away. My dad calls me a chameleon. I went to a mostly Hispanic elementary school, and when I was around his side of the family, I looked Mexican. But when I was over with my mom’s family, or in a mostly black school like I am now, I look black. It’s kind of fun being able to play both fields.

When someone asks the oddly worded question, “What are you?” I reply with “Black and Mexican.” That ruffles a few people’s feathers. “You look black,” people sometimes tell me. “If you look black, you are. None of that mixed garbage.”

But by embracing my Latina heritage, I’m not shirking my African American heritage. I grew up with a Mexican father in a Mexican neighborhood. As far as I know, that qualifies me to be on the Latina team. Apart from the ignorance of everyday encounters, I’ve found my ethnicities coming heavily into play while filling out college apps. Race? Black/African American. Hispanic or not? Hispanic. I could put “mixed” and go through the whole song and dance, but I’d rather not. If they ask about Hispanic heritage, I just say I have it…

Read the entire article here.

College applications force mixed-race teens to color outside the lines

The Mash: For teens, by teens
2012-11-15

Steffie Drucker
Niles North High School, Skokie, Illinois

Josh Kalamotousakis
John F. Kennedy High School, Chicago, Illinois

The Mash is a weekly newspaper and Web site that is here to serve you, the Chicago-area teenager.

The paper is distributed for free each Thursday at Chicago-area high schools and is written largely by high school students. Our student contributors influence most of the paper’s coverage, so it’s a publication and Web site created for you, about you and, most important, by you.

The college process is filled with questions. First, students must ask themselves what type of school they want to attend and narrow down schools to only a short list of places to apply. The process can be confusing enough since schools ask for different essays, transcripts or letters of recommendation.
Unfortunately, there’s one question students are asked that should be simple to answer but isn’t always: to identify their race and ethnicity.

For some students, identifying themselves is hard because they don’t fit into a single box. And they’re not alone—according to 2010 census data, more than 9 million people in the U.S. identify themselves as being two or more races, up from about 6.8 million in 2000.

Matthew Ibrahim, a senior at Niles North who considers himself Assyrian because his family’s roots are in the Middle East, falls into this category.

“I don’t feel like I fit into a box,” he says. Ibrahim usually checks white since that’s his skin color or Asian since the Middle East is technically in Asia. But, he says, “It makes me feel dishonest.”…

…Sally Rubenstone, a former college admissions officer, author of “Panicked Parents Guide to College Admissions” and a senior advisor at the college process advice site collegeconfidential.com, sympathizes with multiracial students who say they’re torn between checking different boxes. “Kids are becoming more and more mixed,” she says. “Not everyone identifies with one race or another.”

Kennedy senior John Gonzalez, who identifies himself as Mexican and white, feels that being multiracial is to his advantage since each race has its perks. “I know that if I put down Mexican, I’ll have a better chance getting into some schools than if I would say I’m (only) white.”

Rubenstone does believe that being multiracial has its advantages—though not for the same reason as Gonzalez. “Colleges like (the diversity brought by mixed race and ethnicity students) because they can get a Puerto Rican kid and a Greek kid in one student,” she says. “It makes the student (body) a bit more interesting.”…

Read the entire article here.

Brazil’s Affirmative-Action Quotas: Progress?

The Chronicle of Higher Education
2012-11-05

Ibram H. Rogers, Assistant Professor of Africana Studies
State University of New York, Albany

Brazil recently passed what was probably the most sweeping affirmative-action law in the modern history of higher education. While the livelihood of affirmative action in the United States is in the hands of the Supreme Court, Brazil now requires its public universities to reserve half of their admission spots for its low-income students and compels its institutions to diversify significantly.
 
Yes, Brazil instituted what was firmly resisted by liberals and conservatives in the post-civil-rights-American push for affirmative action—quotas. The law comes after Brazil’s Supreme Court in April unanimously upheld the racial quota at the University of Brasilia, enacted in 2004, reserving 20 percent of its spots for black and mixed-race  students. The Law of Social Quotas will most likely face a challenge in the courts but, based on this earlier decision, it seems likely to stand.
 
The law forces the nation’s superior and largely free public universities to assign spots according to the racial makeup of each of the 26 states and the capital. Lawmakers and educators know that will lead to a surge in diversity in states with large black or mixed-race populations (well, surge may be putting it mildly). Officials expect the number of black students to jump nearly sevenfold, from 8,700 to 56,000.
 
The law gives public universities just four years to ensure that half of their entering classes come from public schools, which low-income students disproportionately attend. (Middle- and upper-class students, who are more likely to be white, typically attend private elementary and seconday schools.)
 
The law is nearly universally popular among Brazilian lawmakers. Only one out of 81 senators voted against it last month. President Dilma Rousseff signed it into law on August 29. Brazil’s former president, Luiz Inácio Lula da Silva told The New York Times he is “completely in favor” of quotas.
 
“Try finding a black doctor, a black dentist, a black bank manager, and you will encounter great difficulty,” Da Silva said. “It’s important, at least for a span of time, to guarantee that the blacks in Brazilian society can make up for lost time.”…

…For scholars of race, Brazil and the United States present a fascinating contrast, despite some similarities. The United States and Brazil have the two largest populations of people of African descent in the Western Hemisphere. A slight majority of Brazil’s 196 million people identify as black or mixed-race. Like in the United States, many of these black and mixed-race people are subjected to forms of racism that prevent access to higher education. Unlike in the United States, however, denial of this reality is not a problem. There is a vibrant national mainstream discussion of racism, and new dynamic legislators and laws to undo its effects…

Read the entire article here.

Research Matters June 27, 2012

USC Dornsife Research Office Weekly Updates
University of Southern California
2012-06-27

Stephan Haas, Vice Dean of Research

Awards

This information is based upon official award data from the Contracts and Grants office. It is provided to make you aware of the interesting research that is being conducted by our colleagues and that is supported through extramural sources…

• Duncan Williams, Center for Japanese Religions and Culture, Critical Mixed Race Studies: A Transpacific Approach, The Andrew W. Mellon Foundation…

Read the entire update here.