Mixed Race Studies

The untold story of wrestler Andrew Johnson’s dreadlocks

The Undefeated
2019-09-18

Jesse Washington

Andrew Johnson is pictured during his 120-pound bout at the Williamstown Duals on Jan. 5 in New Jersey, Johnson’s first time back on the wrestling mat since he was forced to cut off his dreadlocks or forfeit his match on Dec. 19, 2018. Andrew Mills/NJ Advance Media/Barcroft Media

How the high school athlete endured his infamous haircut

When Andrew Johnson walked into The Line Up barbershop last April, all eyes focused on him. Since that awful day in December when a referee had forced the 16-year-old Buena Regional High School wrestler to either cut his dreadlocks or forfeit his match, he felt as if the world was constantly watching him, especially in his small New Jersey town. Watching and whispering about things beyond his control.

Yo, that’s that kid who got his locs chopped by the white ref.

Andrew, who goes by Drew, sat down in Chris Perez’s chair. Perez has tended Drew’s hair since middle school. After a video of Drew’s shearing attracted a massive social media audience last December, he had reshaped Drew’s hair into shorter dreadlocks that radiated from his head.

But now Drew had a new problem. The night before, he had grabbed a pair of scissors from the kitchen and hacked at what remained of his dreads, then asked his little sister to finish the job. Drew loved his hair but was tired of it causing so much trouble. Tired of being treated differently and made into something he was not. Tired of looking in the mirror and seeing the referee, Alan Maloney, looking back.

Maloney already had a racist incident in his past before telling Drew that his hair was “unnatural” and giving him 90 seconds to cut it. What resulted was far more than a humiliating haircut for one high school student. It became a shared and painful experience for many who see how issues of identity, subjugation, power and freedom are intertwined in African American hair…

Read the entire article here.

APA Leaders 2016: Meet Avalon Igawa!

USC APASA (University of Southern California Asian Pacific American Student Assembly)
2016-03-10

Hi again! Hope everyone’s doing well with only one day left to get through before spring break! Anyways, as our headline says, our third APA Leader is Avalon Igawa! Avalon’s heavily involved in the APA community being the President of SCAPE and a CIRCLE coordinator. It’s hard to find someone with her passion and energetic personality! Read more about Avalon in our interview below:

Name: Avalon Igawa Major: Political Economy (Minor: Digital Studies) Year: Junior

What does being APA mean to you? I’ve been doing a lot of thinking about this question, and I realize that while it used to be really hard for me, it isn’t so much anymore. And I think that’s because I finally accepted that I don’t need a concrete answer and nobody else does either. It’s a beautiful identity because we can define it for ourselves and let it represent what we want. Wow, that sounded really cheesy, but I feel like it’s true! It took me a long time to accept that I could identify as Asian Pacific American and that I wasn’t erasing my mixed identity. I can be APA and I can be Irish American and I can be mixed. Because for me, being APA means that I can relate to the stories of other APAs and recognize the diversity of all the deep complex histories and narratives that have shaped so many of our experiences. Being APA represents hxstory and struggle, but most of all it represents community. And that’s what I love about it so much…

Read the entire interview here.

UC Berkeley must redesign data practices to give visibility to mixed-race students

The Daily Californian
Berkeley, California
2019-08-22

Genevieve Xia Ye Slosberg | Staff

Every mixed-race person is familiar with this moment — you fill out some sort of form, and it asks for your race. You check one of them, and then when you attempt to check another, it either unchecks the first or tells you you are unable to select more than one. So you begrudgingly either choose just one or click “Other.”

This dilemma relates to a common complaint of multiracial individuals — being forced to “choose a side,” as if one of our races should automatically carry more weight than others. And in data collection and aggregation, choosing a side becomes ever more important, as it could determine resource allocation for diversity and inclusion work.

Diversity and inclusion is trending in higher education at the moment. But it is difficult to envision being inclusive of a group as diverse as multiracial students when race data collection hardly recognizes our existence…

Read the entire article here.

Multiracial Campus Professionals’ Experiences with Racial Authenticity

Equity & Excellence in Education
Published online: 2019-08-02
DOI: 10.1080/10665684.2019.1631232

Jessica C. Harris, Assistant Professor of Higher Education and Organizational Change
University of California, Los Angeles

Utilizing critical Multiracial theory, this study explores how Multiracial campus professionals’ experiences with racial authenticity influence their work in postsecondary contexts. Three themes were generated from 24 Multiracial campus professionals’ narratives, including encountering racial authenticity tests, navigating the authenticity trap, and Black Lives Matter and professionals’ internalization of racial authenticity tests. This study explores how Multiracial professionals’ experiences with racial authenticity often constrain their ability to foster inclusion and educational equity on campus and mediates their connections with students and colleagues.

Read or purchase the article here.

The Biracial Identity: Being Grey in a Black & White America

Her Campus at UCD
2018-03-05

Adrien York, UCD Contributor
University of California, Davis

Image courtesy of the author

With Black History Month — the shortest month of the year — being over, I find myself reflecting even more than usual on my racial identity. I have a white mom and a black dad; I’m black and white, or white and black, or mixed, or whatever the heck I’m supposed to call it.

I wish I could call it grey and have people know what I mean, because being mixed paradoxically feels like being both and neither at the same time. It always feels like I’m not “black enough” or not “white enough” to be accepted by either. For a long time this was a weight on my existence, but I’ve recently come to the conclusion that being black and being white are not mutually exclusive.

And I love living in the middle…

Read the entire article here.

New Academic Minor in Critical Mixed Race Studies

San Francisco State University
College of Ethnic Studies
1600 Holloway Avenue
San Francisco, California 94132-4100

2019-06-05

Professors Wei Ming Dariotis and Nicole Leopardo have founded a new academic minor in Critical Mixed Race Studies (in the College of Ethnic Studies at San Francisco State University. This is the first degree-granting program in the field of mixed race studies in the United States!

Critical Mixed Race Studies emphasizes the mutability of race and the porosity of racial boundaries to critique processes of racialization and social stratification based on race. Critical Mixed Race Studies addresses local and global systemic injustice rooted in systems of racialization.

Total Units for Minor: 18
Introductory Course (3 units)

• ETHS 110: Critical Thinking in the Ethnic Studies Experience^*

Ethnic Focus (9 units)
Choose three courses, no more than one from each of the sections A through D)^*

• Section A: Asian American Studies
  • AAS 301: Asian Americans of Mixed Heritage
  • AAS 330: Nikkei in the United States
• Section B: American Indian Studies
  • American Indian Studies 350/AFRS 350/LTNS 355: Black-Indians in the US
• Section C: Latina/Latino Studies
  • LTNS 380 Afro/Latina/o Diasporas^* (has not been taught in the last 5 years)
  • LTNS 278: History of Latinos in the U.S.
• Section D: Africana
  • AFRS 401: Pan African Black Psychology: A North American, South American and Caribbean Comparison

Comparative/Elective (3 units)
Choose one course from the following)

• RRS 625: Mixed Race Studies⁺
• AAS 522: Transracial Adoptee Experience⁺

Applied Courses (at least 3 units; choose one from below; must be with CMRS Faculty)

• ETHS 685: Projects in Teaching Critical Mixed Race Studies (must be for one of the courses listed above or any course with a; repeatable for 1-4 units)
• ETHS 697: Field Research or Internship in Critical Mixed Race Studies (repeatable for 1-6 units)
• ETHS 699: Special Study^*

Key: ^*Required Course ⁺Elective Course

For more information, click here.

“Check the Box”: Asian-White Biracial Identity among University Age Students

University of Colorado, Boulder
May 2019
79 pages

Hannah Brooke Hallenbeck

A thesis submitted to the University of Colorado Boulder In partial fulfillment of the requirements to receive Honors designation in Sociology

This honors thesis examines how Asian-white biracial university age students identify in different institutional and social contexts. While biracial Asian-white individuals have been federally recognized in the United States since the 2000 Census, university annual diversity reports lag behind. At the university where I conducted research for this study, the institution places students who select multiple races into a homogenous “more than one race” group (for the purposes of data analysis), which I argue fails to incorporate different racial, national, or cultural backgrounds, and self-presented identity. Through semi-structured interviews of 16 Asian-white biracial students and one campus employee of the university’s data analytics office, the diverse backgrounds of what it means to be both Asian and white and how their lived experiences of biraciality are represented is investigated. I found five influences on identity: ancestral immigrant status, phenotypic identity, demographic selection when presented with only one option, demographic selection when presented with two or more options, and self-identity in relation to cultural identity. This paper argues cultural identity is the most accurate representation of Asian-white biracial individuals, challenging literature that claims biracial individuals will embrace a singular dominant racial identity.

Read the entire thesis here.

The Prism of Race: The Politics and Ideology of Affirmative Action in Brazil

University of Michigan Press
2018
272 pages
2 tables
6 x 9
Hardcover ISBN: 978-0-472-13084-9
Ebook ISBN: 978-0-472-12389-6
DOI: 10.3998/mpub.9736376

David Lehmann, Emeritus Reader in Social Science
Cambridge University

Foreword by:

Antonio Sergio Guimarães, Senior Professor of Sociology
University of São Paulo, São Paulo, Brazil

Brazil has developed a distinctive response to the injustices inflicted by the country’s race relations regime. Despite the mixed racial background of most Brazilians, the state recognizes people’s racial classification according to a simple official scheme in which those self-assigned as black, together with “brown” and “indigenous” (preto-pardo-indigena), can qualify for specially allocated resources, most controversially quota places at public universities. Although this quota system has been somewhat successful, many other issues that disproportionately affect the country’s black population remain unresolved, and systemic policies to reduce structural inequality remain off the agenda.

In The Prism of Race, David Lehmann explores, theoretically and practically, issues of race, the state, social movements, and civil society, and then goes beyond these themes to ask whether Brazilian politics will forever circumvent the severe problems facing the society by co-optation and by tinkering with unjust structures. Lehmann disrupts the paradigm of current scholarly thought on Brazil, placing affirmative action disputes in their political and class context, bringing back the concept of state corporatism, and questioning the strength and independence of Brazilian civil society.

Table of Contents

• Foreword
• Preface
• 1. Introduction
• 2. After Durban
• 3. Classification Wars
• 4. Race, Class, and Education in the Search for Social Justice
• 5. The Movimento Negro between State, Civil Society, and Market
• 6. The Campaign and Theories of Social Movements
• Appendix A: Selected Indicators on the Growth of the Brazilian Higher Education System (2003–2014)
• Appendix B: Interviews Carried Out between 2008 and 2014
• Glossary
• Footnotes
• Bibliography
• Index

Constructions of race in Brazil: resistance and resignification in teacher education

International Studies in Sociology of Education
Volume 27, 2018 – Issue 2-3: Special Issue: Migration, Borders, and Education: International Sociological Inquiries
pages 307-323
DOI: 10.1080/09620214.2018.1444504

Joel Austin Windle
Department of Modern Languages
Universidade Federal Fluminense, Niteroi, Brazil

Kassandra Muniz
Departamento de Letras
Universidade Federal de Ouro Preto, Mariana, Brazil

This paper reflects on racial identification in Brazil, considering how concepts of race travel internationally and are transformed locally. In light of the silencing of issues of race in Brazilian public education, we analyse the experiences of student teachers of colour participating in a professional development project coordinated by the authors. We report findings of a qualitative study arising from the project, based on reflective journals and interviews, and focusing on processes of racial resignification and resistance. The narratives produced by participants are situated in relation to dominant discourses of racial democracy and mixing, which deny the possibility of a politicised Afro-Brazilian identity. We show how hybrid identifications, drawing on cultural resources and networks that involve transnational circulation, are part of the construction of new social identities in the context of teacher education.

Read or purchase the article here.

Bristol school drops Colston name and replaces it with African-American, female mathematician’s

The Bristol Post
Bristol, United Kingdom
2019-02-10

Tristan Cork, Senior Reporter

An 18th century engraving of Edward Colston

All the other house names have been dropped in favour of more diverse role models

One of Bristol’s oldest state schools has decided to ditch the names of its houses – including one named after Edward Colston – in favour of more inspiring names who are better role models.

St Mary Redcliffe and Temple School has a house system with five houses, all named after historic figures from the school’s, and Bristol’s, past.

That system has operated for decades, but from the start of the next academic year in September, they will be replaced.

The school, which is the only Church of England secondary school in the Diocese of Bristol, has come under pressure for its links to the controversial slave trader Edward Colston in recent years, and that included calls to rename one of the five school ‘houses’ which is named after him.

The school groups students into five houses, from when they start in Year 7 to Year 11.

Pupils start in James House in Year 7, before being split into four different houses until they take their GCSEs…

…Colston House will become Johnson House

Katherine Johnson

Edward Colston is one of the most prominent and divisive figures in Bristol’s history. A Bristol-born merchant, he effectively ran the Royal Africa Company in London, before helping to open it up for Bristol.

As well as a statue of him in The Centre, there are roads, buildings, schools and homes named after him, with the use of his name across Bristol increasingly controversial.

Katherine Johnson was an African-American mathematician whose calculations of orbital mechanics were critical to the success of America’s first manned spaceflights.

She effectively worked out how man could land on the moon during the Apollo missions, and her calculations also were essential to the beginning of the Space Shuttle programme. She was portrayed in the 2016 film Hidden Figures.

Read the entire article here.