Mixed Race Studies

So… What are You, Anyway

2012 Conference on Multiracial Identity: Exploring Our Roots
Hosted by Harvard Half-Asian People’s Association
Harvard University
2012-04-06 through 2012-04-07

Welcome to the fourth annual conference on multiracial identity and politics, hosted by the Harvard College Half-Asian People’s Association on April 6 – April 7, 2012.

Join us this year in exploring what it means to be mixed race. This year we are happy to announce Diane Farr as our keynote speaker. Diane Farr last brought her unique sense of humor to Showtime’s CALIFORNICATION as Jill Robinson. Having just finished three years as Agent Megan Reeves on CBS’s NUMB3RS, Farr was thrilled to put her gun down and don a sundress for a comedy. Prior to NUMB3RS, Farr starred on RESCUE ME, as well as THE JOB, THE DREW CAREY SHOW and ROSWELL. Her advice as the sole female on the MTV hit, LOVELINE, is what made her whiskey-soaked voice so recognizable. After 200 episodes of this cult phenomenon, Farr published her first book.

The Girl Code, a comic look at single women in the 21st century has since been sold to seven countries in five languages. Farr’s latest book, Kissing Outside The Lines, hilariously chronicles her path to an interracial marriage. Part of a two book series, Kissing will be followed up next year with Shades of America – which discusses raising biracial children. Diane writes for most American magazines and recently took over Dave Barry’s internationally syndicated column for Herald Tribune Newspapers, writing a comedic comment on pop culture.

We are also happy to welcome Associated Press journalist Jesse Washington and former Harvard Hapa president James Fish as speakers and Sue Lambe, Katie Low, and as discussion leaders…

For more information, click here.

Mixed Race Week by SHADES of CSU

Colorado State University
Fort Collins, Colorado
2012-04-02 through 2012-04-06

Monday, Apr. 2, marks the beginning of the 4th-annual Mixed Race Week, a series of presentations and activities celebrating the multiracial and interracial community at Colorado State University.
 
This annaul event is sponsored by Shades of CSU, an organization dedicated to multiracial students…one of a few of its kind in the country.

For more information, click here.

Postracial Possibilities? Deconstructing Contemporary Discourse on Multiraciality

American College Personnel Association
ACPA 2012 Annual Convention
Louisville, Kentucky
2012-03-24 through 2012-03-28

Session Information:
Monday, 2012-03-26
16:15-17:15 EDT (Local Time)
Kentucky International Convention Center, 107

Marc Johnston
University of California, Los Angeles

Prema Chaudhari
Asian & Pacific Islander American Scholarship Fund (APIASF)

Although multiracial individuals have been positioned as harbingers of a postracial era (especially after President Obama’s election) others critique the multiracial movement, with its large college student base, for reinforcing racial hierarchies (Spencer, 2011). This contradictory discourse, coupled with increasing suspicion of mixed heritage students doing “the race hustle” when seeking college admission/scholarships, presents challenges for addressing the needs of an increasingly diverse multiracial student population. By deconstructing this discourse we offer clarity and recommendations for future practice.

For more information, click here.

Black identity in biracial Black/White people: A comparison of Jacqueline who refuses to be exclusively Black and Adolphus who wishes he were.

Cultural Diversity and Ethnic Minority Psychology
Volume 7, Number 2 (May 2001)
page 182-196
DOI: 10.1037//1099-9809.7.2.182

Angela R. Gillem
Arcadia University

Laura Renee Cohn
Arcadia University

Cambria Thorne
Arcadia University

Two biracial college freshmen (17 and 19 yrs old), both of whom identify as Black, were chosen from a larger sample of participants in a qualitative study of biracial identity development to exemplify the differences in the paths that 2 biracial individuals could take to achieve racial identity resolution. Through the case study method, the authors describe the course and progression of racial identity development (RID) in these 2 individuals and discuss some key themes in their lives that have contributed to the development of their RID. The purposes are fourfold: to describe, nonclinical subjective experiences of being biracial in the US, to explore the differences in the paths that 2 biracial individuals can take to achieve what looks superficially like similar Black racial identity resolution, to demonstrate how identifying as Black can have different meanings and consequences for 2 biracial people, and to contribute to the differentiation of Black RID from biracial Black/White RID. The authors raise questions about the generalizability of monoracial Black and ethnic identity theories to biracial individuals.

Read the entire article here.

Not Tainted by the Past: Re-conceptualization and Politics of Coloured Identities among University Coloured Student Activists in Post-Apartheid South Africa

Achieving Sustainable Development in Africa
International Conference at the University of Pittsburgh
2012-03-29 through 2012-03-30

Sardana Nikolaeva
School of Education
University of Pittsburgh

The colonial apartheid South Africa, its hierarchical racial classification and its consequences have garnered a lot of interest from scholars in a number of disciplines. Coloured identities, previously shaped as a single racialized categorical identity of a diverse group of “mixed race” people by the particular racist discourse of colonial and apartheid South Africa, currently needs to be re-conceptualized as heterogeneous and constructed by complex networks of relations and practices in specific historical, social, and political contexts. This research project examines how coloured students’ identities are formulated, contested and negotiated within a specific student activism context in a post-apartheid higher education terrain. In this sense, involvement in student activities of undergraduate and graduate students, who self-identify as of coloured identities, is interpreted as a productive resource and a site of identity articulation, contestation, and negotiation, evolving around locally embedded social, economic, cultural, and political issues. I firmly believe that there is a need of research of post-apartheid youth identity politics, particularly among coloured youth, one of the most disenfranchised, discriminated, and socio-politically-, economically-, and culturally-marginalized groups in South Africa. On a broader level, the research findings might shed light on the specifics of the minority group politics (coloured/colouredness politics) within post-1994 South Africa as a multi-racial and multi-ethnic state.

For more information, click here.

Mixing It Up: Supporting Multiracial Students in Racial Affinity Groups

American College Personnel Association
ACPA 2012 Annual Convention
Louisville, Kentucky
2012-03-24 through 2012-03-28

Session Information:
Wednesday, 2012-03-28
08:30-09:30 EDT (Local Time)
Kentucky International Convention Center, 212 & 213

Heather C. Lou, FYE Coordinator
University of Vermont

Adam J. Ortiz, House Director
Hampshire College

Rachel Luna
University of the Pacific

Racial affinity groups in higher education have significant potential to advance positive identity development for people of all races. The dynamic between dominant and non-dominant social identities calls for individuals to be divided into binary racial affinity groups of White and People of Color (POC). Frustration, anxiety, and feelings of marginality can arise when multiracial people are asked to choose between groups. In this presentation, will discuss tactics to best support multiracial students through affinity group facilitation.

For more information, click here.

Schooling, Blackness and national identity in Esmeraldas, Ecuador

Race Ethnicity and Education
Volume 10, Issue 1, (March 2007)
pages 47-70
DOI: 10.1080/13613320601100377

Ethan Allen Johnson, Assistant Professor of Black Studies
Portland State University, Portland, Oregon

In Esmeraldas, Ecuador, students of African descent make sense of racial identity and discrimination in multiple and contradictory ways as they negotiate the dominant discourse of national identity. In Ecuador two simultaneous processes shape the dominant discourse of national identity: racial mixture and the movement towards Whiteness. This study is based primarily on formal interviews and classroom and school site observations. In this article I focus on the relationship between educational practices at the national and local level and the perceptions and negotiations of students of African descent concerning racial identity and discrimination. I show that the racial and spatial topography of the nation of Ecuador is transposed onto the cultural landscape of the city of Esmeraldas. I show that the formal curriculum attempts to erase the significance of Black people and Blackness from the economic and social development of the nation, while racial discrimination is pervasive inside and outside of the classroom at the research site. Finally, I show that students of African descent often attempt to move towards Whiteness as they negotiate the dominant discourse of national identity. I conclude with a summary of my findings and suggest what the implications are for schooling in Esmeraldas, Ecuador and more broadly.

Read or purchase the article here.

Student and teacher negotiations of racial identity in an Afro-Ecuadorian region

International Journal of Qualitative Studies in Education
Volume 22, Issue 5 (September-October 2009)
pages 563-584
DOI: 10.1080/09518390902915439

Ethan Allen Johnson, Assistant Professor of Black Studies
Portland State University, Portland, Oregon

In this article, using data collected primarily through interviews and observations the researcher explores how students and teachers of African descent at the Jaime Hurtado Academy understand and interpret race and racism in the city and province of Esmeraldas, which is the only region of the country where Afro-Ecuadorians comprise the largest proportion of the population. The findings reveal that students often distanced themselves from their Blackness through racial mixture, and that parents played a critical socializing role in their students’ negotiations of racial identity. Additionally, it was found that teachers universally embraced their Blackness, although they simultaneously acknowledged their mixed racial ancestry. These findings contest literate understandings of race and ideological attempts by elites to exclude Afro‐Ecuadorians within the dominant discourse of national identity.

Read or purchase the article here.

“I now harbor more pride in my race”: The Educational Benefits of Inter- and Intraracial Dialogues on the Experiences of Students of Color and Multiracial Students

Equity & Excellence in Education
Volume 45, Issue 1 (2012)
pages 14-35
DOI: 10.1080/10665684.2012.643180

Kristie A. Ford, Assistant Professor of Sociology
Skidmore College, Saratoga Springs, New York

Victoria K. Malaney
Skidmore College, Saratoga Springs, New York

How do students of color and multiracial students learn to make sense of and navigate race within historically white institutions (HWIs)? And, what pedagogies and inter-/intragroup dynamics facilitate increased understanding of issues of race, racial identity development, and racism in the U.S.? This project examines students’ of color (SOC) and multiracial students’ learning in the Intergroup People of Color–White People Dialogues and Intragroup Multiracial Identity Dialogues at a small private liberal arts college in the Northeast. Through qualitative, inductively-derived analyses of student papers, this study advances understanding of how SOC/multiracial students make sense of their own racial group membership and how they navigate raced interactions in college. It also continues and extends national efforts to conduct and disseminate research on both the substantive nature and process of the Inter-/Intragroup Dialogues and their impact on students.

Read or purchase the article here.

The color of Black: Professor explores racial identity in college students

Scope: Stanford Center for Opportunity Policy in Education
Stanford University
2011-10-10

Barbara McKenna

There are lots of different ways to be Black and to have a strong Black identity,” says Camille Charles. But, she adds, research and social definitions of Black identity don’t generally consider those multi-faceted dimensions.
 
Charles discussed her research on identity in Black college students on October 3 in a talk titled, “Say it Loud (I’m Black and I’m Proud?): Understanding the Racial Identities of Upwardly Mobile Black College Students.” The talk was the first SCOPE Brown Bag Seminar of the 2011-12 year.
 
Charles, the Edmund J. and Louise W. Kahn Term Professor in the Social Sciences at the University of Pennsylvania and director of the Center for Africana Studies, says that traditional academic theories on Black identity have changed in the face of shifting demographics and politics. Throughout the 20th century, the one drop rule was the measure of race; any person with one drop of Black blood was socially and legally Black. More recently, Black racial identity was generally based on one’s political views. Black individuals were labeled as either assimilationist (for those who valued integration into the larger American society) or nationalist (for those who renounced efforts to integrate with white peers or institutions). “When, in fact,” Charles says, “one can hold aspects of both at the same time.”
 
Ironically, she notes, in recent times the one drop rule has been flipped to bring into question the authenticity of mixed-race people identifying as Blacks—a conversation heard often during the 2008 presidential campaign.

But this “unidimensional” definition is out of step with both current demographics and mindsets, she says. According to the 2010 Census, 10 percent of the Black U.S. population was immigrant and there was an increase as well in those identifying as mixed-race Black. “Two fields of study challenge the traditional unidimensional definition of Black identity: studies of multiraciality and of Black ethnic identity,” Charles says. These changes have helped broaden definitions of identity somewhat, but both academic and lay depictions of black identity continue to apply outdated unidimensional definitions of black identity…

Read the entire article here.  View the slideshow presentation here. View the video of the lecture here.