Mixed Race Studies

“So what are you…?”: Life as a Mixed-Blood in Academia

The American Indian Quarterly
Volume 27, Numbers 1 & 2 (Winter/Spring 2003)
pages 369-372
E-ISSN: 1534-1828 Print ISSN: 0095-182X
DOI: 10.1353/aiq.2004.0038

Julie Pelletier, Associate Professor of Indigenous Studies and Director of the Aboriginal Governance Program
University of Winnepeg

My mentor, Loudell Snow, and I were standing in the anthropology department’s shabby little lounge, discussing the merits of French wine. Lou was teasing me for being partial to French wine since I am French American (I have always disliked the term “Franco-American,” which brings to mind bad canned pasta, so I say “French American” instead). “Hey, I thought that you’re an American Indian, but now you are saying you are French? Make up your mind!” Lou and I looked at each other in amazement when my anthropological theory professor interrupted our conversation with this comment. I am not insensitive to the complicated nature of my identity. I was appalled, however, to be addressed in such a way by a man who, in the classroom, reveled in discussions of postmodernity and the permeability of boundaries, including the boundaries of identity. Lou had the presence of mind to point out this contradiction to the professor with a snappy comeback of some kind. This conversation become one of those moments that many of us have: we linger over the memory and come up with one cutting retort after another, none of which come to mind during those stunned, seemingly endless seconds after we have been verbally assaulted.

I am French and Native American, or perhaps I should say Native Canadian, since my father was born in Quebec. Of course, in Canada I am labeled “Métis” a term used to describe people of mixed Indigenous and French ancestry. If my paternal grandfather had been Indian and his wife white, instead of the reverse, I would be a First Nations person. To make matters just a bit more interesting, I am descended from two tribal groups, the Mi’kmaq and the Maliseet. I also have dual Canadian and U.S. citizenship…

Read or purchase the entire article here.

Redefining their races: More students choosing to identify as mixed

The Western Front
Western Washington University
Bellingham, Washington
2011-11-18

Casey Malloy

When Western Washington University junior Emily Goronkin applied to the university three years ago, she came to a point in the application at which she was asked for her racial identity. She checked Hispanic because she is 25 percent Mexican.

Goronkin said she doesn’t always select Hispanic when she is asked for her race. The other three quarters that make up her ethnicity — Norwegian, Russian and Scottish — are considered white. She said she usually has trouble deciding what to choose.
 
“I’ve definitely selected just white on some forms,” Goronkin said. “I’ve also done mixed or chose both Mexican and Caucasian, if I could.”
 
Goronkin doesn’t celebrate any traditions of Mexican culture, but she believes selecting multiple races represents her accurately.

…When political science professor Vernon Johnson looks out his office window into Western’s Red Square, he doesn’t physically see these statistics represented on campus.
 
“If you’re walking across campus with a mass amount of people, you will pass people that consider themselves of mixed races, and with a quick observation of those particular students you could think they are white,” Johnson said. “However, they could be Hispanic, and they might have checked that box.”…

Read the entire article here.

Outside the box: The multiracial/multiethnic student experience

University of Colorado, Boulder
Main Campus – University Memorial Center (UMC)
1669 Euclid Avenue
Boulder, Colorado
Room: 415
2011-11-08, 15:30-16:45 MST (Local Time)

For the multiracial student, college is often a time of consolidating and exploring identity. Through a combination of research, personal stories, and facilitated discussion, this session offers models of multiracial and multiethnic identity development, and explores the unique challenges and strengths of multiracial students at CU. One of the goals of this session is to develop strategies for improving the climate for multiracial students at CU.

For more information, click here.

Interview with Zara Paul: A Future Leader

London School of Economics
2011-10-26

Zara Paul recently graduated from LSE. She has been listed among the top 100 black graduates of the UK in the Future Leaders magazine 2011-12. In this interview she talks about her time at LSE, her passion for music, what being mixed race means to her and how she sees herself as being ‘massive’ in the next 10 years.

How did you feel when you heard that you had been selected among the top 100 black graduates of the country?

I felt absolutely brilliant! It didn’t sink in until I went to the actual Future Leaders event. I was surrounded by so many intellectuals and academics and politicians. I thought it was a great privilege. I couldn’t believe it…

…Tell us about your family history. Where do you trace your ‘roots’ to and are those ‘roots’ part of your identity?

My mum is Scottish-Irish and my dad is Jamaican. In my school, as a mixed race person coming from a council estate, I always stood out. I think that made me a bit stubborn, it made me think I am still going to be a little nightmare but I am also going to be smart and get my A levels and GCSEs behind me. I think being stubborn is a really good thing, to a degree. I did my dissertation on whether your identity changes dependent on your location. In a rural area, you may be black; in a multicultural area, you are who you are.

Do you believe in celebrating your mixed race status?

I love being mixed race. I can fit into so many social groups, most people can’t do that; so it’s something I think I should embrace. For example, when I did research into the riots, people found talking to me easier because of my mixed race status. In my heart however, I did think that when we are talking about equality why do we have to have separate awards for ‘black graduates’?…

Read the entire interview here.

New Book Explores Georgetown Inside and Out

Georgetown Alumni Online
Georgetown University
2010-11-2010

Historian R. Emmett Curran discusses his recently published book, a three-volume history of Georgetown that uncovers little known facts about the university.

True or false?

1. In Georgetown’s first decade of existence, nearly 20 percent of its students came from outside the United States.

2. Georgetown was not actually founded in 1789.

A History of Georgetown University: The Complete Three-Volume Set, 1789-1989, released this month, sheds new light on these and other little known facts about Georgetown, as well as offers a broad perspective on the university’s identity and place in American culture.

Here, author R. Emmett Curran, a historian and member of the Georgetown community for more than three decades, talks about the book’s evolution and surprising discoveries he made during its research. Copies of the three-volume set are available in the Georgetown University bookstore.

(The answer to both of the above questions is “true.”)…

…Q: What is your favorite story from Georgetown’s past that people might not have heard?

Curran: The manner by which Patrick Healy became president of Georgetown is a good story. In 1870 the Jesuits were struggling to come up with a suitable candidate for the presidency of Georgetown. After Rome rejected the first slate of candidates that the Jesuits in the United States sent them, Jesuit officials in the Maryland Province (then encompassing most of the eastern United States) sent a new slate that listed Patrick Healy as the preferred candidate.

“Clearly Healy is the best qualified,” the regional superior stated, “despite the difficulty that perhaps can be brought up about him.” That ambiguous reference concerned either Healy’s illegitimate background (as the son of parents [Irish planter and mixed-race slave] who, by Georgia law, could not marry) or his biracial identity.

Rome ended up choosing no one on the list and reappointed John Early, who had earlier held the office. When Early’s latest term came to an end in 1873, the regional superior proposed an interesting deal. He suggested to the superior general in Rome that John Bapst, then president of Boston College, be made president of Georgetown and Patrick Healy replace Bapst in Boston. That suggests that the “difficulty” had actually been Healy’s biracial background and so-called slave status. The regional superior was calculating that mixed race would not have the potential for problems in New England (where Patrick Healy’s two brothers had important positions among the clergy in the Archdiocese of Boston) that it might well pose in Washington.

Before Rome could respond, John Early died suddenly in May 1873. The regional superior immediately appointed Healy as acting rector, and the following day the directors of the university chose him as president. Rome, obviously unhappy about developments, took more than a year to confirm his appointment as rector.

Read the entire article here.

Note from Steven F. Riley: For more information on the Healy brothers, read James M. O’Toole’s book, Passing for White: Race, Religion, and the Healy Family, 1820–1920.

Biracial Student Voices

University of Georgia
2008
140 pages

Willie L. Banks Jr., Associate Dean of Student Life
Cleveland State University

A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILISOPHY

The purpose of this study was to examine the experiences of biracial students with one parent of African American heritage attending Predominantly White Institutions (PWI) in the South. This study utilized a basic qualitative research design and was comprised of three phases: semi-structured individual interviews, responses to written prompts and a photo elicitation project. Twelve participants from two southern institutions participated in this study.

Through an analysis of data four themes emerged that encapsulated the experiences of the students in this study: 1) The Search – the pre-collegiate experience, 2) Finding a Voice – the collegiate experience, 3) Breaking Free – dealing with labels from society, and 4) Here’s Where I am for Now – the evolving identity of biracial students. These themes illustrated how complex and personal biracial student development can be. The biracial students in this study used their experiences with family and friends to define their identity. Once they reached college, their circle of friends, involvement in student organizations, and finding safe spaces on campus all contributed to the students defining and redefining their biracial identity. These experiences all contributed to a generally positive experience for students in this study. Additionally, participants in this study were able to define their place in society as a biracial individual and what role society should or should not play in their identity choices. Results from this study showed that biracial identity was a complex process that started before college and that continued through college.

The findings in this study have implications for student affairs professionals. The implications include: understanding that biracial identity is complex and situational, programs and services for students of color are needed and can be beneficial for biracial students, spaces on campus need to be welcoming to all students and student affairs professionals need to structure and provide spaces that welcome and support all students, student affairs professionals need to be cognizant of the different experiences biracial students have from other students of color and will need to ensure that biracial students are provided with the options and choices provided to all students.

TABLE OF CONTENTS

• ACKNOWLEDGEMENTS
• LIST OF TABLES
• LIST OF FIGURES
• CHAPTER
  • 1. INTRODUCTION
    • Statement of the Problem
    • Theoretical Framework
    • Research Questions and Methodology
    • Limitations of the Study
    • Significance of the Study
    • Definition of Terms
    • Summary
  • 2. REVIEW OF LITERATURE
    • Race
    • Biracial Identity Development
    • Bases, Borders, Identities, Patterns and Quadrants
    • Factors Influencing Racial Identity Choices
    • Multiracial Students at Predominantly White Institutions (PWIs)
    • Recommendations from the Research
    • Summary
  • 3. METHODOLOGY
    • Design
    • Sample Selection
    • Site Selections
    • Ethical Considerations
    • Data Collection
    • Data Analysis
    • Validity and Reliability
    • Researcher Bias and Assumptions
    • Summary
  • 4. SEARCHING, FINDING A VOICE, BREAKING FREE AND HERE’S WHERE I AM FOR NOW
    • Participants
    • Presentation of Data
    • The Search
    • Finding a Voice
    • Breaking Free
    • Here’s Where I am for Now
    • Summary
  • 5. DISCUSSION AND IMPLICATIONS
    • Analysis of Findings
    • Implications for Practice
    • Limitations of the Study
    • Recommendations for Future Research
    • Conclusion
• REFERENCES
• APPENDICES
  • A. Student Solicitation Email
  • B. Consent Form
  • C. Participation Information
  • D. Individual Interview Protocol
  • E. Directions for Written Prompt
  • F. Directions for Photo Elicitation

LIST OF TABLES

1. Five Patterns of Multiracial Identity
2. Placement of Participants in the Five Patterns of Multiracial Identity
3. Detailed Participant Information

LIST OF FIGURES

1. Representation of my Parents
2. Basil
3. My bedroom
4. BAM
5. The Black Hole
6. UoS Hall
7. Theater
8. UoS Stadium
9. Holding Hands
10. An Unquiet Mind
11. Camouflage

Read the entire dissertation here.

The first mixed race student is admitted to Wheaton

Wheaton College History
Wheaton College, Newton, Massachusetts
2011-02-02

Deanna Hauck

The first African-American student to attend Wheaton probably did so unbeknownst to the school. In 1856-57, Mary E. Stafford of Cumberland Island, Georgia attended Wheaton. She was the daughter of a white father [Robert Stafford] and an African-American mother [Elizabeth Bernardey], and seems to have been able to pass as white, since it was not known that she was of mixed race until many years after she had actually attended Wheaton.

Source: General Files: 1856-1857: J. Ehrenhard and M. Bullard, “Stafford Plantations, Cumberland Island National Seashore, Georgia,” p. 16.

Also see: Robert Stafford of Cumberland Island: Growth of a Planter

What race do you identify Obama as? Does President Obama’s race effect your opinion of him?

SOC 119 – Voices from the Classroom
World in Conversation Project
Pennsylvania State University
2011-09-08

The first of 138+ student comments…

1. Personally President Obama’s race does not affect my opinion of him at all. When viewing Obama I consider him black, even though he is multiracial. Part of the reason I consider Obama to be black is because he looks black, and also when he was elected President there was pandemonium and celebration because he was seen as the first black President of the United States. I could not vote in the 2008 election because I was not old enough, but if I was Obama’s race would not have swayed my vote one way or the other in considering a candidate for election…
2. I consider Presiden Obama as multi racial because he is in fact half black and half white. I dont think it matters what race President Obama is. I think he should be respected as our Commander in Chief no matter what race or religion he is…
3. Our President, Barack Obama, is black. I have absolutely no opinion about what race my President is or any other important figure for that matter. Different people have different opinions about what President Obama is and if he is American and all of this nonsense but he is an American. He is an American that I consider to be black based on how I categorize people. Others may not agree with how I categorize who he is but that is how I go about business. I consider myself to be white and someone can disagree but I am still going to think I am white. My outlook on what someone is, is straight forward and I do not pass judgment based on what someone looks like besides that that person is what they are. As a result, Mr. Obama is black…
4. I identify Obama as a mixed race; he is not one hundred percent black, nor is he one hundred percent white. Obviously, his skin is darker than any other president we have had, but I don’t believe that this should be his sole identifier, nor should it be the only thing he is to be remembered for. He was raised by a white mother and is most definitely from a mixed background. Unfortunately, skin color is the first thing people see, and that is what sticks in people’s minds…
5. I am sure that almost everyone who had one glance at Obama would immediately classify him as Black, even though he is actually multiracial. Even so, his race did not change my opinion of him negatively, but rather positively I must say before and after I learned from class that he is multiracial…
6. What race do I identify Obama as and does Obama’s race effect my opinion of him? Previously to today’s sociology discussion, I thought that Barack Obama was black. I think I thought this because when he first ran for presidency, everyone made a huge deal that he would be the first black president in the United States. Clearly, I was wrong and learned that he is biracial. His Mother is a White American and his father is a Black Kenyan…
7. Despite what most people may say, President Barack Obama is multi-racial. He is only fifty percent black despite the fact that people refer to him as our “black president,” while the rest of his makeup includes white and possibly even Native American…
8. Although I do not know much about Obama’s background, just by looking at him I would classify him as a black person. I think that it was a phenomenal thing when a black man was elected as the president of the United States of America because it showed just how far we had come as a society. We had become one step closer to true racial equality…
9. First and foremost, I identify President Barack Obama as being a mixed race. Obama is English, Irish, and Kenyan. To me, that does not make him black, that makes him mixed. People were so hyped up with the fact that he is part black that I feel they chose to ignore the rest of his background. I can imagine this made some people upset…
10. I personally think that it is awesome that Obama is black. When I first heard that a black man was running for president, I was younger and pretty ignorant. I didn’t think he had a chance at winning at all. I figured most of America was more ignorant than I and that they were all republicans and/or racist. Clearly, I was extremely wrong…
11. Barrack Obama is the nation’s first black president. Most everybody I know categorizes Barrack Obama as a black man, as do I. If you were to ask me if Barrack Obama is black, I would say yes. But if you asked me what race Barrack Obama is, I would say multi-racial like I did on the clicker question asked in class…
12. I would consider President Obama to be multiracial, his father was black and his mother was white. But, does this affect my opinion of him? To say the honest truth, I absolutely do not have any knowledge in politics or government. I am not registered to vote, nor do I think I should have the right to vote knowing my lack of knowledge on the subject…
13. I view President Obama as multiracial although when he first started running for president I saw him as black because of all the hype of him possibly being the first black President of the United States. I personally think the debates that occurred about his race and religion got way out of hand during the election and often took the focus away from actual issues. For me personally it does not affect my opinion of him…
14. I personally identify Obama as a mixed individual. It is clearly seen that he is a man of mixed origins. It is also very apparent that he has some Black in him. Now to get into the total percents I don’t know what fraction of his blood is Black, Asian, etc. but the fact still remains that he has Black blood in him. To say that he is black is not totally wrong either…
15. Let me start off by saying that I consider Barack Obama to be a black man for the sheer fact that he seemed to identify with the black community throughout his campaign. I also understand that when you could possibly be the first black president in American history you do not want to ruin the hopes of millions of minorities by denying your heritage because you are multi-racial and not a fully black man. But since he does consider himself a black man and not multi-racial I have different feelings towards him than other white candidates…
16. I dont care at all that Obama is black or part Asian or whatever he is. To me he is black and that is just fine. I dont follow politics much but it’s hard to do worse than Bush. Obama inherited a shitty economy and I dont blame him at all for that. He did manage to catch Osama Bin Laden after Bush failed for however many years. That was pretty badass. He’s just a likable, intelligent, pretty good looking guy. The fact that he’s black doesnt do anything to detract from that…
17. When I first look at someone, I identify them by the color of their skin. Without talking to someone and finding out how he or she identifies him/herself, that’s all I can go by. With that idea in mind, I identify Barack Obama as a black male because his skin is clearly darker than mine and other white people. That does not affect my views, though…
18. Barack Obama’s father is from Africa and his mother is white. So I guess I would consider him biracial but I mostly view him as a black man. It is the easiest to identify him with because he is a man of color. To be honest his race does not alter my opinion of him but it does scare me. It makes me afraid for him, for me and for blacks in general. There is a ton of pressure on anybody who decides to become the president of the United States. Him being the first black president brings added pressure because he is the first of his kind to be in such a high position of power. This is a double edged sword because though he is in the position to knock down barriers and give more people of color the opportunity to become president he is also in position to give white America a reason to not vote for another candidate of color…

Read all of the other comments here.

Race, Racism, and Multiraciality in American Education

Academica Press
2006
504 pages
Trim Size: 6 x 9
Paper ISBN: 1-933146-27-3

Christopher Knaus, Associate Professor of Education
California State University, East Bay

This research monograph analyses and describes how multiracial undergraduates have come to think about race and racism. The work begins with an overview of the problem of race and racism in education, then discusses the way in which race is typically construed along a continuum of mono-racial thinking( a surprisingly inept conceptualization given the increasing birth rates of mixed or multiracial school populations). The text is then split into seven distinct case studies based on individuals with multiracial, multicultural and ambiguous racial identities and their K-12 experience. Since this work is part of a growing field of research that incorporates a critical analysis of race and racial identity theory it also moves the discussion into areas of multiracial experience and concludes with analysis of higher education’s role in developing awareness of the dynamics and suggestions for practioners in helping the student navigate the question “ What are you?” in a society so long divided along traditional color lines.

Racial Queer: Multiracial College Students at the Intersection of Identity, Education and Agency

University of Texas, Austin
May 2010
495 pages

Aurora Chang-Ross

A Dissertation Presented to the Faculty of the Graduate School of The University of Texas a Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin

Racial Queer is a qualitative study of Multiracial college students with a critical ethnographic component. The design methods, grounded in Critical Race Methodology and Feminist Thought (both theories that inform Critical Ethnography), include: 1) 25 semi-structured interviews of Multiracial students, 2) of which 5 were expanded into case studies, 3) 3 focus groups, 4) observations of the sole registered student organization for Multiracial students on Central University’s campus, 5) field notes and 6) document analysis. The dissertation examines the following question: How do Multiracial students understand and experience their racialized identities within a large, public, tier-one research university in Texas? In addition, it addresses the following sub-questions: How do Multiracial students experience their racialized identities in their everyday interactions with others, in relation to their own self-perceptions and in response to the way others perceive them to be? How do Multiracial students’ positionalities, as they relate to power, privilege, phenotype and status, guide their behavior in different contexts and situations?

Using Holland et al.’s (1998) social practice theory of self and identity, Chicana Feminist Theory, and tenets of Queer Theory, this study illustrates how Multiracial college students utilize agency as racial queers to construct and negotiate their identities within a context where identity is both self-constructed and produced for them. I introduce the term, racial queer, to frame the unconventional space of the Multiracial individual. I use this term not to convey sexuality, but to convey the parallels of queerness (both as a term of empowerment and derogation) as they pertain to being Multiracial. In other words, queerness denotes a unique individuality as well as a deviation from the norm (Sullivan, 2003; Warner, 1993; Gamson, 2000).

The primary purpose of this study is to illustrate the agentic ways in which Multiracial college students come to understand and experience the complexity of their racialized identity production. Preliminary findings suggest the need to expand the scope of racial discourses to include Multiracial experiences and for further study of Multiracial students. Their counter-narratives access an otherwise invisible student population, providing an opportunity to broaden critical discourses around education and race.

Table of Contents

• Chapter One: Introduction
  • An Autobiographical Preface
  • Overview of Study
  • Research Question
  • Importance of the Topic
  • Outline of Study
• Chapter Two: Literature Review
  • Introduction
  • Critical Race Theory and the Social Construction/Lived Experience of Race
  • The Multiracial Population – The Census: “Check One or More”
  • Historical Origins of Multiraciality in the United States.
  • Multiracials as Underrepresented Group – One Step Forward or Backward?
  • Racial Identity Development Theories and Models – An Overview
  • Multiracial College Students
  • Student Development Theory & Campus Climate
  • Education and Multiracial Students
  • Conceptual Framework
    • Introduction
    • Social Practice Theory of Self and Identity
    • Chicana Feminist Theory
    • Tenets of Queer Theory
    • Racial Queer
• Chapter Three: Methodology
  • Reflections of a Multiracial Researcher
  • Genealogy of Methodology
  • Research Overview
  • Why Qualitative Research?
  • Setting
  • Participants
  • Selection Criteria
  • Counter Storytelling
  • Methods Rooted in Feminist Thought
  • Observations
  • Field Notes
  • Interviews
  • Case Studies
  • Focus Groups
  • Data Management and Analysis
  • Researcher’s Positionality
  • Making Sense of Methods
• Chapter Four: Portraits of Racial Queers
  • Introduction to Participant Narratives
  • Participant Narratives
    • Dee-Dee
    • Solomon
    • May
    • Jonathan
    • Melissa
    • Conclusion
• Chapter Five: Themes – Understanding and Experiencing Multiracial
  • Identity
  • Introduction
  • Racial Rubric – “I don’t have a racial rubric to follow.”
  • Racial Disclosure – “I couldn’t be passive about it. And I just told this girl, No! I am Hispanic!”
  • Identity Fusion – “There’s little way of being able to separate all of those identities out.”
  • Multiracial Entitlement–“ I felt more entitled to the [Multiracial] label.”
  • Development of Portraits/Narratives
  • Discussion
  • Agency
  • Culturally Responsive Teaching and Hidden Curriculum
  • Conclusion
• Chapter Six: Multiracial Students in the Daily Practice of Schooling
  • Introduction
  • Learning the meaning of race at school
  • General Findings
    • Identity
    • Findings Specific to Multiracial Identity
    • The Politics of racial identification terminology
    • Negotiating and Strategizing – Racial Identity and Relationships
    • Phenotype Matters
    • Collective Experiences – Multiracials as Community
    • Skills, Intuition and Perspective – Lessons in Constructing Multiracial Identity
    • Implications and Significance
    • Expansion of Racial Discourses-Challenging Racial
    • Inclusivity
    • Rethinking and Reevaluating of Educational Public Policies
  • Final Thoughts
  • Reflections of a Native Researcher
  • Recommendations for Future Research
  • Lessons Learned
• Appendix
  • -A Brief Genealogy
  • -Email to Participants
  • -Interview Questions and Prompts
  • -Informed Consent to Participate In Research
• References
• Vita

Read the entire dissertation here.