Mixed Race Studies

More Iowans identifying as mixed race

The Daily Iowan
The Independent Daily Newspaper for the University of Iowa Since 1868
2011-04-19

Alison Sullivan

Photo: Christy Aumer/The Daily IowanSophomore Tevin Robbins poses in the window of the second floor at the Afro-American Cultural Center on April 5. Robbins is currently majoring in psychology but has switched his major from engineering to better accompany other areas of his life.

University of Iowa student Tevin Robbins sat lounging on the couch at the UI’s Latino Native American Cultural Center with friend, Michael Harbravison, on a Friday evening.

Robbins’ light coffee-crème complexion is juxtaposed by his hair — a thick, rusty-red mass sitting on top of his head.

“I don’t even know what type of skin color I am,” Robbins said. The 19-year-old, part Cherokee, African American, and white, makes the statement not out of confusion but merely the inability to choose.

Robbins is one among an increasing number of Iowans who identify as more than one ethnicity, according to data from the 2010 U.S. Census released in March. The number is still small—fewer than 2 percent of Iowans identified themselves as more than one race—but it is a 68 percent jump from 2000.

Growing up for Robbins was difficult because of his complexion. Too light, he said, to pass as African American, but dark enough to not pass as white. He never felt accepted in any one “group.”

“Why do I have to choose to identify as something?” he said. “I’m not one ethnicity.”

The 2010 census was the first time researchers were able to use the comparable data. In Johnson County, there has been a 77 percent increase. And at the University of Iowa, 223 students identified as two or more ethnicities in the fall of 2010—an increase from the 133 students in 2009, when the UI first began collecting such data.

Overall, the census shows a 60 percent increase in minorities in Iowa.

“This is a group whose choices have changed,” said Mary Campbell, a UI associate professor of sociology.

Campbell said roughly 40 years ago, people who had more than one ethnicity faced the pressures to identify with a single one, but now, social change has eased such constraints…

Read the entire article here.  View the slideshow here.

The Missing Box: Multiracial Student Identity Development at a Predominately White Institution

University of Nebraska, Lincoln
May 2011
153 pages

Ashley Michelle Loudd

A Thesis Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Arts

The purpose of this study was to add to the growing body of research aimed at deciphering the unique identity development experiences of multiracial college students. In doing so, this particular study sought to explore the process for self-identified multiracial students attending a Mid-western predominately white institution. Personal interviews and a focus group were utilized to delve into the students’ stories, and the participants’ pathways through negotiating their racial identities were linked with Renn’s (2004) ecological identity development patterns. The result was an in-depth and critical understanding of how a predominately white institution places multiracial students in an unsupportive environment, where they are often forced into racial identities that they might not have otherwise chosen for themselves.

This study explored how five self-identified multiracial students’ experiences attending a predominately white institution led to Renn’s (2004) ecological patterns of multiracial identity development through the completion of five interviews and one focus group. The following sub-themes emerged from the analysis of the participants’ connection to Renn’s (2004) five ecological patterns of multiracial identity development: “I think diversity is important,” “I am proud of my heritage,” “I’ll switch back and forth between my identities,” “Identifying as ‘x’ and ‘y’ – that’s key,” “Why can’t you be both,” “I classify for ease, but this is who I really am,” “People like me only happen in America,” “I’m racially ambiguous,” “Too Black to be White, too White to be Black,” and “The amount of non-White people is very low.” The results from this qualitative study indicated that the process of identity development for multiracial students attending a predominately white institution is highly influenced by the environment, leaving them little agency in determining how they racially identify and forcing them to enter situational modes of identity. Implications for multiracial student identity development, as well as, student affairs practitioners are provided. Additionally, recommendations for future research are reviewed.

Table of Contents

• Chapter 1 – Introduction
  • Context
  • Purpose Statement
  • Significance of Study
  • Research Questions
  • Research Design
  • Definition of Terms
  • Delimitations
  • Limitations
  • Conclusion
• Chapter 2 – Literature Review
  • Introduction
  • The Culture of Predominately White Institutions
  • The Student of Color Experience at Predominately White Institutions
  • Racial Identity Development Models
    • Helms’s People of Color and White Racial Identity Models
    • Cross’s Model of Black Identity Development
    • Ferdman and Gallegos’s Model of Latino Identity Development
    • Kim’s Asian American Identity Development Model
  • Theoretical Approaches Exploring the Multiracial Experience of Identity Development
    • The Problem Approach
    • The Equivalent Approach
    • The Variant Approach
  • Foundational Theories and Models of Multiracial Identity Development
    • Integrated Identity
    • Multiracial Identity
    • Positive Alterity
  • Summary of the Literature
  • Theoretical Framework
    • Student holds a monoracial identity
    • Student holds multiple monoracial identities, shifting according to situation
    • Student holds a multiracial identity
    • Student holds an extraracial identity by deconstructing race or opting out of identification by U.S. racial categories
    • Student holds a situational identity, identifying differently in different contexts
  • Looking Ahead
• Chapter 3 – Methodology
  • Introduction
  • Study Rationale
  • Research Questions
  • Methodology Rationale
  • Epistemology and Theoretical Perspective
  • Participants
  • Research Site
  • Data Collection
    • Interviews
    • Focus Group
  • Data Analysis
  • Validation Techniques
  • Researcher Bias and Assumptions
  • Limitations
  • Strengths
  • Conclusion
• Chapter 4 – Findings
  • Introduction
  • Introduction to the Participants
  • Overview of Emergent Themes and Sub-themes
    • Theme 1: Monoracial Identity
      • “I think diversity is important.”
      • “I am proud of my heritage.”
      • Ecological Analysis
    • Theme 2: Multiple Monoracial Identities, Shifting According to Situation
      • “I’ll switch back and forth between my identities.”
      • “Identifying with ‘x’ and ‘y’ – that’s key.”
      • Ecological Analysis
    • Theme 3: Multiracial Identity
      • “Why can’t you be both?”
      • “I classify for ease, but this is who I really am.”
      • Ecological Analysis
    • Theme 4: Extraracial Identity
      • “People like me only happen in America.”
      • “I’m racially ambiguous.”
      • Ecological Analysis
    • Theme 5: Situational Identity, Identifying Differently in Different Contexts
      • “Too Black to be White, too White to be Black.”
      • “The amount of non-White people is very low.”
      • Ecological Analysis
  • Conclusion
• Chapter 5 – Discussion
  • Introduction
  • Summary of Findings and Link to Theoretical Perspective
    • Research Sub-question 1
    • Research Sub-question 2
    • Research Sub-question 3
    • Overall Implications
  • Implications of the Current Study for Student Affairs Practitioners
  • Recommendations for Future Research
  • Conclusion
• References
• Appendices

List of Tables

• Table 1: Participant Demographic Information
• Table 2: Qualitative Research Validation Techniques
• Table 3: Research Themes and Sub-themes

List of Appendices

• Appendix A: Informed Consent Form
• Appendix B: Recruitment E-mail to Potential Participants
• Appendix C: Reminder E-mail to Participants
• Appendix D: Participant Demographic Sheet
• Appendix E: Semi-Structured Interview Protocol
• Appendix F: Un-Structured Focus Group Protocol
• Appendix G: Transcriptionist Confidentiality Agreement
• Appendix H: Example of Coded Participant Transcript

Read the entire thesis here.

Mixed Race on Campus: Multiracial Student Identities and Issues in Higher Education

NCORE 2011
24 Annual National Conference on Race & Ethnicity in American Higher Education
San Francisco, California
2011-05-31 through 2011-06-04

Thursday, 2011-06-02, 13:15–16:15 PDT (Local Time)

Eric Hamako, Doctoral Candidate
Social Justice Education Program
University of Massachusetts, Amherst

Multiracial and Mixed‑Race students are a growing, yet under‑recognized, population at U.S. colleges and universities.  How well does your campus serve Multiracial students’ needs and Multiracial student organizations?  And how can you support improvements? 

In this interactive workshop, we’ll explore challenges facing Multiracial students and Multiracial student organizations—as well as possible solutions to those challenges.  Participants will also learn basic Multiracial terms, demography, and identity theories, as well as gain resources for learning more in the future. Participants will have the opportunity to develop personal and collaborative action plans to implement what they’ve learned. This session should particularly benefit participants interested in the success of Multiracial students and student organizations, students interested in organizing Multiracial groups, and Student Affairs professionals who are interested in policy changes to support Multiracial students.

For more information, click here.

Diversity Dialogues lecture opens forum on ethnic identity

Spartan Daily
News@SJSU
San José State University
2011-03-06

Francisco Rendon

So … what are you?”

Although a common question facing persons of mixed ethnic heritage, it often characterizes society’s attempt to label them, and these persons‘ struggle to fit into one culture.

This question, as well as other issues concerning mixed heritage persons, such as ethnicity boxes on tests, were discussed and analyzed in discussion groups Thursday in the Dr. Martin Luther King Jr. Library.

The event was part of SJSU’s Diversity Dialogue Series, sponsored by the Office of Equal Opportunity, said Program Developer Marina Corrales.

“(These events) are about sharing our experiences and background,” Corrales said. “We use diversity as an educational tool for faculty, students and staff.”

Corrales said she was satisfied with the attendance, which held about 60 people…

…The event began with an introduction from Spano, who defined “mixed-heritage” as “people who self-identify as belonging to two or more races.

Participants then viewed a brief video featuring interviews and a speech from Kip Fulbeck, an art professor at UC Santa Barbara.

The video included a feature on Fulbeck’s book depicting persons of mixed Asian-American descent, and a discussion of the phrase “Hapa,” a term used for persons mixed with Asian or Pacific Islander heritage…

Understanding what it means to be mixed

Excalibur
York University’s Community Newspaper
2011-03-30

Victoria Alarcon, Sports & Health Editor

People have always seen me as different. It doesn’t matter where I went, when it happened or who it was; I’ve too often come face-to-face with puzzled looks and people examining me, trying to dissect what I was. That curious look prefaced the inevitable question: “Where are you from?”

“This question of ‘where do you come from?’ has become normalized. For people that is a normal way of trying to figure something out about someone,” said Arun Chaudhuri, an anthropology professor at York University.

“It’s a very profound expectation of how you’re supposed to understand someone in terms of talking about where they came from and their origin.”

I’ve been called Chinese, Japanese, Filipino and a few other names that weren’t even close. But what people don’t know is that I’m mixed race.

Growing up I had a father whose ancestors came from China and a mother who was very much from a traditional Spanish family. They got married, and just like that, I was born into a mixed family. From my Asian eyes to my beige skin, I was neither Chinese nor Spanish, but both. The hardest part was constantly being surrounded by scrutinizing eyes and getting past their judgments to accept what I was…

Read the entire article here.

Mixed Race Week begins with Loving Day awareness dinner

Today@Colorado State
Colorado State University
2011-03-30

This Friday, Apr. 1, marks the beginning of the 3rd-annual Mixed Race Week, a series of presentations and activities celebrating the multiracial and interracial community at Colorado State University. The yearly event is put on by Shades of CSU, an organization dedicated to multiracial students…one of a few of its kind in the country…

• Friday, April 1: Loving Day Awareness Dinner
• Monday, April 4th: Multiracial Faculty Meet and Greet
• Tuesday, April 5: Monsters, Messiahs, or Something Else?: Mixed-Race in Science Fiction Movies presented by Eric Hamako
• Wednesday, April 6: Interracial Relationships; Hair and Beauty within the Multiracial population

For more information, click here.

GW gives community option to identify as multiracial

The GW Hatchet
George Washington University, Washington D.C.
2011-03-28

Pavan Jagannathan, Hatchet Reporter

The University added a new category for multiracial students, faculty and staff to classify themselves as “two or more races” in University institutional data, moving into compliance with a new federal regulation.

University Provost and Executive Vice President for Academic Affairs Steven Lerman said the U.S. Department of Education’s new aggregate categories for reporting racial and ethnic data of students and staff went into effect for the 2010-2011 school year.

“GW is complying with a federal mandate to collect race and ethnicity data in a specific way to allow for multiple race codes per person,” Lerman said…

Redefining Race and Ethnicity in the US

Voice of America
2011-03-14

Todd Grosshans

The number of young Americans with mixed race and ethnicity is rising real fast in the United States. Many are going to college helping to bridge racial and ethnic divides on campuses nationwide. VOA’s Todd Grosshans takes a closer look on the campus of the University of Maryland just outside Washington DC.

A Chat with Kat: Marissa Hui, President of HapaSC

Her Campus
2011-02-28

Katharine Goldman

I remember clearly the first time someone used the term “hapa”: I was a freshman, waiting for Campus Cruiser in front of New/North, when a random guy asked me if I was hapa.

Not knowing what it meant, I asked for a clarification. He told me that hapa is Hawaiian for half—it’s traditionally used as a term to refer to people who are half-Asian and half-Caucasian.

Marissa Hui, a senior communications major, knows the intricacies of this term well. She’s the president of HapaSC, an organization on-campus [University of Southen California] dedicated to exploring what it means to be of mixed race, and the exploration of identity that comes with the territory.

HC: Tell me about HapaSC.

Marissa: HapaSC has been around campus for about 10 years. It started originally as a club specifically for students that fit the traditional meaning of “hapa:” half-Asian and half-white. Since then, it’s become an all-encompassing club for students of multiracial, multiethnic, and multicultural backgrounds.

Our mission is to create a diverse community where people can explore their identity. Specifically we deal with a lot of topics about being mixed raced and try to cater to that student population. Sometimes students who are mixed race don’t identify completely with [single-culture] groups, or want to be able to explore their backgrounds within one group and not have to sacrifice one group for another…

Read the entire article here.

College Essay Part II, Unabridged: The Undergraduate Years

Amherst College
The Amherst Story Project
Fall 2008

Brunnell Velázquez ’11

I enjoy looking at myself in the mirror. Lately, I find that the bathroom mirrors in Morrow dormitory give off the clearest reflections of my gorgeous, most handsome features. Since it is not in my nature to carry a portable mirror, I set a picture of myself as the wallpaper for my computer and my cellular phone. I developed a tradition of attaching photos of myself to thank you notes. All of my friends cannot help but notice my vanity. But I kept telling them that not enough people tell me how beautiful I am! No really!

What they don’t know, however, is that I use the mirror as a means for assurance—to remind myself that I do not look like how people usually perceive me.

I tell my reflection, I don’t get it, Brunnell. You don’t look Black. You’re Latino…

…The worst part is that people just assume that I am African-American. I get so offended; it’s like me being Korean and everyone thinks that I am Chinese. Upon meeting people, I have been asked about relations between the Black and African-American communities. I have been told, “Like wow, you’re, like, the first black guy I’ve met who’s not from Africa.” I have received caustic remarks for not being involved in the Black Student Union. A Jewish peer commented to a white friend of mine that I would get offended if she called me nigger. And he had the audacity to say it in front of me and he knew I was Latino. I apologize if the mentioning of this word offends anyone; just understand that to me it carries no emotional and historical weight…

… It is very hard for me to believe that I am Black because I grew up with a mixed-race family. I have family members (either by blood or marriage) who represent the whole white-black spectrum. Yet, there is the word Dominican that ties us together. I have never noted racism between the lighter ones and the darker ones. I never felt ugly because of my physical features.

Dominicans mix a lot; many cannot be easily categorized by a certain race. For example, my pastor has strong European features but has a kinky hair. A girl in my church is darker than me but has finer features and very fine hair. She looks Indian. Therefore, we transcend race and this is something I value as a Latino. Racially, we belong on the borderline between black and white.

The idea that we, Latinos, could be further categorized is absurd to me. What are White Hispanic and Black Hispanic? A “white” Dominican is never white in the U.S. because his culture and his identification with darker Dominicans “colors” him. A darker Dominican is never Black because he identifies with lighter skin people and because he is usually mixed. Black people seem to have the most problems with me not calling myself Black. Some of them claim I am product of racism. But really I must ask them, who told them that they were Black? I know that many African-Americans come in many skin tones. I look more Black than some of my African-American peers, but I see them as mixed race people. I will not tell them that in their face, but they cannot convince me otherwise. Now, if I were Black, then I would be denying my European roots. Part of being Latino is embracing our racial roots and our mixture because it is reflected in our physical features and our culture. I am now discovering that Black isn’t really a racial identity, but a categorization that people put on to mean “not-white.” Any mark of color means you are Black, which the definition is in of itself racist. So how am I a product of racism? Identifying myself Black for me is an act of defeat to racism. I should not let racists call me something that was never part of my identity…

Read the entire essay here.