Mixed Race Studies

Kelly Jackson: Faculty spotlight

Arizona State University
College of Public Programs
2011-01-14

Dr. Kelly Jackson is an Assistant Professor in Social Work in the College of Public Programs.

Before coming to the College four years ago, she earned her Masters in Social Work from the University at Albany, and her PhD in Social Welfare from the University at Buffalo, State University of New York.

Kelly’s research focuses on the cultural identity development of persons of mixed racial and ethnic heritage. She is also interested in developing and evaluating strength-based interventions for at-risk multiracial and multicultural youth.

She says her work is very personal to her.  “As a social worker and a person of mixed race heritage, I am committed to expanding the current knowledge base of multiracial identity development by conducting and disseminating empirical research that utilizes ecological and strength-based conceptualizations of the multiracial experience.”…

Read the entire article here.

The Hapa Project: How multiracial identity crosses oceans

UH Today
University of Hawai`i
Spring 2007

Alana Folen and Tina Ng

Hawai`i—often overlooked as nothing more than a scenic paradise—recently started to live up to its “melting pot” reputation when a U.S. senator representing Illinois formally announced his presidential candidacy. With personal ties to Hawai`i, Sen. Barack Obama inadvertently put Hawai`i in the spotlight.   

It was his physical appearance that separated Obama from his competitors. Obama is hapa. His father was black and from Kenya; his mother was white and from Kansas. His unique look brought attention to the hapa population in Hawai`i.

Although the growing population of hapa people is beginning to get recognized, their experiences in Hawai`i and the continental United States vary from each individual. The cultural implications of having multiple identities have surfaced and more hapa people have needed to defend who and what they are…

Read the entire article here.

Mixed emotions: The multiracial student experience at UC Berkeley

UC Berkeley News
University of California, Berkeley
2005-03-07

Bonnie Azab Powell, NewsCenter

BERKELEY – “What are you?”

That’s the question Robert Allen, adjunct professor of African American Studies and Ethnic Studies at UC Berkeley, writes on the chalkboard when students first file in for his “People of Mixed Racial Descent” class. It’s also the question that complete strangers have asked Ai-Ling Malone, a third-year business administration and economics major, all her life; Ai-Ling, whose mom is Chinese and whose dad is African-American, says it has never bothered her. Josh Fisher (Chinese and white), an environmental sciences Ph.D. student, almost never hears it. Third-year industrial engineering major Rey Andrew Perocho Doctora (Filipino and Chinese/Japanese) mostly hears it only from Asian people: “I have Chinese eyes but my skin is dark, so they find it hard to figure me out.”…

…At UC Berkeley, an eye-opening 22.9 percent of all respondents identified themselves as “multi-racial or multi-ethnic” on the 2004 UC Undergraduate Experience Survey. Across the UC system, the average was 25.8 percent. Thanks to the growing numbers of mixed young people, a journey that often begins in college as a personal quest for identity is starting to gather force as a political movement.

It’s a movement still in its infancy, however. The “What are you?” question aside, “mixed” students like Ai-Ling, Josh, Rey, and Amina are struggling with the same question – “Who am I?” – as their monoracial classmates. The difference is, they can face racism on two fronts: both from white-dominated society and, more upsettingly, from their own racial peer groups, for whom they are not “black enough” or “Asian enough.”…

…Much of the academic research on the mixed-race community began at Berkeley. The “People of Mixed Racial Descent” class was the first of its kind in the nation. It was started in 1980 by Terry Wilson, a Berkeley professor of Native American Studies and the son of a Potawatomi Indian father and a white mother. Several of the course’s early teachers, like Ph.D. student Cynthia Nakashima, have gone on to write landmark texts about the multiracial experience.

The class is even more heavily subscribed now. “For many of the students it’s the first chance they’ve had to talk about their experience in a supportive environment,” says Allen. When he teaches the class – alternating with African-American Studies chair Stephen Small – he emphasizes the artificiality of the idea of race, reminding students that it has no scientific basis. In 1998 the Anthropological Association of America actually released a formal statement to that effect: “Evidence from the analysis of genetics (e.g., DNA) indicates that most physical variation, about 94 percent, lies within so-called racial groups.This means that there is greater variation within ‘racial’ groups than between them.”…

Read the entire article here.

Student director tackles ‘mixed race’ issues

Daily Titan
California State University, Fullerton
2009-05-17

Sean Belk

From hapa to mestizo to mulatto, ‘Half ‘n’ Half’ acts out stories and history of miscegenation. Bright colorful faces peered through shadows of the low-lit set.

The multi-cultural group of student actors then formed a circle, surrounding an infant, and simultaneously shouted, “What would it be like to shake someone’s hand and not know what they are?”

Then, the set went dark.

It was a small 30-minute production, but the subject matter touched on a big topic that some feel has gone under-reported – the aspect of growing up as two races and the discrimination that can go along with it.

The short sketch was part of the Cal State Fullerton Theatre and Dance Department’s Spring 2009 One Act performances, May 8 and 15 in the Arena Theatre, where advanced directing students presented short plays they had been working on throughout the semester for an audience of friends, family and faculty.

“Half ‘n’ Half,” an adaptation from a 1998 compilation of essays written by 17 writers and edited by Claudine Chiawei O’Hearn, was the only play with an original script adapted from a book. The play was partly written and directed by Lissa Supler, a 25-year-old senior theatre directing major.

Half Filipino and half caucasian, Supler wanted to both share her experience on the subject of being a “mixed race” and also educate people about the history of miscegenation, a term once used to describe interracial marriages that were illegal in the United States until a Supreme Court ruling in 1967…

Read the entire article here.

Mixing Races: From Scientific Racism to Modern Evolutionary Ideas

Johns Hopkins University Press
December 2010
136 pages
14 halftones
Hardback ISBN: 9780801898129
Paperback ISBN: 9780801898136

Paul Lawrence Farber, Distinguished Professor Emeritus of Modern Life Sciences, Intellectual History
Oregon State University

This book explores changing American views of race mixing in the twentieth century, showing how new scientific ideas transformed accepted notions of race and how those ideas played out on college campuses in the 1960s.

In the 1930s it was not unusual for medical experts to caution against miscegenation, or race mixing, espousing the common opinion that it would produce biologically dysfunctional offspring. By the 1960s the scientific community roundly refuted this theory. Paul Lawrence Farber traces this revolutionary shift in scientific thought, explaining how developments in modern population biology, genetics, and anthropology proved that opposition to race mixing was a social prejudice with no justification in scientific knowledge.

In the 1960s, this new knowledge helped to change attitudes toward race and discrimination, especially among college students. Their embrace of social integration caused tension on campuses across the country. Students rebelled against administrative interference in their private lives, and university regulations against interracial dating became a flashpoint in the campus revolts that revolutionized American educational institutions.

Farber’s provocative study is a personal one, featuring interviews with mixed-race couples and stories from the author’s student years at the University of Pittsburgh. As such, Mixing Races offers a unique perspective on how contentious debates taking place on college campuses reflected radical shifts in race relations in the larger society.

Table of Contents

• Acknowledgements
• Introduction
• 1. A Mixed-Race Couple in the 1960
• 2. Scientific Ideas on Race Mixing
• 3. Challenges to Opinions on race Mixing
• 4. The Modern Synthesis
• 5. The Modern Synthesis Meets Physical Anthropology and Legal Opinion
• 6. University Campuses in the 1960s
• 7. Science, “Race,” and “Race Mixing” Today
• Epilogue
• Suggested Further Reading
• Index

CU group promoting multiracial experience wins ’02 Perkins Prize

The Cornell Chronicle
Cornell University
2002-04-02

A Cornell campus organization that promotes and celebrates the multiracial experience at the university and in the Ithaca community will be the recipient of the 2002 James A. Perkins Prize for Interracial Understanding and Harmony.

The group BLEND (Bi-/Multiracial Lineages, Ethnicities and Nationalities Discussion) and its founder and president, Cornell senior Tamika Lewis, will be presented with the eighth annual Perkins Prize, including an award of $5,000, by Cornell President Hunter Rawlings during a ceremony Tuesday, April 9, at 4:15 p.m. in the Memorial Room of Willard Straight Hall on campus.

Also awarded will be two finalists for the prize: Salah Hassan, associate professor of Africana studies and chair of the Department of History of Art, for his organization of the 2001 Blackness in Color Art Exhibition at Cornell’s Herbert F. Johnson Museum of Art; and the seminar series “Leadership, Management and Diversity in Corporate America” and the course “Diversity and Inclusion in Organizations,” developed by Quinetta Roberson, assistant professor in the School of Industrial and Labor Relations. The two finalists each will be awarded cash prizes of $1,000.

BLEND, which was founded by Lewis in the fall semester of 2001, focuses on issues involved with being of mixed-racial background. The organization has hosted a film series at Robert Purcell Community Center, showing films about interracial relationships; co-sponsored with the Cornell Filipino Association a lecture by Melissa Howard of MTV’s The Real World, titled “The ‘Real’ Story on Ethnic Identity”; and also participated in the Anti-Racism Teach-In on campus Nov. 11, presenting a workshop on the mixed-race experience. BLEND also coordinated a program with the Greater Ithaca Activities Center and Beverly J. Martin Elementary School in Ithaca titled MIRAR (Multicultural Initiative for Racial Awareness through Reading). The program’s goals are to foster racial awareness in children and, in the process, hone their reading skills by using books that incorporate multiracial, interracial and multicultural themes. In the spring semester, BLEND brought an award-winning photo-text exhibit to Cornell titled “Of Many Colors: Portraits of Multiracial Families.”…

Read the entire article here.

“Unknown” Students on College Campuses: An Exploratory Analysis

The James Irvine Foundation
December 2005
20 pages

Campus Diversity Initiative Evaluation Project Team (Claremont Graduate University and the Association of American Colleges and Universities):

Daryl G. Smith, Co-principal Investigator
José Moreno, Senior Research Analyst
Alma R. Clayton-Pedersen, Co-principal Investigator
Sharon Parker, Co-principal Investigator
Daniel Hiroyuki Teraguchi, Research Associate

with

Suzanne Benally, Campus Liaison
Susan E. Borrego, Campus Liaison
Jocelyn Chong, Research Associate
Mari Luna De La Rosa, Research Associate
Mildred García, Campus Liaison
Jennie Spencer Green, Campus Liaison
Belinda Vea, Research Associate

A research brief from The James Irvine Foundation Campus Diversity Initiative Evaluation Project

In response to the increasing number of students who fall into the “race/ethnicity unknown” category of post-secondary demographic data, this exploratory study devised a method to ascertain the racial/ethnic backgrounds of these students by comparing existing enrollment data to a second, independent data set. The method was tested at three small private institutions in California. Our findings suggest that overall, a sizeable portion of students in the unknown category are white, in addition to multiracial students who may have selected white as one of their categories. These findings—while not necessarily generalizable—alert campus leaders of the need to attend to this growing segment of the student population and to how the United States is diversifying in more complex ways than ever before. The brief concludes with recommendations for future research and for both campus and federal data collection and use.

Table of Contents

• Executive Summary
• Introduction: The Rise in “Unknown” Students on College Campuses
• Methodology: Identifying the “Unknowns”
• Findings: A Sizeable Portion of “Unknown” Students Are White
• Implications: Accuracy Depends on the “Unknowns”
• Recommendations: Improving Data Collection and Use
• Conclusion
• Bibliography
• Appendix
• Contributors

Read the entire report here.

Many Biracial Students Game Racial-Classification Systems, Study Suggests

The Chronicle of Higher Education
2010-12-14

Peter Schmidt

A study of biracial people with black and white ancestry has found that many identify themselves solely as black when filling out college applications and financial-aid forms, raising new questions about the accuracy of educational statistics and research based on racial and ethnic data derived from students.

The study of 40 biracial people—all of whom reported having one black parent and one white one—found that 29, or nearly three-fourths, reported concealing their white ancestry in applying for college, scholarships, financial aid, or jobs.

“Frequently unaware that being biracial is often sufficient for affirmative-action purposes, they presented themselves exclusively as black,” says a summary of the study’s findings being published this month in Social Psychology Quarterly, a peer-reviewed journal of the American Sociological Association…

…The new study suggests that many researchers start out with bad data that conflate information on students with two black parents with information on students with one white parent and one black one, even though those biracial students are less likely, on average, to have grown up with the same disadvantages.

The researcher behind the study—Nikki Khanna, an assistant professor of sociology at the University of Vermont, and Cathryn Johnson, a professor of sociology at Emory University— recruited their 40 research subjects by distributing fliers in an unnamed Southern urban city, asking “Do you have one black parent and one white parent?” They base their analyses on extensive interviews of the respondents conducted by Ms. Khanna in 2005 and 2006…

…Susan Graham, executive director of Project RACE (Reclassify All Children Equally), an advocacy group for multiracial Americans, said she believes the article overstates how much people base their racial identification on self-interest. She also argued that, given how much racial-classification systems have changed in recent years, it is inappropriate to draw conclusions based on interviews conducted four or five years ago…

Read or purchase the article here.

Note by Steven F. Riley: See: Lawrence Wright, “One Drop of Blood”, The New Yorker, July 24, 1994…

Those who are charged with enforcing civil-rights laws see the Multiracial box as a wrecking ball aimed at affirmative action, and they hold those in the mixed-race movement responsible. “There’s no concern on any of these people’s part about the effect on policy it’s just a subjective feeling that their identity needs to be stroked,” one government analyst said. “What they don’t understand is that it’s going to cost their own groups”—by losing the advantages that accrue to minorities by way of affirmative-action programs, for instance. [Susan] Graham contends that the object of her movement is not to create another protected category. In any case, she said, multiracial people know “to check the right box to get the goodies.”

Room For Debate: Does It Matter Where You Go to College? Merit and Race

New York Times
2010-11-30

Luis Fuentes-Rohwer, Professor of Law and Harry T. Ice Faculty Fellow
Indiana University

What sensible and ambitious students should keep in mind about where they go to school.

Notwithstanding our commitment to egalitarian norms, where one chooses to go to college continues to matter, greatly. Intuitively, for most people, matriculation at an elite institution is a no brainer: the better the school, the higher the payoff for its graduates. The research supports this intuition. Attendance at elite colleges and universities has a positive effect on the likelihood that a student will graduate; on future earnings; on the likelihood that a student will attend graduate school; and even to lower divorce rates and better health…

…The calculations are relatively the same for many minority applicants with some added considerations. I have two particular issues in mind.

The first is an extension of the debate over affirmative action in higher education, and particularly the notion of “critical mass.” This is the concern, largely unexpressed yet often at the forefront of our consciousness, of being a racial minority at a predominantly white institution. This point raises the question of who is a racial minority worthy of special consideration. For example, fewer and fewer historically disadvantaged African-American students are being admitted to elite colleges. Increasingly, elite colleges are admitting biracial students and first- or second-generation black students from the Caribbean and from Africa. Historically disadvantaged African-American students are being left behind in the elite college lottery. This is a tragedy. This also underscores the remaining importance of our historically black colleges and universities…

Read the entire article here.

Between boxes

the Burr
Kent State University
Fall 2005
pages 50-55

Story by Jessica Rothschuh
Photo illustration by Clarissa Westmeyer
Photos by Lauren Arendt

For some multiracial students, college becomes a time to discover their heritages and shape their identities

HER DARK HAIR IS PULLED BACK IN BRAIDS, LEAVING HER FACE OPEN, TWO large, dark eyes peering out from long eyelashes. Her skin is a warm almond color. Her ethnicity is hard to put a finger on. She could pass as Hispanic or Native American.

Jalayna Nadal, freshman Latin American studies major from Edinboro, Pa., is both. Her father is black and Cherokee, and her mother is Puerto Rican and white.

Developing her multicultural identity has been a lifelong process for Nadal, and college is a time to further explore her multiple heritages, shaping her cultural identity as she learns more about herself and her roots.

For biracial and multiracial students like Nadal, college may prove both exciting and difficult. Mixed-race students in particular can experience an intense desire to discover their heritages and create their racial identities, but they also can feel pressure to define themselves. For the first time, students are searching for identities outside the environment in which they were raised, without the constant support of family…

…College is another step away from his culture, Isaacs says. “Because I’m not around my father as much, I don’t assert my Hawaiian identity as much.” Here, he hasn’t found a place he really fits in, and when he returns to Hawaii, it is hard to feel he still belongs there, either. “You’re just stuck in limbo,” Isaacs says. “You have to be kind of like a cultural chameleon in a sense.” Isaacs says he adapts his identity to those around him, and it is easy for him to blend in because he looks white.

For some biracial students, however, being a chameleon is hard. “The problem that they face saying, ‘I am biracial,’ is other people saying, ‘No, you’ve got to choose,’ ” says Angela Neal-Barnett, associate professor and research psychologist. “With biracial adolescents, you get two things happening: They choose to identify with one race or they choose to develop a biracial identity.”

For more than five years, Neal-Barnett has been studying the phenomenon of “white acting” in minority adolescents. Through her research, she has talked with biracial youth, most of whom are primarily black and white. “One’s skin color can run the gamut, and one’s hair color and texture can run the gamut. You have students who look white, but their racial identity is black or biracial,” she says. In fact, the biracial adolescents Neal-Barnett has spoken with almost always choose to identify as black or biracial. Very few identify as white…

Read the entire article here.