Mixed Race Studies

“Blaxicans of LA” challenges racial binaries and unpacks the complexities of intersectional identity

The Occidental Weekly
Los Angeles, California
2017-04-04

Mallory Leeper

Photograph by Walter Thompson-Hernández

Walter Thompson-Hernández, multimedia journalist and current doctoral student at UCLA, visited Occidental College Monday, March 27 to discuss his research, which aims to bridge the gap between academia and photography and popular culture. Thompson-Hernandez’s lecture explored the historical framework of brown and black relations including anti-black sentiments within the Latinx community. Thompson-Hernández sought to highlight the experiences of Angelenos facing issues of racial classification and assumed singular ethnic identity.

The Latino/a & Latin American Studies department at Occidental College and the Institute for the Study of Los Angeles (ISLA) co-sponsored the Blaxicans of LA lecture in Fowler 202. As a part of their spring speaker series, Professor Raul Villa, department chair, explained that the event is a part of an educational and promotional campaign to bring awareness about the stdy of Latinxs across the hemisphere to Occidental. According to Villa, Latinx representation is an important component in a global education.

Three years ago, Thompson-Hernández started the Instagram page Blaxicans of LA to address the complexity of intersectional experiences — especially those of “Blaxican,” a combination of African and Mexican heritage…

Read the entire article here.

Brazil’s New Problem With Blackness

Foreign Policy
2017-04-05

Cleuci de Oliveira
Brasília, Brazil

As the proudly mixed-race country grapples with its legacy of slavery, affirmative-action race tribunals are measuring skull shape and nose width to determine who counts as disadvantaged.

PELOTAS, Brazil – Late last year Fernando received news he had dreaded for months: he and 23 of his classmates had been kicked out of college. The expulsion became national news in Brazil. Fernando and his classmates may not have been publicly named (“Fernando,” in fact, is a pseudonym), but they were roundly vilified as a group. The headline run by weekly magazine CartaCapital — “White Students Expelled from University for Defrauding Affirmative Action System” — makes it clear why.

But the headline clashes with how Fernando sees himself. He identifies as pardo, or brown: a mixed-race person with black ancestry. His family has struggled with discrimination ever since his white grandfather married his black grandmother, he told me. “My grandfather was accused of soiling the family blood,” he said, and was subsequently cut out of an inheritance. So when he applied to a prestigious medical program at the Federal University of Pelotas, in the southern tip of Brazil, he took advantage of recent legislation that set aside places for black, brown, and indigenous students across the country’s public institutions.

While affirmative action policies were introduced to U.S. universities in the 1970s, Brazil didn’t begin experimenting with the concept until 2001, in part because affirmative action collided head-on with a defining feature of Brazilian identity. For much of the twentieth century, intellectual and political leaders promoted the idea that Brazil was a “racial democracy,” whose history favorably contrasted with the state-enforced segregation and violence of Jim Crow America and apartheid South Africa. “Racial democracy,” a term popularized by anthropologists in the 1940s, has long been a source of pride among Brazilians…

Read the entire article here.

Student group IC Mixed discusses mixed-race experiences

The Ithacan
2017-04-04

Ashae Forsythe, Staff Writer

Sophomores Walt Martzen and Rianna Larkin listen intently to another IC Mixed member Feb. 22 in Friends Hall as they share personal stories of their multiracial backgrounds. Maxine Hansford/The Ithacan

In IC Mixed, if there’s one thing the students have in common, it’s that they can’t easily check one box for a race or ethnicity.

“When you can’t be put into a box, it causes inner turmoil for multiracial people themselves: ‘Where do I belong? I’m not this, I’m not that,’” said junior Luke Watkins, event coordinator for IC Mixed.

The new student organization creates spaces for people of mixed heritage to express their thoughts freely. Launched in February, IC Mixed aims to strengthen the sense of community among people who identify as mixed or multiracial through discussions, events and other programs…

Read the entire article here.

Mixed-race student researches media diversity

The Daily Texan
Austin, Texas
2017-03-31

Sydney Mahl

Photo Credit: Pedro Luna | Daily Texan Staff

The most stressful part about standardized testing for Rachel Malonson wasn’t the test itself­ — it was bubbling in her race beforehand.

“I wished I could select black and white but since I couldn’t, I just picked black because I’m not about to select ‘other,’” journalism and broadcasting senior Malonson said. “That wouldn’t identify me well at all.”…

Read the entire article here.

Multiracial Faculty Members’ Experiences in the Academy

University of California, Los Angeles
Graduate School of Education and Information Studies
2017-01-31

Jessica C. Harris, PhD, Assistant Professor
Department of Higher Education & Organizational Change
University of California, Los Angeles
310-794-4982

Jessica Harris, PhD, from the Graduate School of Education and Information Studies at the University of California, Los Angeles (UCLA) is conducting a research study to explore multiracial tenured/tenure track faculty members’ experiences within the academy.

Why is this study being done?

This research will qualitatively explore the academic experiences of mixed race faculty working in U.S. institutions of higher education. While the experiences of monoracial faculty of color are documented in extant literature, there exist no studies, to my knowledge, of the experiences of mixed race faculty in the academy. The study will focus on participants’ experiences with tenure and advancement, teaching, research, service, and other important issues that must be explored in order to better inform inclusive practices that help to recruit and retain mixed race faculty and increase diversity within and across institutions.

What will happen if I take part in this research study?

If you volunteer to participate in this study, the researcher will ask you to do the following:

• Fill out an online demographics questionnaire.
• Participate in an approximately 60-minute individual interview conducted by the lead researcher and/or a graduate student researcher that the lead researcher supervises.
• Individual interviews will take place via Skype, telephone, or the communication software preferred by the participant. The researcher will conduct the interview in a private room.
• Questions within the interview may relate to participants’ experiences with the tenure and advancement process, teaching, pedagogical approach, and research.

How long will I be in the research study?

The demographic form will take about 15 minutes to complete. The individual interview will last approximately 60 minutes. The total time you will dedicate to this research is about 75 minutes. Given the time that lapses between filling out the demographic questionnaire and setting up an interview for the research, you may be an enrolled participant in this research anywhere from a few days to several months.

Are there any potential risks or discomforts that I can expect from this study? Are there any potential benefits if I participate?

Your participation should cause no more discomfort than you would experience in your everyday life. Participation may prove cathartic for participants. The information obtained from the study will help educators and campus leaders gain a better understanding of multiracial peoples’ experiences on the college campus. This will guide inclusive practices on campus. Your identifiable information will not be shared unless (a) it is required by law or university policy, or (b) you give written permission.

Will information about me and my participation be kept confidential?

Any information that is obtained in connection with this study and that can identify you will remain confidential. It will be disclosed only with your permission or as required by law. Confidentiality will be maintained by means of storing information with identifiers in a locked file cabinet in the lead researcher’s office- transcripts, audio files, and demographics forms will be stored under a numerical pseudonym. Your name will only be linked by a numerical code key that will be kept in a separate file cabinet and will only be accessible to two individuals, the lead researcher and the graduate research assistant. Finally, when information is reported out (via publications and conference presentations) all participants and institutions will be given pseudonyms. Other information will be reported back in general, broad categories, e.g. southern institution rather than an institution in Atlanta. All information will be kept in a secure and locked location for use in future research and destroyed within 10 years of the first interview.

What are my rights if I take part in this study?

• You can choose whether or not you want to be in this study, and you may withdraw your consent and discontinue participation at any time.
• You may refuse to answer any questions that you do not want to answer and still remain in the study.

Who can I contact if I have questions about this study?

• The research team: If you have any questions, comments or concerns about the research, you can talk to the one of the researchers. Please contact: Jessica C. Harris at jharris@gseis.ucla.edu or 310-794-4982.
• UCLA Office of the Human Research Protection Program (OHRPP):
  If you have questions about your rights while taking part in this study, or you have concerns or suggestions and you want to talk to someone other than the researchers about the study, please call the OHRPP at (310) 825-7122 or write to:

UCLA Office of the Human Research Protection Program
11000 Kinross Avenue
Suite 211, Box 951694
Los Angeles, California 90095-1694

“We are eggrolls and hotdogs”: Mixed race Asians at the University of Pennsylvania

University of Pennsylvania
2016
140 pages

Amy L. Miller

A dissertation in Higher Education Presented to the Faculties of the University of Pennsylvania in Partial Fulfillment of the Requirements for the Degree of Doctor of Education

The purpose of this dissertation is to explore the identity development of mixed race Asian students, also known as Hapas, and the influence of college environments of their perceptions of self. More specifically, this study will use Narrative Inquiry to gain insight into the lives and experiences of 20 Hapa students at the University of Pennsylvania (Penn). In order to uncover the shared experience of Hapas on this college campus and to discern any specific activities or aspects of university life that contributed to their identity development while at Penn, I conducted 20 one-on-one interviews. I also conducted one focus group with 8 of the participants in order to observe the interactions between the students. This topic is relevant to student affairs administrators and faculty because of the rapidly changing demographics in the United States. Some projections estimate that by 2050, mixed race Asian people will represent the largest Asian constituency in the country, thus potentially changing the face of our campuses.

Read the entire dissertation here.

Multi attends fourth annual Critical Mixed Race Studies Conference

The Occidental Weekly
Los Angeles, California
2017-03-14

Kristine White

For the first time, Multi, Occidental’s cultural club for multiracial and multicultural students, sent a group of eight members and nonmembers to the 2017 Critical Mixed Race Studies Conference at the University of Southern California from Feb. 24 to Feb. 26. The conference brought together scholars, activists and artists from around the globe to explore the field of critical race studies with over 50 panels, roundtables, caucus sessions and performances. In celebration of the 50-year anniversary of Loving v. Virginia, which declared interracial marriage legal, the theme of this year’s conference was “Explorations in Trans(gender, gressions, migrations, racial) Fifty Years After Loving v. Virginia.”

After last semester’s Multi Week, Oct. 23 to Oct. 28, Multi President Miki Konishi (junior) noticed that Multi garnered increased attention around campus from students. Konishi, Khloe Swanson (junior) and Eushrah Hossein created Multi three years ago in an effort to provide space for and discuss the experience of multiracial and multicultural identities. The club meets bimonthly to discuss issues that multiracial students face and to provide a safe space to discuss the various factors that affect their identity. Konishi explained that, before joining Multi, he attended other monocultural clubs on campus and found it necessary to provide a space for students who identify with multiple cultures…

Read the entire article here.

Gender, race and prejudice

Skidmore College
Saratoga Springs, New York
2017-03-20

Leigh Wilton

“As an experimental social psychologist, I’m interested in how people see each other and how that affects their interactions,” says Leigh Wilton, who joined Skidmore’s psychology faculty last year. Her work focuses on race and gender. “People have expectations about gender and race,” she says, “but what happens when they encounter challenges to those beliefs, such as people who have mixed-race or nontraditional gender identities? What are the consequences, in terms of interpersonal and group relations, of the assumptions we hold?”

The essentialist school of thought holds that these identities are mostly in-born and immutable, rather than socially constructed and learned. But as Wilton points out, there’s no support for a scientific concept of race, and she asks, “If people see racial traits as genetically hard-wired, what do they think when they meet people of mixed-race parentage?

For Wilton, it’s more than academic. With a Latina mother and white father, she grew up with a natural curiosity about what social identities really mean and also with a drive to test ways of improving social interactions across difference…

Read the entire article here.

First Professor of Race and Education appointed at Leeds Beckett

Leeds Beckett University
Leeds, United Kingdom
2017-03-14

Carrie Braithwaite, Press Officer

Leeds Beckett University has appointed the UK’s first Professor of Race and Education, Shirley Anne Tate.

Professor Tate is a world-leading researcher in the areas of institutional racism and black identity. She will join Leeds Beckett’s Carnegie School of Education on Monday 3 April from the University of Leeds, where she is currently Associate Professor, giving a boost to Higher Education Statistics Agency (HESA) data, which shows that there were only 25 Black female Professors in the UK in the academic year 2015/16.

Professor Tate has written widely on topics including the body, ‘mixed race’, beauty, and the cultures of skin. The focus of her research is Black diaspora politics and she will begin a new international research project this summer, looking into what needs to be done to tackle racialisation across the UK, Sweden, South Africa and Brazil and how National Human Rights Institutions (NHRIs) play a vital role in national approaches to countering racism…

Read the entire article here.

Race, Space, and the Law: Unmapping a White Settler Society

Between The Lines
April 2002
320 pages
Paperback ISBN: 9781896357591

Edited by:

Sherene Razack, Distinguished Professor of Gender Studies
University of California, Los Angeles

Race, Space, and the Law belongs to a growing field of exploration that spans critical geography, sociology, law, education, and critical race and feminist studies. Writers who share this terrain reject the idea that spaces, and the arrangement of bodies in them, emerge naturally over time. Instead, they look at how spaces are created and the role of law in shaping and supporting them. They expose hierarchies that emerge from, and in turn produce, oppressive spatial categories.

The authors’ unmapping takes us through drinking establishments, parks, slums, classrooms, urban spaces of prostitution, parliaments, the main streets of cities, mosques, and the U.S.-Canada and U.S.-Mexico borders. Each example demonstrates that “place,” as a Manitoba Court of Appeal judge concluded after analyzing a section of the Indian Act, “becomes race.”

Contents

• Introduction: When Place Becomes Race / Sherene H. Razack
• Chapter 1: Rewriting Histories of the Land: Colonization and Indigenous Resistance in Eastern Canada / Bonita Lawrence
• Chapter 2: In Between and Out of Place: Mixed-Race Identity, Liquor, and the Law in British Columbia, 1850-1913 / Renisa Mawani
• Chapter 3: Cartographies of Violence: Women, Memory, and the Subject(s) of the “Internment” / Mona Oikawa
• Chapter 4: Keeping the Ivory Tower White: Discourses of Racial Domination / Carol Schick
• Chapter 5: Gendered Racial Violence and Spatialized Justice: The Murder of Pamela George /Sherene H. Razack
• Chapter 6: The Unspeakability of Racism: Mapping Law’s Complicity in Manitoba’s Racialized Spaces / Sheila Dawn Gill
• Chapter 7: Making Space for Mosques: Struggles for Urban Citizenship in Diasporic Toronto / Engin F. Isin and Myer Siemiatycki
• Chapter 8: The Space of Africville: Creating, Regulating, and Remembering the Urban “Slum” / Jennifer J. Nelson
• Chapter 9: Delivering Subjects: Race, Space, and the Emergence of Legalized Midwifery in Ontario / Sheryl Nestel
• Notes
• Bibliography
• Index
• Contributors