Mixed Race Studies

Multiracial college students’ experiences with multiracial microaggressions

Race Ethnicity and Education
Published online 2016-11-07
pages 1-17
DOI: 10.1080/13613324.2016.1248836

Jessica C. Harris, Multi-Term Lecturer
Department of Educational Leadership and Policy Studies
University of Kansas

While research on monoracial college students’ experiences with racial microaggressions increases, minimal, if any, research focuses on multiracial college students’ experiences with racial microaggressions. This manuscript addresses the gap in the literature by focusing on multiracial college students’ experiences with multiracial microaggressions, a type of racial microaggression. Utilizing qualitative data, this study explored 3 different multiracial microaggressions that 10 multiracial women experienced at a historically white institution including, Denial of a Multiracial Reality, Assumption of a Monoracial Identity, and Not (Monoracial)Enough to ‘Fit In.’

Read or purchase the article here.

Helping mixed heritage children develop ‘character and resilience’ in schools

Improving Schools
November 2016, Volume 19, Number 3
pages 197-211
DOI: 10.1177/1365480216650311

Kirstin Lewis
Educational Studies
Goldsmiths, University of London

Recent UK government policy suggests that all schools have a key role to play in building ‘character and resilience’ in children. This article draws on data from a wider research project, exploring the school experiences of mixed White/Black Caribbean and mixed White/Black African children in two London secondary schools. Because data from this project suggest that many children experienced adversity at school, a theoretical framework previously developed by Ungar et al. was used to assess how they coped with adversity and to what extent their schools supported them with it. Findings revealed that although positive relationships with adults were essential, teachers could not offer the necessary support and guidance because they were unaware of mixed heritage children’s needs and any challenges they faced. This article asks whether such a framework might prove useful in supporting teachers to understand what factors develop ‘character and resilience’ and the ways in which they might therefore support children to cope.

Read or purchase the article here.

Mixed race and mixed reactions

Columbia Daily Spectator
2016-10-17

Laura Salgado

“But, like, what are you?”

It’s a question I’m asked pretty often, both inside and outside of Morningside Heights. You’d think that after almost two decades on this planet I’d finally be able to answer it easily, but you’d be wrong. This seemingly innocent query still manages to fill me with dread, discomfort, and anxiety every time I hear it. My heart leaps into my throat, my hands start to sweat, and my words get caught on the tip of my tongue.

I know how most people want me to answer. They expect to hear something simple and comprehensible, like “Hispanic” or “white.” They want to know which box to put me in. Their world is one of simple distinctions, one where everyone fits into only one category…

Read the entire article here.

Being “Dual Heritage” In Modern Britain

HC At Exeter Cornwall
2016-10-11

Stacey Harris, 2nd year Environmental Science Student
Solihull, West Midlands

As many of you may be aware, October is Black History Month, which acts as a platform for education, reflection and a celebration of the trials and triumphs of African and Caribbean communities throughout history. It provides a vital means to raise the voices of minorities whose history is often sorely overlooked.  Every year a different thought-provoking theme is selected for the month, with this year’s being “tackling conscious and unconscious bias”. As a person of dual heritage, this got me thinking about my own intentional and unintentional bias towards my own ethnic background.

After spending 19 years of my life with a very vague understanding of my own family history – merely using the provided census classification of “white black Caribbean” – I suddenly had a bit of an identity crisis, and decided I needed to know more about my heritage in order to solve this. This, in tandem with my impulsive spending habits, led to me undertaking a 23andMe DNA test. The process involved sending away a saliva sample, and then an agonising two month wait until my results were sent back and revealed. I found the whole thing strangely more emotive than I was expecting when I first saw the detailed breakdown of my ancestry, as so much of my history was presented before me in just a few words and numbers…

Read the enitre article here.

Meritocracy in Obama’s Gilded Age

The Chronicle of Higher Education
2016-09-25

Aziz Rana, Professor of Law
Cornell University, Ithaca, New York

The Obama administration’s vision of social mobility in America is bound up with a story about higher education. According to this story, elite colleges and universities are engines of American opportunity. They select the most talented and hardworking people, from across all backgrounds, and provide them with the training to achieve even the most “impossibly big dreams,” as Michelle Obama would say. There is truth to this account. Indeed, Barack Obama’s lived experience speaks to the possibility of meritocratic achievement. He is the multiracial child of a single mother from a middle-class background, who through skill and determination made it to top universities and eventually rose to the highest echelon of political power.

But this familiar story of higher education as a spur to social mobility blinds us to both what is pernicious and what is worth defending about the modern American university…

Read the entire article here.

“So, What Are You?”

Columbia Daily Spectator
New York, New York
2016-10-04

Alexandra Peebles and Eliza Solomon

Members of the Mixed Heritage Society at a club meeting. (Jared Orellana / Staff Photographer)

“For me, personally, thinking of myself as defined by race has never really worked, because I don’t fit in with the Asians, [and] I don’t fit in with white people,” Zina Sockwell, a Columbia College senior, explains when asked about her identity as a mixed-heritage student.

Sockwell is half Korean on her mother’s side and a quarter Native American on her father’s side, and she identifies as mixed heritage. Her entire “nuclear family” is Asian, white, and Native American. Growing up, Sockwell did not feel different or perplexed by her mixed background. “I didn’t realize for a long time that I was mixed race—I was just a person, in a family. I was a Sockwell; that’s what was normal,” she says matter-of-factly.

But when Sockwell got to college, things were different. When the Mixed Heritage Society (previously known as the Mixed-Race Students Society) debuted on campus in the spring of 2015, it filled what some saw as a glaring cavity by providing an identity-based discussion space for students like Sockwell. These students don’t identify strictly with one race or ethnicity, and as a result must combat the pressure to define themselves as belonging to one specific culture. The club set out to meet a need for the students who wanted to share their often unique experiences with their fellow “mixed” classmates…

Read the entire article here.

A space of their own?

Yale News
2016-09-21

Noah Kim, Staff Reporter

Multiracial students at Yale

Haleigh Larson ’18 spent her North Dakotan childhood in a community she characterizes as “almost completely Scandinavian.” She and her two siblings, the adopted children of white parents, are some of the few residents of color in the entire town.

When she came to Yale in the fall of 2014, Larson was, like all other students of color, assigned a peer liaison and invited to attend events at one of the campus’s cultural houses — in her case, the Afro-American Cultural Center. Never having socialized regularly with people of a similar racial background, Larson was initially eager to explore an aspect of her identity with which she was unfamiliar. But she found it difficult to fully engage with many of the other students and began to feel as if she were not a member of the African-American community at Yale.

“Many of the students there had come to the Af-Am House looking for a space to engage with others who had been raised in similar environments, while I came there trying to learn more about a side of my identity I wasn’t as immersed in,” Larson said. “As a result, there was a huge barrier between me and many of the other students. Besides the occasional email, I certainly didn’t feel like a member.”

Though Larson acknowledges the importance of Yale’s cultural houses for many students of color, she was disappointed with her experience trying to explore her identity within the campus’s existing cultural spaces.

Jessica Nelson ’18, a half-black, half-white student “tangibly involved but not extremely active” in the Af-Am House, experienced similar feelings of alienation upon visiting the center during her freshman year…

Read the entire article here.

Opinion: “White spaces” are everywhere – including ARC

The American River Current
Sacramento, California
2016-09-26

Shiavon Chatman

Imagine being alone in a place where there was no one who looked like you or understood your experiences.

Imagine having a conversation with someone who assumed the actions and behaviors of people who looked like you and made predictions about the way you conducted yourself.

Being a person of color in a predominantly “white space” is similar to this.

Author Toni Morrison addresses this very idea of oppression and loneliness that comes with being racially stereotyped in her first novel entitled “The Bluest Eye.”

In her novel, the main character Pecola is “(the) little black girl who want(s) to rise up out of her pit of her blackness and see the world with blue eyes.”

The idea of “colorblindness” doesn’t exist. No matter how progressive and accepting a person is, they will see color.

Recognizing color, or rather, race and ethnicity, is being consciously aware of the social injustices and stereotypes that people of color experience.

American River College [(ARC)] student Alyssa Senna said “I feel like there’s a stereotype for all people of color and that’s how white people see us.”…

…The stigma of being a person of color in predominantly white spaces has the same level of intensity for mixed people.

“I feel almost like an alien at times,” said ARC student, Sade Butler, “because I’m black, white, and Filipino and I’m of a medium complexion, (so) a lot of people don’t see me as a person of color.”

Mixed people typically experience more privilege, referred to as “passing”, than non-mixed people of color, except in predominantly “white spaces.”…

Read the entire article here.

A Qualitative Analysis of Multiracial Students’ Experiences With Prejudice and Discrimination in College

Journal of College Student Development
Volume 57, Number 6, September 2016
pages 680-697
DOI: 10.1353/csd.2016.0068

Samuel D. Museus, Associate Professor of Higher Education and Student Affairs
Indiana University

Susan A. Lambe Sariñana, Clinical Psychologist
Cambridge, Massachusetts

April L. Yee
University of Pennsylvania

Thomas E. Robinson

Mixed-race persons constitute a substantial and growing population in the United States. We examined multiracial college students’ experiences with prejudice and discrimination in college with conducted focus group interviews with 12 mixed-race participants and individual interviews with 22 mixed-race undergraduates to understand how they experienced prejudice and discrimination during their college careers. Analysis revealed 8 types of multiracial prejudice and discrimination which were confirmed by individual interviews: (a) racial essentialization, (b) invalidation of racial identities, (c) external imposition of racial identities, (d) racial exclusion and marginalization, (e) challenges to racial authenticity, (f) suspicion of chameleons, (g) exoticization, and (h) pathologizing of multi-racial individuals. Implications for research and practice are discussed.

Audiology freshman talks finding cultural identity on campus

The Daily Texan: Serving the University of Texas at Austin community since 1900
2016-08-31

Henry Youtt

Audiology freshman Karis Paul is the daughter of an Indian father and a half-Irish, half-Austrian mother. Mixed-race students make up only 3 percent of the students on campus. Photo Credit: Juan Figueroa | Daily Texan Staff

“What race are you?” the questionnaire reads above a set of yet unmarked boxes.

White. Black. Hispanic.

For many people, this requires just another stroke of the pen, but for audiology freshman Karis Paul, there’s a little more to it than that.

Growing up in El Paso — where the population is approximately 80 percent Hispanic — Karis, the daughter of an Indian father and a half-Irish, half-Austrian mother, found acceptance in a town that exudes racial diversity. However, Karis was seen as white, leaving her uncertain of her identity in a nation that didn’t allow people to check multiple boxes in the census’ race category until 2000.

“My situation was nothing that I was very aware of until I got a little older,” Karis said. “I would tell people I’m Indian, and they’d be like, ‘What? Are you serious? Show me a picture of your dad.’ They would say, ‘You’re so not Indian.’”

Only about 3 percent of students on campus identify as mixed race. Karis said this underrepresentation often leads to misunderstandings in conversations about racial identity or, in her case, a sheer lack of such conversations…

Read the entire article here.