Mixed Race Studies

Slave Mothers and White Fathers: Defining Family and Status in Late Colonial Cuba

Slavery & Abolition
Volume 31, Issue 1 (March 2010)
pages 29-55
DOI: 10.1080/01440390903481647

Karen Y. Morrison, Assistant Professor of Afro-American Studies
University of Massachusetts, Amherst

This paper outlines the mechanisms used to position the offspring of slave women and white men at various points within late nineteenth-century Cuba’s racial hierarchy. The reproductive choices available to these parents allowed for small, but significant, transformations to the existing patterns of race and challenged the social separation that typically under girded African slavery in the Americas. As white men mated with black and mulatta women, they were critical agents in the initial determination of their children’s status-as slave, free, mulatto, or even white. This definitional flexibility fostered an unintended corruption of the very meaning of whiteness. Similarly, through mating with white men, enslaved women exercised a degree of procreative choice, despite their subjugated condition. In acknowledging the range of rape, concubinage, and marriage exercised between slave women and white men, this paper highlights the important links between reproductive practices and the social construction of race.

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Assessing Shifting Racial Boundaries: Racial Classification of Biracial Asian Children in the 2000 Census

Virginia Polytechnic Institute and State University
2009-12-07
77 pages

Sara Megan McDonough

Thesis submitted to the faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Master of Science in Sociology.

This study examined the racial identification of biracial Asian children by their parents, in a sample (n=9,513) drawn from 2000 Public Use Microdata Series Census data (Integrated Public Use Microdata Series 2009). I used competing theories of Asian assimilation to examine how characteristics of the child, the Asian parent, the non-Asian parent, and the local Asian community influenced the likelihood of a child′s being identified as Asian, non-Asian, or biracial. Findings showed that child′s, both parents′, and community characteristics significantly influenced the child′s racial classification. While the effects of greater assimilation significantly increased the likelihood of an Asian classification for third-generation children, in contrast, it decreased the likelihood of an Asian identification for first- and second-generation children. Findings showed that children with a black parent were less likely than children with a white parent to be identified as Asian instead of non-Asian. However, inconsistent with past findings, children with a Hispanic parent were more likely than those with a white parent to be identified as Asian rather than non-Asian. Exploratory analyses concerning a biracial classification indicate significant relationships with factors previously found to increase the likelihood of an Asian identification, including the effects of greater Asian assimilation and size of the local Asian community. Moreover, the relationship between parent‟s and child′s gender on the child‟s racial classification may be more complicated than previously theorized, as I found evidence of “gender-matching” which meant that boys were more likely to be identified like their fathers, and girls more like their mothers.

Read the entire thesis here.

Meeting the Needs of Multiracial and Multiethnic Children in Early Childhood Settings

Early Childhood Education Journal
Issue Volume 26, Number 1 (September, 1998)
Pages 7-11
Print ISSN 1082-3301; Online ISSN: 1573-1707
DOI 10.1023/A:1022974423276

Francis Wardle

Early childhood programs have been in the forefront of implementing a multiracial curriculum. Early childhood educators need to extend these approaches to support and embrace multiracial and multiethnic children. These are children whose biological parents crossed traditional U.S. Census categories to have children. To meet the unique needs of these children and their families, early childhood educators need to engage in staff training, provide classroom materials, work closely with parents, and challenge the single race approach to multicultural education.

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White Women in Interracial Families: Reflections on Hybridization, Feminine Identities, and Racialized Othering

Gender Issues
Volume 14, Number 2 (June, 1994)
pages 49-72
Print ISSN: 1098-092X, Online ISSN: 1936-4717
DOI: 10.1007/BF02685656

Carmen Luke, Emeritus Associate Professor of Education, and Director of the Centre for Women’s Studies
James Cook University, Queensland, Australia

Interracial unions, biracial and bicultural children are social facts of modern multicultural societies, yet they have been almost completely overlooked by scholars. What little research is available on interracial family formations and identity is largely based in psychological, sociological, social psychological, social work and counselling theories. Interracialism has not been taken up at all by feminists, postcolonial theorists, or multicultural research.

This essay is concerned with race and gender identity politics among white women living in interracial relationships, particularly in families with biracial and monoracial children. I report here on published research on inter- and biracialism, and include some data from pilot interviews I conducted with white women in interracial families with whom I share work relationships and friendships. I discuss, first, the politics of voice and identity in the context of current debate over speaking rights, racial and cultural identities. I then briefly survey recent research on biracial children before turning attention to white women in interracial relationships. Drawing on existing research and my own data, I discuss relationships between interracial couples and their own parents, the politics of managing their biracial children’s schooling, and the often contradictory logics of the cultural and gender regimes women marry into. I conclude that current theories of identity politics are analytically inadequate for describing how racisms operate within a racially unmarked dominant culture because racial identity is theorized exclusively as an identity marker of groups and persons of color…

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Under and Beyond Constraints: Resource Allocation to Young Children from Biracial Families

American Journal of Sociology
Volume 112, Number 4 (January 2007)
pages 1044–1094
ISSN: 0002-9602/2007/11204-0003
DOI: 10.1086/508793

Simon Cheng, Associate Professor of Sociology
University of Connecticut

Brian Powell, Rudy Professor of Sociology
Indiana University

Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99, the authors examine the extent to which biracial families differ from monoracial families in their transmission of resources to young children. In these analyses, the authors demonstrate the utility of distinguishing not only between white—biracial and nonwhite—biracial families and but also between even more refined measures of biracial families (e.g., white father/Asian mother). The authors find that, in most cases, biracial families provide comparable or greater economic and cultural resources to their children than do their monoracial counterparts, but offer fewer advantages in interactional/social resources. This overall pattern remains even after sociodemographic factors are taken into consideration. Exceptions to this pattern also are identified and explored. Implications for our understanding of racial stratification, interracial relations, and the role of both human agency and constraints on intergenerational transmission of resources are discussed.

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In Their Siblings’ Voices: White Non-Adopted Siblings Talk About Their Experiences Being Raised with Black and Biracial Brothers and Sisters

Columbia University Press
May 2009
248 pages
5 tables
Cloth ISBN: 978-0-231-14850-4
Paper ISBN: 978-0-231-14851-1

Rita J. Simon, University Professor Emerita
Department of Justice, Law and Society
American University, Washington, D.C.

In Their Siblings’ Voices shares the stories of twenty white non-adopted siblings who grew up with black or biracial brothers and sisters in the late 1960s and 1970s. Belonging to the same families profiled in Rita J. Simon and Rhonda M. Roorda’s In Their Own Voices: Transracial Adoptees Tell Their Stories and In Their Parents’ Voices: Reflections on Raising Transracial Adoptees, these siblings offer their perspectives on the multiracial adoption experience, which, for them, played out against the backdrop of two tumultuous, politically charged decades. Simon and Roorda question whether professionals and adoption agencies adequately trained these children in the challenges presented by blended families, and they ask if, after more than thirty years, race still matters. Few books cover both the academic and the human dimensions of this issue. In Their Siblings’ Voices helps readers fully grasp the dynamic of living in a multiracial household and its effect on friends, school, and community.

Phillip Handy – Race and gender in the family

Rutgers University Undergraduate Research Spotlight
2009-07-26

Phillip Handy
Rutgers University

Phillip Handy discusses his research, which looks into the question of how mother-daughter and father-son relationships impact a mixed-race child’s racial identity.

Phillip is advised by Dr. Diana Sanchez, Assistant Professor in the Department of Psychology at Rutgers University.

A White Side of Black Britain: The Concept of Racial Literacy

Ethnic and Racial Studies
Volume 27, Issue 6
November 2004
pages 878 – 907
DOI: 10.1080/0141987042000268512

France Winddance Twine, Professor of Sociology
University of California, Santa Barbara

Opposition to transracial adoption on both sides of the Atlantic, has been based, in part, on the assumption that white parents cannot understand race or racism and thus cannot properly prepare children of multiracial heritage to cope with racism. In this article I draw on a seven-year ethnographic study to offer an intensive case study of white transracial birth parents that counters this racial logic. I draw on a subset of data collected from field research and in-depth interviews with 102 members of black-white interracial families in England. I provide an analysis of three practices that I discovered among white transracial birth parents who were attempting to cultivate ‘black’ identities in their children of multiracial heritage. I offer the concept of ‘racial literacy’ to theorize their parental labour as a type of anti-racist project that remains under the radar of conventional sociological analyses of racism and anti-racist social movements.

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Brave new world: The complicated side-effects of Britain’s mixed-race households

The Independent (UK)
2009-08-22

Yasmin Alibhai-Brown

Bev is beautiful, with silky black skin and thick hair she ties in a bunch at the top, spurting like a fountain. At 15, her face reminds me of the young and feisty Winnie Mandela. Dressed in denim, she is wearing lots of African bracelets and rings on her ears. And, incongruously, pearls, several strings looped around her high neck. Her face changes like an English summer – bright and sunny one minute, then suddenly dark, brooding and sometimes stormy. She wants to talk, she tells me, otherwise she will go crazy. And what Bev tells me is a part of one of the least reported stories of family life in modern Britain, remarkable and complex, and perpetually shifting.

“My family is messy,” she explains. “There’s been divorce, remarrying, separation, step-parents. It’s hard to talk about that when we are all trying to be polite, faking it all the time. I was in a mood the other day – you know, you get into a mood. My mum came into my room, held my elbow so hard it hurt, and whispered: ‘You’ll lose me this man, too, you stupid girl.’

“Then there is RACE!” she continues. “We are black-and-white and inbetweenies, but no one mentions that either. We have to pretend that mum’s latest guy is not white, and I am not brown, and there isn’t an issue here.”

She doesn’t even take a breath as all this tumbles out. Is he unkind to her? I ask gently

“No, he’s OK, I mean doesn’t hit me or anything. But he has no idea. Comes from Norfolk or something. My mum loves all that – his fancy accent and that. She even went to Wimbledon ‘cos he gets free tickets, and then both of them were moaning about Serena and Venus having a pushy dad, and my mum says something horrible about my ex-dad, and whitie nodded – he always nods, like Noddy. As soon as I have done my GCSEs I am out of here.”

This country has more mixed-race families than any other in Europe. According to the latest social research, one in 10 young Britons lives in a mixed-race household and the number of bi-racial children is growing faster than any other “ethnic minority” group. We also have high divorce rates and – increasingly – step-families. Put all these factors together and you get a newish phenomenon: the rise of the mixed-race step-family. Social services, counsellors and academic researchers have not yet caught up with this social development. And those of us who find ourselves in these reconstituted multi-racial families make it up as we go along. I guess Bev’s mum and step-dad are having to do just that…

Read the entire article here.

Pathways to Permanence for Black, Asian and Mixed Ethnicity Children: Delemmas, Decision-Making and Outcomes

Research Brief
DCSF-RBX-13-08
October 2008
8 pages

Julie Selwyn
Hadley Centre for Adoption and Foster Care Studies
University of Bristol

P. Harris
Hadley Centre for Adoption and Foster Care Studies
University of Bristol

David Quinton
Hadley Centre for Adoption and Foster Care Studies
University of Bristol

S. Nawaz
Hadley Centre for Adoption and Foster Care Studies
University of Bristol

Dinithi Wijedasa
Hadley Centre for Adoption and Foster Care Studies
University of Bristol

Marsha Wood
Hadley Centre for Adoption and Foster Care Studies
University of Bristol

Recent research reviews stress the lack of information on permanency planning and pathways to permanence for black and minority ethnic (BME) children. Even basic data are missing and there are no available comparisons between children of different ethnicities. Delays differentially affect and disadvantage children of minority ethnic heritage but, beyond speculation, there are no data on the processes that underlie delays for them.

In this study differential planning and decision-making affecting the progress of BME children towards permanence will be compared retrospectively from case files with that of non-BME children over a two-year period in a sample of approximately 106 children looked-after continuously for over one year in three local authorities with high and contrasting BME populations. Progress towards permanence following a recent or current best-interests recommendation will also be tracked prospectively in a separate sample of approximately 200 BME children. For fifty of these, decision-making will be followed in real-time. Case-file data and interviews with social workers and their managers will be used. The outcomes for children of black, Asian and mixed heritages will be compared.

There will be two additional outputs: a conceptual and research review of matching – a likely key element in delay and differential pathways-; and a scoping review of current practice models for the recruitment and support of BME parents for BME children for whom permanence is the aim.

This study will provide essential new information relevant to the policy objectives of increasing the use of adoption as a permanency solution for children unlikely to return to their own families and reducing the delays in this process. With respect to the brief for this initiative, the study will:

• Investigate whether looked-after BME children are less likely to be placed for adoption and why they may wait longer for placement
• Examine the process affecting successful placement for them.
• Compare the placement pathways of Black, Asian and mixed parentage children.
• Compare three authorities will high but different BME populations.
• Examine how the government’s attempts to increase the use of adoption are being translated into practice with respect to BME children.
• Examine how social workers are applying the principles underlying adoption reform.
• Identify good practice models for the recruitment and support of BME adopters.

Read the entire paper here.