Mixed Race Studies

The Pedagogy of the Meaning of Racism: Reconciling a Discordant Discourse

Social Work: A Journal of the National Association of Social Workers
Volume 57, Issue 3 (July 2012)
pages 225-234
DOI: 10.1093/sw/sws009

Carlos Hoyt, Jr., MSW, LICSW, Associate Dean of Students
Phillips Academy Andover, Andover, Massachusetts

Racism is a term on which a great deal of discourse does and should turn in all realms of social work theory, practice, policy, and research. Because it is a concept heavily freighted with multiple and conflicting interpretations and used in a wide variety of ways, the idea and action of racism is not easy to teach or learn in a simple and straightforward manner. It is a term the meaning of which has been the subject of so much argument and mutation that its utility as a clear and reliable descriptor of a crucial form of ideology or behavior is less than certain. In this article, an analysis of the dispute over the proper definition of racism is undertaken, and an approach to teaching about the term is offered in an effort to provide both teachers and students with a clear, consistent, and useful understanding of this important and challenging phenomenon.

Having taught courses in which the concept of racism is a phenomenon of critical focus, I have been consistently struck by the challenge students confront when the subject of how to define this term becomes a topic of consideration and discussion. Although several key concepts in the study of diversity, social bias, and social justice are somewhat nebulous and overlapping (for example, “culture,” “race,” and “ethnicity”), there is perhaps no term that provokes the level of confusion, consternation, and conflict that the term “racism” does. As will be seen in this article, this is due to the dispute that has destabilized use of the term for much of its short history and boils down to a sharp disagreement among both professionals and laypeople about whether the original definition of racism, the belief in the superiority/inferiority of people based on racial identity, should be revised to exclusively and strictly mean the use of power to preserve and perpetuate the advantages of the dominant social identity group—that is, white people in American society.

In this article, an analysis of the dispute about the definition of racism within academia will be conducted to elucidate the arguments by those who promote the revised definition and those who resist the revision. Following this analysis, based on the strengths and weaknesses of each, a pedagogical approach to teaching the definition of racism that resolves the dispute will be presented. At the outset it will be useful to provide the definitions of key terms in the discourse on racism. The following definitions, while not copied verbatim from any dictionary, reflect what can be found in standard dictionaries and usage and will serve as the meanings of the terms used in this article.

DEFINITIONS OF CRITICAL TERMS IN THE DISCOURSE ON RACISM

Prejudice—preconceived opinion not based on reason or actual experience; bias, partiality.

Racism—(original definition) the belief that all members of a purported race possess characteristics, abilities, or qualities specific to that race, especially so as to distinguish it as inferior or superior to another race or other races. Racism is a particular form of prejudice defined by preconceived erroneous beliefs about race and members of racial groups.

If one is to be thoroughgoing a la Muir, then racism is in evidence at the point that one subscribes to the notion of race itself, because belief in race is the fallacious prerequisite for the belief in differences between races (Muir, 1993).

Power—the capacity to exert force on or over something or someone.

Oppression—the exercise of authority or power in a burdensome, cruel, or unjust manner.

With a clear understanding of these terms as the atomic elements of the discourse on the definition of racism, we can proceed with an elucidation of the problem…

Read or purchase the article here.

Triple Jeopardy: Family Stresses and Subsequent Divorce Following the Adoption of Racially and Ethnically Mixed Children

Journal of Divorce
Volume 4, Issue 4, 1982
pages 43-55
DOI: 10.1300/J279v04n04_03

Perihan Aral Rosenthal, MD

The adoption of racially, ethnically, or culturally different older children creates a stressful process of integration for both the children and parents. If such children are placed in families already troubled by severe marital or emotional problems, the children’s and parents’ difficulties escalate disastrously. To prevent the kind of aggravated problems described in this article, mental health professionals must educate and sensitize adoption agencies and prospective parents to the hazards.

Read or purchase the article here.

On adoption, race does matter

The Guardian
2012-12-21

Oona King

Like Michael Gove, I used to believe a loving family was all. But I’ve heard from too many black adoptees who are struggling with their identity

“My social worker is racist,” said a softly-spoken 10-year-old white boy. “She says I shouldn’t stay with my foster carer because my carer is black.” This child was one of 20 in the care system who told the Lords select committee on adoption legislation about their experiences, during a review of proposed changes to the Adoption and Children Act 2002.

The government, spurred on by the education secretary, Michael Gove (himself adopted as a baby), is determined to ensure “race doesn’t matter” when it comes to finding families for children in care. While Gove’s motives are understandable, the Lords committee, on which I sit, decided this week that his main proposal – the end to the obligation on social workers to give “due consideration” to race, religion and ethnicity when assessing adoptions – should be scrapped.

We would all agree with Gove in principle that race shouldn’t matter – and certainly in the specific case of the young boy in foster care it should not. But for many black and mixed-race children, ethnicity shapes their experience. To imagine it doesn’t is to imagine the earth is flat. I’ve lived that experience and I know it’s real…

…The fact that we were – on the surface – separated by race, nagged me as a child. It fed into other vague feelings around being different and “not belonging”. I was the only mixed race child in my class, both in primary and secondary school, although in those days I was often called, at best, half-caste, at worst, mongrel. But it still wasn’t such a terrible thing. After all, I had a loving, capable parent. And that’s what I want for all Britain’s kids languishing in our care system…

Read the entire article here.

A Sad Case of Amalgamation

The Brooklyn Daily Eagle
Volume 19, Number 211
1860-09-05
page 1, column 6
Source: Brooklyn Public Library’s Brooklyn Collection

The reporter of the Philadelphia Press has been around among the colored folks of Philadelphia, and In the course of his peregrination he met with the following case of practical amalgamation:

We were next gratified with something previously new to us—a case of practical amalgamation. We had wrought up our feelings to such abhorrence of the intermarriage of races, that nothing short of the absolute misery of families so produced was expected. The chronicle, however, must be true to the experience, and we are compelled to state that this single case of wedded amalgamation was not so repulsive in its effects as we bad wished it to be.

Being cautioned by the officer to say nothing of our prejudices, we passed through a cleanly-arched alley, and trod by a row of rear brick buildings. Hastily glancing through an open door, we saw a thin, neat-looking white woman industriously sewing. At her feet a negro child was playing and she stooped to kiss it as the door post hid her from view.  A black man was chopping wood in the yard. Three yellow children clustered around him, and at the moment the child which bad been gambolling at the woman’s feet tottered from the house and called him ‘Pappy!’

The man looked angrily at us, but he said nothing.

‘Do your children still help you at the market, Tom?’ said the officer.

‘Yes, sir,’ said the man, chopping away at the stick of wood. As he seemed adverse to making any reply, the officer said:

‘Such children as these I never knew—up at 5 o’clock every morning, and wheeling a heavy go-cart through the streets; they are going someday to be richer than their father.’

‘I hope so,’ said the man.  ‘God knows I am poor enough.’ He continued to chop.

‘Nonsense,’ said the officer. ‘Why, Tom, you take care of your money, never drink. How much better off are vou than your neighbors?’

‘I know that,’ said the man, interestedly, leaning upon his axe, ‘but I want to be rich enough to leave this street. I don’t want these boys to grow up with low people or to live in this unhealthy neighborhood. They are good boys, but I don’t like to tell them so. They make—the three of them—as much wages as I do.’

We understood from our guide that the negro and the woman were legally married; that she had been poor, and his attentions to her in poverty had placed her under obligations which ended in wedlock. As we passed out and peeped stealthily again at the woman, fondling her negro babe, she espied us and looked straightforwardly into our faces. There was no shame upon her cheeks.  She seemed to clasp her child still closer, and as we passed out of view we heard her singing.

‘After all,’ said the officer, ‘these children are better off than those miserable mulattoes who have no recognised fathers. If amalgamation is to become an institution, I prefer it sanctioned by marriage.’

We looked forward to that woman’s career. With the existing feelings of society, thrift and integrity will benefit her little; for the life she has chosen will ever cling to her, and every social advance she may make with her dusky husband will make her more opprobrious and abhorred. It is a hard case.

Dr. Yaba Blay Explores ‘One-Drop’ Rule [VIDEO]

NewsOne: For Black America
2012-12-14

Jeff Mays

Remember when President Barack Obama won in 2008 and pundits started asking if the United States was post-racial because we had a Black man in the White House?
 
Well, people like Dr. Yaba Blay (pictured) knew better.
 
Blay, an assistant teaching professor of Africana Studies at Drexel University, explores Black racial identity and the politics of skin color with her creative and thought-provoking (1)ne Drop project.
 
The one-drop rule refers to the centuries-old rule that deemed anyone with any sort of African heritage to be Black, even if you are of mixed heritage. It’s the idea that one drop of Black blood makes you Black. The rule is still alive and well today, which has been discussed by people of mixed heritage like Obama and Halle Berry.
 
And it’s an issue we play out with one another. Four hundred years after Blacks were first brought to this country as slaves, it wasn’t uncommon for African Americans to discriminate against one another based on the color of their complexions. Just look at the complexions of women considered to be attractive in the media productions of African Americans. How many of our politicians are dark-skinned?
 
“Many of us would like to believe that we have a Black President and it’s how many years since enslavement and that we’ve come a long way and these things don’t matter,” said Blay…

Read the entire article here.

Association of Contextual Factors with Drug Use and Binge Drinking among White, Native American, and Mixed-Race Adolescents in the General Population

Journal of Youth and Adolescence
Volume 41, Issue 11 (November 2012)
pages 1426-1441
DOI: 10.1007/s10964-012-9789-0

Hsing-Jung Chen
Department of Social Work
Fu-Jen Catholic University, New Taipei City, Taiwan

Sundari Balan, Postdoctoral Research Associate
Department of Psychiatry
Washington University in St. Louis

Rumi Kato Price, Research Professor
Department of Psychiatry
Washington University in St. Louis

Large-scale surveys have shown elevated risk for many indicators of substance abuse among Native American and Mixed-Race adolescents compared to other minority groups in the United States. This study examined underlying contextual factors associated with substance abuse among a nationally representative sample of White, Native American, and Mixed-Race adolescents 12–17 years of age, using combined datasets from the National Survey on Drug Use and Health (NSDUH 2006–2009, N = 46,675, 48.77% female). Native American adolescents displayed the highest rate of past-month binge drinking and past-year illicit drug use (14.06 and 30.91%, respectively). Results of a logistic regression that included seven predictors of social bonding, individual views of substance use, and delinquent peer affiliations showed that friendships with delinquent peers and negative views of substance use were associated significantly with both substance abuse outcomes among White and Mixed-Race adolescents and, to a lesser extent, Native American adolescents. The association of parental disapproval with binge drinking was stronger for White than for Native American adolescents. Greater attention to specific measures reflecting racial groups’ contextual and historical differences may be needed to delineate mechanisms that discourage substance abuse among at-risk minority adolescent populations.

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The Life Narrative of a Mixed-Race Man in Recovery from Addiction: A Case-Based Psychosocial Approach to Researching Drugs, ‘Race’ and Ethnicity

Journal of Social Work Practice: Psychotherapeutic Approaches in Health, Welfare and the Community
Published online: 2012-12-06
DOI: 10.1080/02650533.2012.745841

Alastair Roy, Senior Lecturer
Psychosocial Research Unit, School of Social Work
University of Central Lancashire

This paper explores the use of a psychosocial approach to researching drugs, race and ethnicity. It produces an analysis of interviews with Bobby, a mixed-race man in recovery from addiction. Sociological and psychoanalytic perspectives are brought to bear on the data in order to consider the character of Bobby’s opportunities, identifications, crises and resolutions. Despite the affective components of the wider discourse on drugs and race, the majority of previous research on the subject has focused on the production of rational explanations produced within objectivist epistemological frames. In contrast, the methods used in this project seek an explicit engagement with the irrational and unconscious aspects of researching these subjects. The paper concludes by reflecting on the value of psychosocially oriented narrative methods in this field.

Read or purchase the article here.

What Can We Learn about White Privilege and Racism from the Experiences of White Mothers Parenting Biracial Children?

Wilfrid Laurier University
2008
175 pages

Shannon Cushing

A THESIS Submitted to the Department of Psychology in partial fulfillment of the requirements for Master of Arts Degree in Community Psychology

Despite progress in the movement toward anti-racism, racism remains a problem in Canada. While the presence of racism and the problem of racism are recognized by Canadian society, there is still a long way to go before racism and white privilege are eliminated. In the present study, I apply Community Psychology values to the examination of an as-yet relatively unexamined minority population: white mothers of biracial children. Guided by epistemological views that place my research within the critical and social constructivist research paradigms, I explore my research question, “How can the experiences of white mothers parenting biracial children inform us about white privilege and racism?”, using a grounded theory analysis of self-reported experiences of six white mothers living in Greater Waterloo Region, in Ontario, Canada. My informants participated in semi-structured individual and small group interviews and completed a photographic journaling project. While all the mothers were united by their common experience of being white women parenting biracial children, they represented a diverse range of socioeconomic classes and family compositions, and were parenting children whose fathers came from several ethnic backgrounds. Through my analysis of my informants’ stories, I identified a new perspective of the “experience of racism” in society. In addition, my findings led to the development of a theoretical framework that merges white privilege and racism into inseparable entities and fosters critical understanding of how racism is perpetuated in Canadian society. Recommendations for additional contributions to the anti-racism movement are suggested.

Read the entire dissertation here.

Learning to be different: A white mother of biracial children experiences racism

University of St. Thomas (Minnesota)
December 2004
194 pages
Publication Number: AAT 3154007
ISBN: 9780496146376

Jennifer Ann Greer Johnson

A Dissertation Submitted to the Education Faculty of the University of St. Thomas in Partial Fulfillment of the Requirements of the Degree Doctor of Education

This qualitative autoethnographic study examines the experiences of an inner-city assistant principal in a multiracial high school who is also a Caucasian mother of biracial children of African American and Caucasian descent. The narratives throughout this study illustrate encounters with prejudice, discrimination, and racism in public and private places. The stories are analyzed through the lens of racial formation theory and Critical Race Theory. Results indicate that the identity of a mother of biracial children is complex as she straddles two cultures, that of the black and white community. An Ethnic Identity Development Model illustrates the struggles of rearing biracial children while working in an urban high school. This autoethnographic study illustrates the mother’s identity shift as she learns to be different in both worlds.

TABLE OF CONTENTS

• ABSTRACT
• LIST OF TABLES AND FIGURES.
• PREFACE
• CHAPTER 1: JUMPING THE BROOM
  • A journey into difference
  • Evolution of the study
  • Autoethnography
  • Data collection and analysis
  • Validity and ethics
  • Organization of the Dissertation
• CHAPTER 2: REVIEW OF LITERATURE
  • Interracial Relationships
  • Biracial Identity
  • Class Issues
  • Racial Formation Theory
  • Critical Race Theory
• CHAPTER 3: AWAKENINGS
  • Is she adopted?
  • Their father is Black.
  • Children are not supposed to be out in the sun
  • Intraracial Discrimination
  • We can only choose one
  • Would you buy a warranty on a Cadillac?
  • Another Awakening
  • Is that your child?
  • I will never be with another white woman again!
  • His mouth fell open, and he stared at my children and then at me
• CHAPTER 4: HAIR: POLITICAL IMPLICATIONS OF RACE
  • What is this, the next Shirley Temple?
  • Do you use this on your hair?
  • I decided that you need to do something with Jacqueline’s hair
  • Everyone stopped and stared at me
  • Shampoo and conditioner for one colored girl
  • I have to get their hair “right” in the eyes of the Black community
• CHAPTER 5: WILL MY CHILDREN HAVE A PLACE AT THE TABLE?
  • I was raised in a strict Catholic household
  • The Archbishop’s Letter
  • Racism is a sin
  • For my children’s sake, great changes need to be made
• CHAPTER 6: WILL MY CHILDREN BE LEFT BEHIND?
  • Appointment as Assistant Principal
  • “Are those your children?”
  • I circled ‘White’ even though my son does not look White
  • “She does not like you”
  • “So you’re kickin it with a black man”
  • You’re just picking on me because I am Black
  • Does anyone speak another language?
  • Mama, will you still like us even though your skin is white and mine is brown?
  • Let’s not just give people the boots, let’s give them the straps
  • Most of the International Baccalaureate students are white
• CHAPTER 7: A MOTHER’S STRUGGLE
  • “Second-Hand Racism”
  • Racism at school and the workplace
  • Rearing my children
  • Ethnic Identity Development Model
• REFERENCES
• BIBLIOGRAPHY

LIST OF TABLES AND FIGURES

• TABLE 1 Changing Racial Combinations of Interracial Marriages in Minnesota.
• TABLE 2 My Journey in a Racialized Society
• FIGURE 1 2000 Census Self-Identification Questionnaire
• FIGURE 2 Ethnic Identity Development Model (Fluid)

Purchase the dissertation here.

Multiracial youths show similar vulnerability to peer pressure as whites

University of Washington News
2012-07-10

Molly McElroy

Researchers who studied a large sample of middle- and high-school students in Washington state found that mixed-race adolescents are more similar to their white counterparts than previously believed.
 
Experts have thought that multiracial adolescents, the fastest growing youth group in the United States, use drugs and engage in violence more than their single-race peers. Racial discrimination and greater vulnerability to peer pressure have been blamed for these problems, due to the belief that as mixed-race youngsters struggle to fit in they become more likely to fall in with bad crowds.
 
Multiracial youth in the new study, by researchers at the University of Washington and the University of Chicago, reported fewer behavioral problems than seen in previous studies. The findings are published in the July issue of the Journal of Youth and Adolescence.
 
Youth who reported greater use of alcohol and instances of violent fights also reported having friends with similar problem behaviors. But when asked how likely they would be to cave to peer pressure, multi- and single-race participants did not differ.
 
Family background, including income level and parental marital status, also had a role. Multiracial youths who reported higher rates of problem behaviors were more likely to come from poor families.
 
“People usually portray multiracial children as facing greater challenges growing up than single-race children,” said Yoonsun Choi, lead author and associate professor at the UChicago’s School of Social Service Administration…

Read the entire article here.