Mixed Race Studies

CCIE presents Cedar & Bamboo – Film Première and Panel Discussion

University of British Columbia, Point Grey Campus
UBC First Nations Longhouse
Thursday, 2010-10-14, 12:00-14:30 (Local Time)

Sponsored by the Centre for Culture, Identity and Education (CCIE).

There are numerous First Nations in what is now British Columbia and Chinese people arrived on BC’s shores many generations ago. Since then, Indigenous and Chinese people have interacted and forged relationships. Set in Vancouver and other locations in BC, Cedar and Bamboo opens with a survey of the lives of early Chinese immigrants and concentrates on addressing the more recent history of highly complex and troubled issues of interracial relationships and marriages, multiracial identity and identification, alienation and belonging. Its central focus is on the lives of four people of mixed Indigenous and Chinese ancestry and their formation of strong and meaningful identity in spite of the difficulty of reconciling divergent identities, racist laws, the complexities of familial and ethnic acceptance and/or rejection and personal identification with and alienation from Canada and Canadianness, China and Chineseness and First Nations and Indigenous identity. Lil’wat elder Judy Joe reflects on being “abandoned” by her Indigenous mother, being sent to her father’s village in China at age five, being ill treated there as a foreigner and returning to Canada as a teenager to a Vancouver from which she felt completely alienated. Musqueam elder Howard Grant, whose Chinese father worked in the market gardens near his Musqueam mother’s family, reflects on his experiences with both cultures and his principal identification as aboriginal. Siblings Jordie and Hannah Yow, now in their 20s, reflect on growing up “Canadian” in Kamloops with knowledge of being quite multiracial and multiethnic but with virtually no information about either their Chinese grandfather or their Secwempec grandmother.

As a bonus- 1788: A History of Chinese and First Nations Relations in British Columbia, 10 minutes of academic commentary from Professors Henry Yu and Jean Barman of the University of British Columbia and Harley Wylie of Nuu-chah-nulth ancestry on the intersecting histories of First Nations and Chinese people in British Columbia.

For more information, click here.

Soul Search

The Post
Cork, Ireland
2010-09-05

Nadine O’Regan

When poet and novelist Jackie Kay started the search for her birth parents, she didn’t realise how traumatic a journey it would be, though she doesn’t regret doing it.

Jackie Kay met her birth father for the first time in a hotel room in Abuja, Nigeria, in 2003. Then in her early 40s,Kay was expectant, excited and nervous. She had brought him a present, an expensive watch.

However, before they could talk, her father, a born-again Christian, said there was something he had to do. For more than an hour, he prayed, frantically whirling, wild-eyed, like a dervish around the room, asking the Lord to cleanse the sin before him.

In her new memoir, Red Dust Road, which paints a vivid portrait of her search for her birth parents, Kay, an atheist, describes how her tears began to flood down her face as she understood that the sin being referred to was herself. ‘‘I realise with a fresh horror that Jonathan is seeing me as the sin, me as impure, me the bastard, illegitimate.”…

…Assembled in a kind of jigsaw manner – with events nipping back and forth across the years – Red Dust Road combines a compelling search story with a vivid portrait of struggling to deal with issues of race and roots. Long-term fans of Kay’s work will spy occasional references to her break-up with her lover of 15 years, British poet laureate Carol Ann Duffy, and get a sense of her current life: living in a terraced house in Chorlton, Manchester, teaching part time at the University of Newcastle and bringing up a university-age son…

…Born in 1961 to a Scottish nurse and a Nigerian student, Kay was adopted at the age of five months, and grew up as the daughter of two colourful, outspoken, lifelong socialists: her adoptive father was a member of the Communist Party and her mother was the Scottish secretary of CND…

…Absorbing the fact of her adoption wasn’t the only issue Kay had to face during her childhood. She was also mixed race in 1970s Glasgow – ‘‘Being black in a white country makes you a stranger to yourself’’ – and gay at a time when nobody was allowed to be.

‘‘We live in a society where people have civil partnerships and people understand what the word ‘homophobia’ means and gay people have children openly,” she says. ‘‘But when I told my mum, that was really unusual, and she was really quite shocked.”

Kay began writing poetry at the age of 12, as a response to the racist names she was called and the beatings she received. ‘‘I found writing to be a sanctuary. I’d write a little poem as revenge.”…

Read the entire article here.

AMCV 1611J – Sex, Love, Race: Miscegenation, Mixed Race and Interracial Relations

Brown University
Fall 2010

Ulli K. Ryder

This class will explore the conditions and consequences for crossing racial boundaries in North America. We will take a multidisciplinary approach, exploring literary, anthropological, and historical writings along with several feature and documentary film treatments of the subject.

This class will start with a history of racial classifications in the US, with an emphasis on how/why Native American and Africans were differentiated from whites/Europeans. Over the course of the semester, we will explore key points/events that signalled shifts/challenges to (or consolidations of) racial hierarchies and categories.

Running Through the Trenches: Or, an Introduction to the Undead Culture Wars and Dead Serious Identity Politics

Journal of Communication Inquiry
Volume 34, Number 3 (July 2010)
pages 210-253

Catherine R. Squires, Cowles Professor of Journalism, Diversity and Equality
University of Minnesota

The events of the 2008 election continue to spark prognostications that we live in a world that is postracial/feminist, and so on. At the 2009 NCA (National Communication Association) convention, a panel of communication scholars discussed how to approach questions of identity and communication over the next 5 years. Participants suggested ways to be critical of assertions of “post” and elaborated ways to encounter new dimensions of identification in an era of immense sociopolitical challenges. This forum revisits the exchanged dialogues among the participants at the roundtable and further explores the meaning of post- in post-America.

Part I: A Meditation on a Mutt in the White House

As the press scrutinized his family’s process of choosing a canine companion, President Obama noted his preference for a “mutt,” and playfully characterized himself as “a mutt.” His remarks simultaneously conjure theories of transgressive cultural hybridity and the theory of hybrid vigor. Jon Powell opined that we’d know multiracialism was real when whiteness was not dependent upon purity; when one such as Obama could as easily claim white as black racial identity. The scene at the “mutt” press conference at first glance could be a moment of ascendant hybridity, a rejection of assimilation and purity projects, no longer tying the identity of the nation to homogeneity.

But Obama’s use of “mutt”—particularly within the context of discussing “pure breeds” versus canines without official provenance—reveals the continued, stubborn conflation of race and blood, reifying pure categories even as it celebrates positive outcomes of hybridization. Although Obama’s tongue may have been firmly planted in cheek, does everyone get the joke? It becomes clearer each day that his mutt identity evokes anything but humor from other folks, who see him as a half-bred abomination (Obamanation, anyone?).

Hybridity offers potential to subvert dominant narratives of purity, but these opportunities are neither guaranteed nor the only possibilities that may emerge. Garcia Cancelini sees hybridity as the liminal space where negotiation and struggle occur, and oh, what struggles we are seeing as members of the media, the government, and the public render their own responses to the Age of Obama, an allegedly postracial, postfeminist, post-Marxist, postculture wars time of bliss. These responses come so fast and so furious these days I keep rewriting this introductory essay, inserting newer references to outrageous outbursts and expressions of bigotry, the bigotry that we were supposed to have overcome on November 4, 2008…

Read the entire article here.

Multiracial College Students: Understanding Interpersonal Self-Concept in the First Year

The University of Michigan
2010
151 pages

Mark Allen Kamimura

A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Education) in The University of Michigan 2010

This purpose of this study was to explore the differences between mixed and single race students in the factors that contribute to an interpersonal self-concept. The data in this study are drawn from a national longitudinal survey, Your First College Year (YFCY), from 2004-2005 and include mixed race Black and Asian students and their single race Black and Asian peers to explore interpersonal self-concept.

The results suggest that mixed and single race Asian and Black students have different pre-college and first year experiences, but only mixed race Black students were found to develop a significantly higher interpersonal self-concept after their first-year than their single race peers. Most importantly for mixed and single race students are their interactions with diverse peers. For all groups, both negative and positive interactions based on race within the college environment directly impact interpersonal self-concept. First-year college experiences (Positive Ethnic/Racial Relations, Racial Interactions of a Negative Quality, Leadership Orientation, Sense of Belonging, Campus Racial Climate, Self-Assessed Cognitive Development) were the most significant contributors to the development of an interpersonal self-concept in comparison to pre-college experiences.

The findings in this study expand the literature on multiracial college students and provide empirical evidence to support institutional practices that aim to promote a positive interpersonal self-concept in the first college year.

Table of Contents

• DEDICATION
• ACKNOWLEDGEMENTS
• LIST OF FIGURES
• LIST OF TABLES
• LIST OF APPENDICES
• ABSTRACT
• CHAPTER 1
  • INTRODUCTION
    • Statement of the Problem
    • Purpose and Scope of the Study
    • Significance of the Study
    • Contributions of the Study
• CHAPTER 2
  • LITERATURE REVIEW
    • The Office of Management and Budget (OMB) and the Census 2000
    • Social Construction of Race and Racial Categories
    • Multiracial Terminology
    • College Student Identity
  • Overview of Relevant Studies on Mixed and Single Race Students
    • Multiracial Students in Higher Education
    • Relevant Studies of Multiracial Individuals
    • Relevant Individual Race Studies
  • Theories on Multiracial Identity
    • Linear Racial Identity Development Approach
    • Resolution Approach
    • Ecological Approach
  • Comparisons Between Single-Race and Multiracial Research
    • Theoretical Comparison
  • Indicators of Multiracial Interpersonal Self-Concept
    • Positional
    • Resources
    • Information
    • Relationships
    • Environment
    • Involvement
    • Politics
    • Identity
    • Personal
    • Conceptual Mode
• CHAPTER 3
  • METHODOLOGY
    • Date Sources and Data Collection
    • Sample
    • The 48 Cases
    • Dependent Variable
    • Independent Variables
    • Conceptual Regression Model
    • Data Preparation
    • Limitations
• CHAPTER 4
  • RESULTS
    • Independent t-Tests
      • Single Race Black Students and Mixed Race Black Students (Independent Variables)
      • Single Race Asian Students and Mixed Race Asian Students (Independent Variables)
      • Interpersonal Self-concept (Dependent Variable)
      • Summary
    • Multivariate Analysis
      • Interpersonal Self-Concept for First Year Mixed and Single Race Black Students
      • Summary
      • Interpersonal Self-Concept for First Year Mixed and Single Race Asian Students
      • Summary
      • Comparison of Interpersonal Self-Concept Between Groups
      • Summary of Results
• CHAPTER 5
  • DISCUSSION
    • Summary of Findings
    • Implications to Practice in Higher Education
      • Student Affairs
      • Academic Incorporation
      • Higher Education and Institutional Policy
    • Implications for Research
      • Theory
      • Design and Methodology
      • Future Research
    • Conclusion
• APPENDICES
• REFERENCES

List of Figures

• Figure 2.1 Conceptual Model for Interpersonal Self-Concept
• Figure 3.1 Conceptual Regression Model

LIST OF TABLES

• Table 2.1 Factors Contributing to a Multiracial Interpersonal Self-Concept
• Table 3.1 Sample Size
• Table 3.2 Interpersonal Self-concept Factor Analysis
• Table 3.3 Summary of Variables and Indices
• Table 3.4 Factor Analysis Descriptive Statistics
• Table 3.5 Positive Race/Ethnic Relations
• Table 3.6 Racial/Ethnic Interactions of a Negative Quality
• Table 3.7 Campus Racial Climate
• Table 3.8 Race/Ethnic Composition of the Environment
• Table 3.9 Leadership and Community Orientation
• Table 3.10 Informed Citizenship
• Table 3.11 Satisfaction with College
• Table 3.12 Sense of Belonging
• Table 3.13 Self-Assessed Cognitive Development
• Table 4.1 Frequencies, Means, Standard deviations, and Test of Significance on Independent Variables for Entire Sample by Race (Total Black n=2647 and Total Black+n=485)
• Table 4.2 Means, Standard deviations, and Test of Significance on Independent Variables for Entire Sample by Race (Asian Total n=1927 and Total Asian+n=464)
• Table 4.3 Means, Standard deviations, and Individual and Paired Tests of Significance on Dependent Variables for Entire Sample by Race (Black Total n=2647 and Total Black+n=485) and (Asian Total n=1927 and Total Asian+ n=464)
• Table 4.4 Standardized beta coefficients for blocked entry regression on Dependent Variable Interpersonal Self-Concept (α=.599) for Entire Sample: Black and Black+ (n = 2,434)
• Table 4.5 Standardized beta coefficients for blocked entry regression on Dependent Variable Interpersonal Self-Concept (α=.647) for Entire Sample: Asian and Asian+ (n = 2,158)
• Table 4.6 Unstandardized beta coefficients for blocked entry regression on DependentVariable Interpersonal Self-Concept. Comparison of Black and Black+ (α=.599, n = 2,434) and Asian and Asian+ (α=.647, n = 2,158)

LIST OF APPENDICES

• APPENDIX A: Office of Management and Budget Information
• APPENDIX B: Renn’s Ecology of College Student Development Model

Read the entire dissertation here.

Texting Obama: Poetics/Politics/Popular Culture

Sponsored by English Research Institute, the Manchester Writing School at MMU and The Institute for Humanities and Social Sciences Research
2010-09-07 through 2010-09-10

Texting Obama: Poetics/Politics/Popular Culture is an Interdisciplinary Humanities and Social Sciences Conference, mapping and exploring the specific historical, political and cultural climates in which Obama(’s) texts operate.

Barack Obama’s presidency is widely seen as the beginning of a new era, not only in world politics but also in global culture, with the present increasingly glossed as the ‘Age of Obama’. Our conference will ask what the terms of this naming might mean by addressing the diverse range of representational forms attached to Obama in contemporary world culture – as a person, icon and phenomenon. The conference will map and explore the specific historical, political and cultural climates in which Obama(’s) texts operate. It will interrogate the signifiers, signs and processes that circulate around Barack Obama, and explore his own contributions and interventions across diverse media. Proposals are invited for papers or panels that engage with these diverse textualities.

Questions might include:

• In what ways do Obama texts ‘travel’ and under what conditions?
• How might travelling theory or diaspora theory engage with Obama texts?
• In what ways might attention to Obama texts interrogate or develop extant or emerging frameworks at work in postcolonial, globalisation, media and cultural studies?
• How might a focus on transnational Obamas include or obscure local or national politics and expressions of black activism?
• How ought we to theorise pronouncements of a ‘post-racial’ America or/and a ‘post-Katrina’ America?

Possible streams might include:

• Postcolonial Obama: Kenya and Indonesia, Globalisation and Cosmopolitanism,
• Aloha Obama! Negotiating Hawaii,
• Obama and African-America
• Rhetoric/Orature /Life writing,
• The Obama Families,
• Screening Obama
• Obama and Hospitality,
• Black and Bi-Racial Masculinities
• Race & Racial Politics
• Obama in Europe
• Publishing/Merchandising Obama
• Ghosting Kennedy
• Race and Fatherhood
• Obama’s 100 days
• Obama in the Academy
• Law and Civil Rights
• Black Activism
• Obama’s Blackberry: New Technologies/Media and Race
• Obama and Popular Culture: Watching The Wire
• Obama and pedagogy

For more information, click here.

‘It’s like I’m part of every race’

The Straits Times
Malaysia
2010-08-08

Edora Mayangsari Lopez, 18
Eurasian-Malay

The psychology student at the Management Development Institute of Singapore has a Eurasian father and a Malay-Javanese mother. Both of them are Singaporeans.

She is the younger of two children and has relatives in Europe, Australia, Malaysia and Indonesia. Her family lives in Marsiling.

She studied at Si Ling Primary School and Woodlands Secondary School.

Q: How has your mixed heritage shaped your identity?

I did go through an identity crisis phase in my early years of growing up, but I’ve learnt that race is just one aspect of my identity.

I’m not a stereotypical Malay and neither am I too ‘Eurasian’. I am a blend of these two cultures and their values.

Q: What are the pros and cons of having a mixed heritage? What kind of challenges have you encountered?

One possible advantage would be the number of festivals I get to celebrate – Christmas, Hari Raya and even Chinese New Year.

It’s like I’m part of every race. I get presents and red packets more than once a year, a double plus point.

Being mixed also means that your relatives have different religions.

For example, I am a Muslim and there are certain food and drinks that I can’t consume when I attend family functions. But I’m never excluded because of that. I’m very thankful for a thoughtful and understanding extended family who takes me for who I am.

I have encountered some hurtful remarks and discrimination with regard to my looks. People tend to think that Eurasians are Caucasians and some have asked me why I’m not fair or why I have black hair. I cope by simply ignoring them or just letting the comments pass…

Read the entire article here.

Perceptions, Representation, and Identity Development of Multiracial Students in American Higher Education

Journal of Student Affairs at New York University
Volume VI, 2010
pages 1-6

Roberta Garbarini-Philippe
New York University

In my article I first examine some historical facts and policy issues related to multiracial individuals, giving a few examples of how this population has been perceived and stereotyped by institutions, the media, and American culture. I then look at some of the research on biracial identity development and show how one of the assumptions regarding people of mixed-race heritage, the inability to fit in any monoracial group, has been refuted by many studies that predict healthy and positive psychological outcomes for multiracial individuals. Finally, I discuss multiracial identity development in the higher education context and suggest some ways in which colleges and universities can create inclusive environments and utilize the potential of these border-defying students to introduce a new discourse on race.

Read the entire article here.

AAS 436–Politics of Racial Ambiguity
University of Nevada, Las Vegas
Fall 2010

Rainier Spencer, Professor and Director, Afro-American Studies Program

Interdisciplinary investigation of contemporary American black/white multiracial identities, including analyses and assessments of the “multiracial identity movement” in the United States.

HapaSC: A Place Multiracial Call Home

Campus Circle News
Los Angeles, California
2010-08-16

Stephanie Forshee

Multiracial students at USC [University of Southern California] like Lauren Perez are devoting time to create a place where you can express every part of yourself. HapaSC is an organization of about 30 USC students that raises awareness for “mixed” students on campus and allows them an opportunity to embrace world change.

The phrase “hapa haole” means “half.” The term was originally used to describe people who were half Asian/Pacific Islander and half Caucasian. It has now been shortened to just “hapa.” HapaSC’s purpose is to create awareness for the rapid expansion of multiracial people. 

“We understand that identity is something you can choose and it’s always developing, so we don’t put people in a box,” says Perez, last school year’s public relations officer…

Read the entire article here.