Mixed Race Studies

Blacks and Whites in São Paulo, Brazil 1888–1988

University of Wisconsin Press
November 1991
376 pages
6 x 9; 1 map
Paper ISBN: 978-0-299-13104-3

George Reid Andrews, Distinguished Professor of History
University of Pittsburgh

Winner of the 1993 Arthur P. Whitaker Prize

For much of the twentieth century Brazil enjoyed an international reputation as a “racial democracy,” but that image has been largely undermined in recent decades by research suggesting the existence of widespread racial inequality. George Reid Andrews provides the first thoroughly documented history of Brazilian racial inequality from the abolition of slavery in 1888 up to the late 1980s, showing how economic, social, and political changes in Brazil during the last one hundred years have shaped race relations.

No laws of segregation or apartheid exist in Brazil, but by looking carefully at government policies, data on employment, mainstream and Afro-Brazilian newspapers, and a variety of other sources, Andrews traces pervasive discrimination against Afro-Brazilians over time. He draws his evidence from the country’s largest and most economically important state, São Paulo, showing how race relations were affected by its transformation from a plantation-based economy to South America’s most urban, industrialized society.

The book focuses first on Afro-Brazilians’ entry into the agricultural and urban working class after the abolition of slavery. This transition, Andrews argues, was seriously hampered by state policies giving the many European immigrants of the period preference over black workers. As immigration declined and these policies were overturned in the late 1920s, black laborers began to be employed in agriculture and industry on nearly equal terms with whites. Andrews then surveys efforts of blacks to move into the middle class during the 1900s. He finds that informal racial solidarity among middle-class whites has tended to exclude Afro-Brazilians from the professions and other white-collar jobs.

Andrews traces how discrimination throughout the century led Afro-Brazilians to mobilize, first through the antislavery movement of the 1880s, then through such social and political organizations of the 1920s and 1930s as the Brazilian Black Front, and finally through the anti-racism movements of the 1970s and 1980s. These recent movements have provoked much debate among Brazilians over their national image as a racial democracy. It remains to be seen, Andrews concludes, whether that debate will result in increased opportunities for black Brazilians.

Contents

• Lists of Tables
• Acknowledgments
• Chapter 1. Introduction
• Part 1. Workers
  • Chapter 2. Slavery and Emancipation, 1800-1890
  • Chapter 3. Immigration, 1890-1930
  • Chapter 4. Working, 1920-1960
• Part 2. The Middle Class
  • Chapter 5. Living in a Racial Democracy, 1900-1940
  • Chapter 6. Blacks Ascending, 1940-1988
  • Chapter 7. Organizing, 1945-1988
• Part 3. Past, Present, Future
  • Chapter 8. One Hundred Years of Freedom: May 13, 1988
  • Chapter 9. Looking Back, Looking Forward
• Appendix A. Population of Sao Paulo State, 1800-1980
• Appendix B. Brazilian Racial Terminology
• Appendix C. Personnel Records at the Jafet and São Paulo Tramway, Light, and Power Companies
• Glossary
• Notes
• Selected Bibliography
• Index

Shifting Discourses: Exploring the Tensions between the Myth of Racial Democracy And the Implementation of Affirmative Action Policies in Brazil

Center for Latin American Social Policy – CLASPO
Lozano Long Institute of Latin American Studies
Summer Research Report
University of Texas at Austin
September 2005
29 pages

Raquel Luciana de Souza

1. INTRODUCTION

Are the recent debates surrounding the controversial topic of Affirmative Action in Brazil changing the racial landscape of the country? What impact will these laws have on issues of race, race relations, and racial identity? Will Brazil experience a shift in its racial paradigms and a restructuring of its socio-economic and political organizations in light of these latest developments. This paper is part of an ongoing research about the process of implementation of Affirmative Action policies in Brazil and the possible impacts that these laws may have in discourses about race and racial identity in that country. Those are guiding questions that I will be exploring throughout the text, but they could not possibly be answered fully in such early stages of my research. Therefore, I intend to use these questions to briefly discuss some of the pertinent issues, as well as some events concerning this momentous historical development. In this text, I also point out to the some of the implications of these developments in Brazilian politics, particularly as it relates to their possible impact on traditional discourses about race relations as well as the role of race in Brazilian society. Furthermore, I intend to place these debates within the context of a nation that has been perceived nationally and internationally as a raceless country, or, in other words, a country that does not struggle with the legacy of legally sanctioned barriers that granted or denied benefits to different groups according to their racial ancestry.

Scholars such as France W. Twine, Michael Hanchard, Anthony Marx, and others have focused on the weakness of black organizations in Brazil, especially when combating the alleged overwhelming influence of the ideology of the myth of racial democracy in the country. This myth is viewed by many as the overarching framework that shapes and informs the perceptions of Brazilians of all racial backgrounds. However, I argue that the polemics and the controversy generated by the ongoing implementation of affirmative action policies constitute a major force in the reshaping of discourses and perceptions about the role of race, racial identity, as well as racism and racial prejudice. I contend that the politically charged debates generated by these measures constitute a powerful transformative force in the traditional narratives about the harmonious nature of race relations in the country on several levels. In this paper, I also highlight the key role that black organizations have had in demanding and debating the implementation of laws that aim at compensating for centuries of socio-economic and educational opportunities. Black militants have systematically struggled and challenged traditional discourses that have historically masked Brazil as a ‘racially democratic nation’. The efforts of black organizations and their struggles for the rights of people of African descent in Brazil tend to be obliterated by mainstream narratives that usually emphasize the role of ruling elite. These discourses aim at perpetuating myths about the benevolence of ruling elites and their predisposition to “granting” rights to popular classes and minorities or oppressed sectors of its population.

Slavery and race relations in Brazil have generated an enormous amount of research, especially comparative research, in particular works that tried to establish comparisons between Brazil and the US. Many scholars across disciplines have looked at the various factors that may influence the way in which discourses around race, race relations and discrimination shift according to specific historical moments and settings. Therefore, it is my strong belief that the current controversial process of implementing affirmative action policies in Brazil will certainly contribute to the production of new original scholarship about that country…

…AFFIRMATIVE ACTION: CONTEXTUALIZING THE DEBATE

In order to shed some light into the controversy generated by the implementation of affirmative action policies in Brazil, it is necessary to contextualize them. They must be located within the parameters of a country that has historically placed great importance on the miscegenation and the whitening of its population. Such contextualization will provide the background for the arguments employed to dismiss the validity and the applicability of these policies in the country. The following session provides an overview of the discourses and historical processes that have informed and shaped historically prevailing notions about the role and the relevance of race in the country. In particular, these debates must be placed within the context of prevailing traditional ideologies and narratives about what constitutes the Brazilian. In this session, I will also elaborate on the traditional views about the institution of slavery in Brazil…

Read the entire article here.

An Exploration of Healthy Adjustment in Biracial Young Adults

Univesity of California, Davis
2008
175 pages

Tamu Corrine Nolfo

A DISSERTATION Submitted in partial satisfaction of the requirements for the degree of DOCTOR OF PHILOSOPHY in Human Development

Given the historically negative views of interracial marriages and mixed race children proliferating the popular American social consciousness, it is legitimate to question whether mixed race youth can achieve healthy psychosocial development in this country, and if so, what are the factors that contribute to positive outcomes despite adverse or hostile sociopolitical circumstances?

There were a total of 30 participants in this study: 13 male and 17 female, ages 22-26, living in various regions of the United States, who had one parent who identified as White/Caucasian and one who identified as Asian/Asian American, Black/African American, or Hispanic/Latino/a. The participants were free of a history of felony convictions, substance abuse and suicide attempts. They completed both an informational questionnaire and a 90-minute telephone interview.

Results of the study highlighted that biracial individuals are not doomed because of their dual heritage, despite this emphasis in earlier research. It is entirely possible to be well adjusted in a number of respects: meeting personal expectations; attainment of close family and other social relationships; comfortable with ethnic/racial identity; bicultural competence and sense of inclusion in desired community(ies); social justice; and sense of self-efficacy in raising own multiracial child(ren).

There is not agreement from the participants on a set formula for success, but overriding themes include having a loving and supportive family that preferably stays intact; connections with all of one’s cultural heritage, but not necessarily with family or community members who are belittling or disrespectful; egalitarian messages that neither promote self-oppression nor self-superiority; opportunities to explore, normalize and celebrate the mixed race experience; and the freedom to self-define over time and context, even when these choices are not congruent with family or community expectations.

All individuals, families and communities in this study demonstrated the ability to both support and hinder healthy biracial development. Results did not differ with regard to demographic nuances of gender, racial composition, socio-economic status (SES), or geographic location.

Read the entire dissertation here.

Growing Up Biracial in a Southern Elementary School

Georgia Southern University
May 2009
139 pages

Julie Kight

A Dissertation Submitted to the Graduate Faculty of Georgia Southern University in Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION

This dissertation explored the relationship between racial identity of biracial children (defined as fifty percent Black and fifty percent White) and their academic experiences in a southern elementary school setting. This dissertation ventured further to explore the curriculum in a southern elementary school setting and whether it meets the academic needs of the biracial child and includes the biracial child.

This dissertation reflected on artifacts collected and analyzed narratives from the participants involved. These participants included six biracial female smdents in grades three through five. The current research employed Critical Race Theory as its theoretical framework. Critical Race Theory is an analytical framework which focuses on inequalities related to race, class, and gender. It was firmly based in the field of Curriculum Studies. The researcher provided a history of the South, multiculturalism, and whiteness in the United States. The researcher also included past and current curriculum researchers and the results of their studies as compared to the present research.

Included in this dissertation are reviews of the current research including qualitative data through student drawings and interviews of students as well as parents, teachers, and administrators. It also included quantitative data through the analysis of CRCT scores and administrative records.

The conclusions of the current research were 1) there is a relationship between racial identity and academic experiences and 2) the biracial child was not included in the textbook, however, the biracial child’s academic needs were met for purposes of standardized test scores. One hundred percent of the biracial students felt they had a positive educational experience in this southern elementary school. However, the researcher found this not to be accurate after further review of all the data. The parents felt their biracial children were welcomed at this school and while suffering some racial prejudices such as “picking”, they felt it was no more than the average elementary child. The teachers acknowledged the lack of information for the biracial child in their textbooks and searched to find information for the biracial child through videos, classroom libraries, and media centers. The researcher notes that while these teachers did attempt to fill the gaps left in the curriculum, it was at a minimal level and much more needs to be done. The teachers in this school system do maintain they incorporate race in the units they are teaching as well as how race relates to all individuals involved in the past and the present. They search out the previous avenues for all children. However, in the case of the biracial child and all children, this must be done on a daily basis and not just when a chapter calls for the discussion.

Read the entire dissertation here.

Barack Obama’s Address to the 2004 Democratic National Convention: Trauma, Compromise, Consilience, and the (Im)possibility of Racial Reconciliation

Rhetoric & Public Affairs
Volume 8, Number 4, Winter 2005
pages 571-593
DOI: 10.1353/rap.2006.0006

David A. Frank, Professor of Rhetoric
Robert D. Clark Honors College
University of Oregon

Mark Lawrence McPhail, Dean of The College of Arts & Communication
University of Wisconsin, Whitewater

The two authors of this article offer alternative readings of Barack Obama’s July 27, 2004, address to the 2004 Democratic National Convention (DNC) as an experiment in interracial collaborative rhetorical criticism, one in which they “write together separately.” David A. Frank judges Obama’s speech a prophetic effort advancing the cause of racial healing. Mark Lawrence McPhail finds Obama’s speech, particularly when it is compared to Reverend Al Sharpton’s DNC speech of July 28, 2004, an old vision of racelessness. Despite their different readings of Obama’s address, both authors conclude that rhetorical scholars have an important role to play in cultivating a climate of racial reconciliation.

…Using an approach similar to that of Forde-Mazrui, Obama’s speech drew from his multiracial background to craft a speech designed to bridge the divides between and among ethnic groups. He writes in his moving autobiography, Dreams from My Father, “I learned to slip back and forth between my black and white worlds, understanding that each possessed its own language and customs and structures of meaning, convinced that with a bit of translation on my part the two worlds would eventually cohere.” Coherence, Obama writes, is a function of translation and the capacity to move between and among worlds. He was repulsed by whites who used racist language, and could not use the phrase “white folks” as a synonym for bigot as it was undercut by the memories of the love and nonracist impulses of his white mother and grandfather. His speech at the convention reflects, as McPhail notes, an ability to integrate competing visions of reality. Obama did so by using a rhetorical strategy of consiliencey where understanding results through translation, mediation, and an embrace of different languages, values, and traditions. This embrace was intended to inspire a “jumping together” to common principles…

Read the entire article here.

Uncertainty and evolution: Contributions to identity development for female college students who identify as multiracial/biracial-bisexual/pansexual

Iowa State University
2008
322 pages
Publication Number: AAT 3310805
ISBN: 9780549596066

Alissa Renee King

A dissertation submitted to the graduate faculty partial fulfillment of the requirements for the degree DOCTOR OF PHILOSOPHY

In this study, I explored how female college students who identify as multiracial/biracial-bisexual/pansexual made meaning of their racial and sexual identities, how they described their identity development process, and the ways in which college contributed to their identity formation. Utilizing a proposed model of biracial-bisexual identity development and the ecology of student development model as foundations for this study, I sought to better understand the experiences both before and during college, and the impacts of those two environments on the processes of racial and sexual identity formation for the female college students in this study. Findings, based on in-depth interviews, revealed that the females in this study were impacted in different ways during the pre-college experience and during college, with influences coming from family, peers, and the school setting before college. The themes during the college experience at the time of the interviews were related to Trying On new labels, Negotiating Self within a variety of spaces, and Finding Fit in places where the participants felt safe and supported. Findings also revealed that context had the biggest impact on identity development and that racial and sexual identity were primarily separate processes rather than intersecting experiences. I offered contributions to biracial-bisexual identity models and I shared recommendations for current practice and future research to better serve females in both secondary and post-secondary institutions who identify as multiracial/biracial-bisexual/pansexual.

Purchase the dissertation here.

Time to drop racial categories in census

The Chicago Tribune
2012-08-16

Arthur Caplan, Director of Division of Medical Ethics
Department of Population Health
New York University

The U.S. Census Bureau announced that it wants to make a number of changes in how it counts membership in a race. The change is based on an experiment the bureau conducted during the last census in which nearly 500,000 households were given forms with the race and ethnicity questions worded differently from the traditional categories. The results showed that many people who filled out the traditional form did not feel they fit within the five government-defined categories of race: white, black, Asian, Pacific Islander and American Indian/Alaska Native. If Congress approves, the bureau says it plans to stop using the word “Negro” as part of a question asking if a person was “black, African-American or Negro.” There are a number of other changes planned for counting Hispanics and Arab-Americans.

These changes may seem like improvements. They are not. The bureau and Congress ought to be considering a more radical overhaul of the census — dropping questions about race entirely. There are a lot of reasons why.

First, the concept of “race” makes no biological sense. None. The classifications Americans use to divide people into groups and categories have nothing to do with genetics or biology…

Read the entire opinion piece here.

Reading The Human Stain through Charles W. Chesnutt: The Genre of the Passing Novel

Philip Roth Studies
Volume 2, Number 2 (Fall 2006)
pages 138-150
DOI: 10.1353/prs.2011.0066

Matthew Wilson, Professor of English and Humanities
Pennsylvania State University, Harrisburg

This article historicizes The Human Stain, placing it in the genre of the passing novel. The analysis is filtered through a reading of Chesnutt’s passing fictions, particularly The House Behind the Cedars and The Quarry.

Philip Roth’s The Human Stain was published in 2000, the year I was on sabbatical writing my book, Whiteness in the Novels of Charles W. Chesnutt. At the time, and even more subsequently, I was struck by the surprising continuities between the passing fictions ot Chesnutt and other writers of his era and Roth’s representation of race in The Human Stain. One of Chesnutt’s novels in particular, The House behind the Cedars (1900), helps us see that although exactly one hundred years separate these two texts, little has changed with regard to race in America. Despite the dismantling of the legal system of American racial apartheid that had its origin in Chesnutt s lifetime, the American racial imagination remains largely intact, and we continue to insist on our racial binary, continue to maintain and police the color line. As Judy Scales-Trent has observed. “[W]hite America expends enormous resources in school and in the media to teach (about) the intrinsic rightness” of the color line, so that it won’t questioned and so that future generations will continue to “stand guard” (481). Of course, the genre in which this standing guard is most obvious is the passing narrative because the liminality of the “white negro” (to use a nineteenth-century locution) calls into question the supposed impermeability of the color line. In this article, I use Chesnutt’s work, both fiction and nonfiction, as a way of approaching the issue of passing and race in The Human Stain, and of exploring the persistence of racial essentialism in American thinking and the responses to that essentialism that maintain the existence of the color line.

Before going on to discuss the issue of race in particular texts, I need to unpack the term “racial essentialism.” As Adrian Piper makes clear in her important esaay “Passing tor White, Passing for Black,” the function of racial…

Race

Poem via Poetry Foundation from:

Antebellum Dream Book
Graywolf Press
2001
72 pages
Paperback ISBN: 1-55597-354-X

Elizabeth Alexander

Sometimes I think about Great-Uncle Paul who left Tuskegee,
Alabama to become a forester in Oregon and in so doing
became fundamentally white for the rest of his life, except
when he traveled without his white wife to visit his siblings—
now in New York, now in Harlem, USA—just as pale-skinned,
as straight-haired, as blue-eyed as Paul, and black. Paul never told anyone
he was white, he just didn’t say that he was black, and who could imagine,
an Oregon forester in 1930 as anything other than white?…

Read the entire poem here.

Susan Graham Discusses Project RACE

Mixed Race Radio
2012-08-15, 17:00Z (12:00 EDT, 09:00 PDT)

Tiffany Rae Reid, Host

Susan Graham, Executive Director
Project RACE

Project RACE (Reclassify All Children Equally) members are the national advocates for multiracial children, teens, adults, and our families. Project RACE was started in 1990, so we are in our 22nd year! Susan Graham, the mother of two multiracial children and Chris Ashe, the mother of a multiracial child began Project RACE because of their own frustration with their own children being forced to pick only one race on forms in America. That meant, very simply, that a child had to choose to be her mother’s race or her father’s race. Susan and Chris planned to start a grassroots movement to pass State legislation, mandate the US Census Bureau and federal agencies to add the term “multiracial” to forms, or in some way accommodate the needs of multiracial people.

Play in your default player here.