Mixed Race Studies

Making Race: Biology and the Evolution of the Race Concept in 20 Century American Thought

Columbia University
December 2008
309 pages

Michael Yudell

Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of Arts and Sciences

At the dawn of the 21^st century the idea of race—the belief that the peoples of the world can be organized into biologically distinctive groups, each with its own discrete physical, social and intellectual characteristics—is seen by most natural and social scientists as unsound and unscientific. Race and racism, while drawn from the visual cues of human diversity, are ideas with a measurable past, identifiable present, and uncertain future. They are concepts that change with time and place; the changes themselves products of a range of variables including time, place, geography, politics, science, and economics. As much as scientists once thought that race and racism were reflections of physical or biological differences, today social scientists, with help from colleagues in the natural sciences, have shown that the once scientific concept of race is in fact a product of history with an unmistakable impact on the American story. This dissertation examines the history of the biological race concept during the 20^th century, studying how the biological sciences helped to shape thinking about human difference. This work argues that in the 20^th century biology and genetics became the arbiter of the meaning of race. This work also brings the story of the evolution of the race concept to the present by examining the early impact of the genomic sciences on race, and by placing it in a contemporary public health context.

Table of Contents

• Acknowledgements
• Dedication
• Preface
• Introduction: The Permanence of Race
• Chapter 1: A Eugenic Foundation
• Chapter 2: Making Race A Biological Difference
• Chapter 3: Race Problems for Biology
• Chapter 4: Consolidating the Biological Race Concept
• Chapter 5: Race in the Molecular Age
• Conclusion: Race, Genomics, and the Public’s Health
• Bibliography

Read the entire dissertation here.

Fading Roles of Fictive Kinship: Mixed-Blood Racial Isolation and United States Indian Policy in the Lower Missouri River Basin, 1790-1830

Kansas State University, Manhattan
2012
124 pages

Zachary Charles Isenhower

A THESIS submitted in partial fulfillment of the requirements for the degree MASTER OF ARTS Department of History College of Arts and Sciences

On June 3, 1825, William Clark, Superintendent of Indian Affairs, and eleven representatives of the “Kanzas” nation signed a treaty ceding their lands to the United States. The first to sign was “Nom-pa-wa-rah,” the overall Kansa leader, better known as White Plume. His participation illustrated the racial chasm that had opened between Native- and Anglo- American worlds. The treaty was designed to ease pressures of proximity in Missouri and relocate multiple nations West of the Mississippi, where they believed they would finally be beyond the American lust for land.

White Plume knew different. Through experience with U.S. Indian policy, he understood that land cessions only restarted a cycle of events culminating in more land cessions. His identity as a mixed-blood, by virtue of the Indian-white ancestry of many of his family, opened opportunities for that experience. Thus, he attempted in 1825 to use U.S. laws and relationships with officials such as William Clark to protect the future of the Kansa. The treaty was a cession of land to satisfy conflicts, but also a guarantee of reserved land, and significantly, of a “halfbreed” tract for mixed-blood members of the Kansa Nation.

Mixed-blood go-betweens stood for a final few moments astride a widening chasm between Anglo-American and native worlds. It was a space that less than a century before offered numerous opportunities for mixed-blood people to thrive as intermediaries, brokers, traders, and diplomats. They appeared, albeit subtly, in interactions wherever white and Native worlds overlapped. As American Indians lost their economic viability and eventually their land, that overlap disappeared. White Plume’s negotiation of a reserve for his descendants is telling of a group left without a place. In bridging the two worlds, mixed-bloods became a group that by the mid-nineteenth century was defined as “other” by Anglo-American and Indians alike. This study is the first to track these evolving racial constructs and roles over both time and place. Previous studies have examined mixed-blood roles, but their identity is portrayed as static. This study contends that their roles changed with the proximity and viability of full-blood communities with which white officials had to negotiate.

Table of Contents

• List of Figures
• List of Tables
• Acknowledgements
• Dedication
• Chapter 1 – A Supporting Cast: Mixed-Blood Indians in the Historical Narrative of the Frontier
  • Introduction
  • A Frontier From Each Side
  • Negotiated Social Norms
  • An Evolution of Perception
• Chapter 2 – Thriving In-Between: Mixed-Blood Indians Before 1790
  • Nous sommes touts Sauvages: White and Indian in the “Middle Ground”
  • Domino Theory: Trade, Allies, and Foreign Policy
  • “Probably Thou Are Not a Chief:” The United States Enters as a Frontier Power
• Chapter 3 – Racialization and Reduced Leverage: Perceptions and Realities of the Frontier in the Jeffersonian Vision
  • Fathers and Brothers: Mixed-Blood Indians and the Genesis of Assimilationist Policy
  • Hospitable Savages
• Chapter 4 – A Chasm Opens: Land Cession and the Loss of Place After the Fur Trade
  • “Ardent Spirits:” Decline of the Fur Trade, Adaptation, and the Deterioration of “Full-Blood” Communities
  • “The Bad Feeling That Now Exists:” Land Cession and a Perception of Betrayal
  • Conclusion
• Bibliography

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Afro-Mexican: A Short Study on Identity

University of Kansas
April 2009
63 pages

Ariane Rose Tulloch

Submitted to the graduate degree program in Anthropology and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Master’s of Arts.

Up until the early 19th century, blacks outnumbered white Spaniards in most major Mexican cities (Vaughn 2008). Nowadays, the black population has been localized to two areas: Veracruz and the Costa Chica. This study looks at whether Afro-Mexicans in the Costa Chica region had developed a racial consciousness, and if so, to what extent. Data gathered about Afro-Mexicans was analyzed using the Minority Identity Development Model (Atkinson et al 1983) which captured the complexities of minority-majority relations in a multi-ethnic society. Not all Afro-Mexicans had developed a strong sense of Afro-Mexican identity, but instead accepted their classification into the dominant mestizo group. Others see themselves as Afro-Mexicans in their own right, possibly due to having been influenced by activist group in the U.S. and elsewhere. The latter group sees itself and others in a positive yet autonomous light, corresponding to the final stages of the Minority Identity Development Model.

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Identity of Biracial College Students

San Jose State University
May 1999
77 pages

MyTra Fitzpatrick

A Thesis Presented to The Faculty of the Department of Child Development San Jose State University In Partial Fulfillment of the Requirements for the Degree Master of Arts

This thesis examined the identity of biracial college students and the relationship between parenting styles (authoritative, authoritarian, and permissive) and biracial identity development. Biracial subjects were defined as individuals having parents who were from two different ethnic/racial groups. Of the total of 104 subjects, 65 students were classified into one of three mixed-groups categories according to the two ethiucities of their parents: Asian/Euro-American, Asian/Latino, and Latino/Euro-American. Results showed that students identified strongly with one or both ethnicities, and that strong bicultural identity was associated with positive self-esteem. The majority of parents utilized authoritative parenting styles, regardless of their ethnic mix. While authoritative parents were more likely to have offspring who exhibited higher levels of bicultural identity and self-esteem, these results were not statistically significant. These findings are consistent with the parenting styles literature and with studies showing positive identity for biracial students.

Table of Contents

• List of Tables
• Chapter 1: Introduction to the Problem
  • Interracial Marriages
  • Definition of Biracial Individuals
  • Statement of the Problem and Purpose of this Study
• Chapter 2: Review of the Literature
  • Research on Biracial Individuals
  • Identity Development: Definitions and Theories
  • Identity Development of Ethnic Minority Individuals
  • Identity Development of Biracial Individuals
  • Parenting Styles and the Relationship to Biracial Adolescents’ Social and Emotional Development
    • Baumrind’s Four Dimensions of Parental Behavior
    • Baumrind’s Three Parenting Style Typologies
    • Ethnic Differences in Parenting Styles
• Chapter 3: Methodology
  • Participants
  • Materials
  • Procedure
• Chapter 4: Results
• Chapter 5: Discussion and Conclusions
• References
• Appendix A

List of Tables

1. Who Students Live With by Ethnicity of Parents
2. Percent of Students who Identified with Their Mom vs. Their Dad
3. Identity Strength for Group 1 by Ethnicity of Parents
4. Identity Strength for Group 2 by Ethnicity of Parents
5. Bicultural Identity from Low to High by Ethnicity of Parents
6. Mean Scores for Identity Items by Primary Identity Group
7. Reasons Student Select for Identifying with Primary Ethnic Identity Group
8. Mean Score of Self-Esteem by Primary Ethnic Identity
9. Mean Score of Self-Esteem by Bicultural Identity
10. Mean Score of Self-Esteem by Ethnicity of Parents
11. Parenting Styles by Ethnic Mix-Groups of Parents
12. Percent of Parents Using Each Parenting Styles by Bicultural Identity of Child.
13. Mean Self-Esteem Scores by Parenting Styles

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The Language Trap: U.S. Passing Fiction and its Paradox

University of Kansas
2009
181 pages

Masami Sugimori, Instructor of English
University of South Alabama

Submitted to the graduate degree program in English and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Doctor of Philosophy.

Through exploration of William Faulkner’s, James Weldon Johnson’s and Nella Larsen’s “passing novels,” this dissertation points out that narrative representation of racial passing facilitates and compromises the authors’ challenge to the white-dominant ideology of early-twentieth-century America. I reveal that, due to their inevitable dependence on language, these authors draw paradoxically on the white-dominant ideology that they aim to question, especially its system of binary racial categorization. While the “white” body of a “passing” character serves the novelists as a subversive force in white-supremacist society (which depends on the racial other to define “whiteness”), language, which is essentially ideological, traps the writers in racial binary and continually suggests that, while the character looks white, s/he is really black. Accordingly, the authors have to write under the constraints of the problem that American discourse of race must and, for the most part, does systematically suppress its own essential fictiveness.

Table of Contents

• Abstract
• Acknowledgments
• Introduction: The Passing Paradox: Representing Racial Chaos within the Symbolic Order
• Chapter 1: Racial Mixture, Racial Passing, and White Subjectivity in William Faulkner’s Absalom, Absalom!
• Chapter 2: Signifying, Ordering, and Containing the Chaos: Whiteness, Ideology, and Language in William Faulkner’s Intruder in the Dust
• Chapter 3: Narrative Order and Racial Hierarchy: James Weldon Johnson’s Double-Consciousness and “White” Subjectivity in The Autobiography of an Ex-Colored Man and Along This Way
• Chapter 4: Ordering the Racial Chaos, Chaoticizing the Racial Order: Nella Larsen’s Narrative of Indeterminacy and Invisibility in Passing
• Conclusion: Toward a Language for the Real, Chaotic and Unnamable
• Notes
• Works Cited

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Science of desire: Race and representations of the Haitian revolution in the Atlantic world, 1790-1865

University of Notre Dame
July 2008
489 pages
Publication Number: AAT 3436234
ISBN: 9781124353197

Marlene Leydy Daut, Assistant Professor of English and Cultural Studies
Claremont Graduate University, Claremont, California

A Dissertation Submitted to the Graduate School of the University of Notre Dame in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy

This dissertation reads representations of the Haitian Revolution with and against the popular historical understanding of the events as the result of the influence of enlightenment philosophy or the Declaration of the Rights of Man on Toussaint L’Ouverture; or what I have called a “literacy narrative.” This understanding is most visible in texts such as C.L.R. James’s The Black Jacobins (1938) and reproduces the idea that Toussaint read Raynal’s Histoire des deux Indes (1772) and thus became aware that slavery was contrary to nature and was inspired to lead the revolt. Instead, I show how eighteenth- and nineteenth-century understandings of the Revolution were most often mediated through the discourse of scientific debates about racial miscegenation–an eighteenth- and nineteenth-century obsession with what happens when white people produce children with black people–making the Revolution the result of the desire for vengeance on the part of miscegenated figures, whose fathers refused to recognize or defend them, rather than a desire for the ideals of liberty and equality; or what I have called the “mulatto vengeance narrative.”

Chapter one examines the figure of the “tropical temptress” in the anonymously published epistolary romance La Mulâtre comme il y a beaucoup de blanches (1803). Chapter two takes a look at “evil/degenerate mulattoes” in Herman Melville’s “Benito Cereno” (1855) and Victor Hugo’s Bug-Jargal (1826). In chapter three I analyze the trope of the “tragic mulatto/a” in French abolitionist Alphonse de Lamartine’s verse drama Toussaint L’Ouverture (1850); the Louisiana born Victor Séjour’s short story, “The Mulatto” (1837); and Haitian author Eméric Bergeaud’s Stella (1859). Chapters four and five look at the image of the “inspired mulatto” in French novelist Alexandre Dumas’s adventure novel, Georges (1843); black American writer William Wells Brown’s abolitionist speech turned pamphlet, “St. Domingo; its Revolutions and its Patriots” (1854); and the Haitian poet and dramatist Pierre Faubert’s play, Ogé; ou le préjugé de couleur (1841; 1856). By insisting on a discourse of science as a way to understand these representations, I show how these texts contributed to the pervasive after-life of the Haitian Revolution in the nineteenth-century Atlantic World, on the one hand, but also created an entire vocabulary of desire with respect to miscegenation, revolution, and slavery, on the other.

CONTENTS

• Acknowledgments
• Introduction
  • Part 1: Mulatto Vengeance and the Haitian Revolution
  • Part 2: Literacy Narratives and the Haitian Revolution
  • Part 3: Notes on Terminology
• Chapter 1: Tropical Temptresses: Desire and Repulsion in Revolutionary Saint-Domingue
  • Part 1: The Color of Virtue
  • Part 2: Colonialism and Despotism
  • Part 3: Desire and Abolition
• Chapter 2: Black Son, White Father: Mulatto Vengeance and the Haitian Revolution in Victor Hugo’s Bug-Jargal and Herman Melville’s “Benito Cereno”
  • Part 1: Victor Hugo’s Parricide
  • Part 2: Melville’s “Usher of the Golden-Rod”
• Chapter 3: Between the Family and the Nation: Parricide and the Tragic Mulatto/a in 19th-century Fictions of the Haitian Revolution
  • Part 1: Séjour’s Oedipal Curse
  • Part 2: Toussaint’s Children
  • Part 3: Bergeaud’s Romantic Vision
• Chapter 4: The “Inspired Mulatto:” Enlightenment and Color Prejudice in the African Diaspoa
  • Part 1: Alexandre Dumas and the Haitian Revolution
  • Part 2: Economics and Civilization
  • Part 3: The “Never-to-be-forgiven course of the mulattoes”
• Chapter 5: “Let Us Be Humane After the Victory:” Pierre Faubert’s New Humanism
• Conclusion
• Works Cited

Purchase the dissertation here.

Family Dynamics Between Arab Muslim parents, Western Parents and Their Bi-ethnic Children

California State University, Sacramemto
Spring 2011
75 pages

Yasmine Binghalib

THESIS Submitted in partial satisfaction of the requirements for the degree of MASTER OF SCIENCE in COUNSELING (Marriage, Family and Child Counseling)

Families made up of one an Arab Muslim parent, Western parent and their children were examined to find out what unique dynamics and issues they face. Bi-ethnic Arab and American participants completed a questionnaire about demographics and underwent an in-depth interview that explored their experiences as a bi-ethnic person and the dynamics within their families. Participants reported a variety of experiences, though certain themes were extrapolated from their responses. Participants either identified more strongly with their Western mother or their Middle Eastern father. Feelings of marginalization were identified as part of the bi-cultural Arab and American experience as well as some identity confusion. Participants also reported that they felt unable to disclose as much information about their life to their Middle Eastern fathers as they did their American mothers.

TABLE OF CONTENTS

• Acknowledgments
• 1. INTRODUCTION
  • Introduction to the Research
  • Rationale for Research
  • Statement of the Problem
  • Definitions
• 2. REVIEW OF THE LITERATURE
  • Introduction
  • Introduction to Arabs and Islam
  • Introduction to Anglo Americans
  • Family Life
  • Marriages
  • Parenting
  • Summary
• 3. DESIGN AND METHODOLOGY
  • Introduction
  • Purpose of the Study
  • Research Questions
  • Research Methods and Procedures
  • Sample Population
  • Research Design
  • Research Procedure
  • Analysis
  • Summary
• 4. FINDINGS AND DISCUSSION
  • Introduction
  • Demographics of Participants
  • Family Characteristics
  • Summary
• 5. DISCUSSION
  • Introduction
  • Summary of Study
  • Discussion
  • Limitations
  • Recommendations for Further Research
• Appendix A. Informed Consent
• Appendix B. Questionnaire
• Appendix C. Interview Questions
• References

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Categorization of racial/ethnic identity for racialized and marginalized biracials in the mainland United States

California State University, Sacramento
Spring 2009
169 pages

Estrella Valdez

THESIS Submitted in partial satisfaction of the requirements for the degree of MASTER OF ARTS in SPECIAL MAJOR (Ethnic Studies)

There is no singular agreed-upon understanding of what it means to be identified as biracial in the mainland United States, especially when a person is the product of the union of two marginalized ethnicities. For decades, the hegemonic (white) group has set in place values and social forces that do not allow biracials to fully embrace all parts their ethnic identities. Marginalizing this group has not only led to a misunderstanding of their needs in social and institutional settings, but has caused confusion in the individual when they attempt to define who they are racially. This group of biracials is one of the fastest-growing segments of the United States population; they need to be understood and their needs met. In order to do this, changes in existing laws and socials forces must be addressed. Twelve women, all products of minority-minority unions, were interviewed for this study. Using a qualitative approach, biethnic/biracial participants used their own voices to offer first-hand accounts of their life experiences without persistent hegemonic influences or the influence of the researcher. An examination of the historical construction of race through miscegenation laws, the United States Census, existing studies on biracial self-identfication was also used to determine how and what processes and social conditions impact identity formation. What was ultimately learned from the results of the study is that social class and economics together-not just race serve as the catalyst for the division of society. Participants who had a more stable economic base were more comfortable with their racial self-identity; participants who were raised by a single parent did not have a very stable economic base and struggled more in the formation of their racial self-identity.

TABLE OF CONTENTS

• Acknowledgments
• List of Tables
• List of Figures
• 1. INTRODUCTION
  • Statement of the Problem
  • Racial Designations
  • Definition of Terms
• 2. LITERATURE REVIEW
  • Historical Construction of Race
    • Subjugation of People of Color
  • Relationship of Identity Formation in the United States
    • Literature Supporting the Role and Rule of Hypodescent as an Influence in Identity Construction
    • Literature Supporting the Effect of Miscegenation Laws as an Influence in Racial Identity Construction
    • Literature Supporting the Effect of the United States Census as an Influence in Racial Identity Construction
  • The Construction of Identity Formation
    • Literature Supporting the Influence of Social and Peer Forces in Racial Identity Construction
    • Literature Supporting the Influence of Parents as Forces in Racial Identity Construction
    • Literature Supporting the Individual as Force in Racial Identity Construction
  • Summary and Conclusion
• 3. METHODOLOGY
  • Introduction and Overview
  • Research Design
    • Criteria
  • Research Questions and Guiding Questions
  • Constraints
  • Data Analysis
  • Summary and Conclusion
• 4. PRESENTATION AND DISCUSSION OF FINDINGS
  • Narrative Portraits
    • Morar Suave
    • Mercy Lamb
    • Jenny Jones
    • Ella Bee
    • Hilary Mahler
  • Who Am I?
  • Discussion and Analysis
    • New Census Overview
    • The Multi-Group Ethnic Identity Measure (MEIM)
    • Naming: Who am I?
    • How Do I Belong?
  • Where Do I Belong?
  • Where Do I fit With My Parents
  • Summary and Conclusion
• 5. CONCLUSION
  • Reason for the Study
  • Next Steps
• Appendix A. Research Subjects’ Bill of Rights
• Appendix B. Informed Consent
• Appendix C. Ethnic Self-Identification Inventory

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A Tangled Text: William Wells Brown’s Clotel (1853, 1860, 1864, 1867)

Wesleyan University
April 2009
104 pages

Samantha Marie Sommers

A thesis submitted to the faculty of Wesleyan University in partial fulfillment of the requirements for the Degree of Bachelor of Arts with Departmental Honors in English and the American Studies Program

Table of Contents

• Introduction
• A Canonical Misfire: The Trouble With “Firstness” for Brown and Clotel
• Capturing the Process: Clotel Makes [Its Own] Literary History
• A Close Reading of a Tangled Text
• Considering the Object: Reading Four Paratexts
  • Clotelle: A Tale of the Southern States
  • Clotel; or, The President’s Daughter
  • Miralda; or, The Beautiful Quadroon
  • Clotelle; or, The Colored Heroine
• Conclusion
• Works Cited and Consulted

Introduction

In 1853 William Wells Brown published Clotel; or, The President’s Daughter. This was the first of the four editions that comprise the first novel published by an African American writer. The story was based upon the popular rumor that Thomas Jefferson fathered several children with his slave mistress. Clotel follows the story of Jefferson’s lover Currer, their daughters, Clotel and Althesa, and their granddaughter, Mary, as these biracial characters live through and escape from slavery. This first Clotel was a hardcover edition published in London. From December 1860 to March 1861, a reconceived Clotel was published in Thomas Hamilton’s New York City newspaper The Weekly Anglo-African under a new title: Miralda; or, The Beautiful Quadroon. Much of the documentary style of the first edition was lost as Brown removed the numerous advertisements, newspaper accounts, poems, and other extra-narrative material contained in the 1853 Clotel. Importantly, Brown erases all references to Jefferson in this and the subsequent American volumes. In 1864 Clotel was again repackaged, this time for the American Civil War. Clotelle: A Tale of the Southern States was sold as part of James Redpath’s dime-novel series, “Books for the Camp Fires.” The text of this edition was nearly identical to Miralda, aside from several changes in characters’ names (including that of the eponymous heroine). Redpath directed the repackaging of the text, and he marketed the narrative as entertainment for the Union troops and their sympathizers. In 1867 Brown published Clotelle; or, The Colored Heroine, a final version of the novel, as an American hardcover edition with new chapters that offered an updated ending for the post-bellum audience. My view of the four editions as components of a larger Clotel project takes the study of Clotel in a new direction, examining the novel as a dynamic text captured in four volumes. Traditionally, the four editions have been viewed as a sequence that measures either Brown’s political softening in response to the demands of the American literary market, or Clotel’s movement away from the obscurity of its fragmented style toward the conventions of nineteenth-century domestic fiction.

I view the four Clotels as a tangled text that necessitates a relational reading across the editions. The task of my thesis is to demonstrate the efficacy of this method of reading by exploring the different historical and political factors that motivate each edition, addressing the disparities in the readerly experience of the four texts, and tracking the movement from one print form to another. Even in the most recent work on William Wells Brown, scholars persist with their provisional treatment of the three later editions of Clotel; most egregiously, Miralda is all but disregarded in any discussion of Clotel. My approach attempts to correct this partial view of the novel. Throughout this thesis I will distinguish the four editions by year (the 1853 Clotel, 1860 Clotel, 1864 Clotel, and 1867 Clotel) or by name (Clotel, Miralda, the Redpath Clotelle, and the 1867 Clotelle.) These two naming systems reflect the connection of the editions to one another as well as the distinctiveness of each volume. By referring to the collective work as the four Clotels I wish to emphasize my view that the editions are four parts of a single project.

I first encountered the four editions of Clotel in the fall of 2007. I read the 2004 Penguin edition for my American Studies junior colloquium: Literary Studies as American Studies with Professor Charles Baraw. This edition, edited by Maria Giulia Fabi, includes three appendices that reprint the endings from each subsequent edition of Clotel. In her notes, Fabi explains important aspects of the changes across the volumes including characters’ names, the serialization of Miralda, and the deletion of certain politically critical passages from the American editions. My interest in the four editions stemmed from a curiosity about the implications of transferring a single story across three distinct print formats: the book, the newspaper, and the pamphlet. Because I came to the text with a personal interest in book design and production, I wanted to consider the effect of the design of these versions on the reception of their changing narratives. I sensed an inherent paradox in the story of four discrete objects transmitting one author’s evolving narrative in a moment of perhaps the most profound transition in national ideology. In my final paper for the course, I argued that the close readings of (what I now know to be) the “paratexts” for the four Clotels offered a powerful literary and cultural critique of the novel and its place in nineteenth century publishing. Retrospectively, I see my first encounter with the four Clotels in a single paperback edition as an impetus for my questioning the inherent connection of the later editions to the 1853 edition. Even the perfunctory representation of the American editions in the 2004 Clotel encapsulates the trouble of their minority status in contemporary scholarship, that motivates much of the work in this thesis.

My initial paper on Clotel did not resolve the relationship of the four texts to one another, but the practice of considering the four editions as elements of material culture informed the argument of this thesis: William Wells Brown’s novel Clotel is a four-volume text that must be read relationally and with attention to the materiality of each edition. It is worthwhile to study Clotel as a pamphlet, but when we can study it as a pamphlet that was once serialized in a newspaper and later became a hardcover book, we see the dynamic nature of the text. It is only when we consider four editions equally and relationally that we see how Clotel is inimitable as much for its multi-dimensionality as it is for its historical significance. By calling for this dynamic method of reading, the novel challenges our current methods for historicizing literary texts. I seek to contest the convention of canonizing a single edition of Clotel. We must abandon our reliance on the 1853 edition for critical analysis and our tendency to perform a cursory reading of the later editions of the novel. These practices cannot fully attend to the evolutionary nature of Clotel as a text that responds to four distinct historical moments, nor to the changing political motivations of a single author. We must instead read Clotel as what it truly is: a tangled text…

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Defining Mixed Race on Television: an Analysis of Barack Obama and Saturday Night Live

California State University, Sacramento
Fall 2011
109 pages

Amanda Joy Davis

THESIS Submitted in partial satisfaction of the requirements for the degree of MASTER OF ARTS in COMMUNICATION STUDIES

This study uses a semiotic approach to textual analysis to examine social constructions of Barack Obama’s race in televised sketch comedy to discover how this construction contributes to the process of hegemony regarding society’s treatment of mixed race. Polysemy will be explored as a key contributing factor. The television program chosen for this study is Saturday Night Live (SNL); the program will be examined for visual and linguistic references to Obama and mixed race. The absence of mixed race references will also be analyzed for their contribution to the show’s overall message. This study argues that while SNL mentions mixed race, it ultimately adds to the hegemonic treatment of mixed race individuals. That is, it identifies Obama as monoracial, ignoring his mixed race heritage in favor of a neat, pre-existing category. While SNL had the opportunity to step outside of the typical dismissal of mixed race and defend their choice of actor to portray Obama, and refer to him as mixed race on a consistent basis, they opted instead to categorize him as monoracial. In doing so, SNL upholds the silent treatment given to the mixed race community, forcing a monoracial identification based on appearance, a hegemonic course of action.

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