Mixed Race Studies

Mixed messages: ‘mixed race’ representations in film

Concordia University
August 2004
124 pages

Naomi Angel

The growing interest in issues pertaining to mixed race identities and communities, as well as a surge in films with mixed race characters has prompted this examination of representations of mixed race characters in film from the 1950s to the present. The study consists of an analysis of selected films, including Guess Who’s Coming to Dinner, Jungle Fever, Dr. No, Showboat and Rabbit Proof Fence, and situates this analysis within a historical framework based on the particular context in which each film was set and/or made.

The value in studying ‘mixed race’ representations in film lies in the reflection it provides of significant moments in ‘mixed race’ histories, and in the portrayal of cultural imaginings of people of ‘mixed race.’ By examining these representations, this thesis traces the development of ‘mixed race’ terminology, interrogates the history of anti-miscegenation law in the United States, and explores the sociological and commonsense views of ‘mixed race’ maladjustment in the early 1900s.

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Developing critical race theory to study race and racism in China’s media: a case study of the chocolate girl’s bittersweet stardom on Go Oriental Angel

California State University, Sacramento
Summer 2011
105 pages

Siok Kwan Teoh

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

This study discusses the history, tenets, and evolution of Critical Race Theory (CRT), and how the theory can be developed for use in a mediated context and a Chinese context. This paper employs Lou Jing’s (a mixed-race reality show contestant in China) story as a case study while reflecting upon the role that China’s history, socio-economic influences, and politics have played in shaping the country’s contemporary outlook on racial identities and racism. The analysis shows that most CRT tenets have a multitude of uses in exploring race, racism, classism, and European and U.S. influence in Chinese society, and how power is manipulated by the government in China’s media outlets.

Table of Contents

• 1. INTRODUCTION
• 2. BACKGROUND OF CRITICAL RACE THEORY
  • The History of Race
  • The History of Critical Race Theory
  • The Basic Tenets of Critical Race Theory
  • Criticisms of Critical Race Theory
  • The Evolving Nature of Critical Race Theory
  • Applications of Critical Race Theory
• 3. BACKGROUND OF CHINA
  • The Racial Homogeneity Myth
  • Late Nineteenth Century and Racial Nationalism
  • Twentieth Century and the Myth of the Yellow Emperor
  • Contemporary China’s Racial Identities
  • Contemporary China and its Media Environment
  • Reality Television in China
• 4. METHOD
  • Data Collection
  • The Chocolate Girl Case Study
• 5. ANALYSIS
  • Racism is Ordinary
  • Intersectionality and Anti-Essentialism
  • The Social Construction of Race
  • Interest Convergence
  • The Use of Storytelling and Counter-Narratives
  • Whiteness
• 6. CONCLUSION
  • Future Studies
• References

Chapter 1: INTRODUCTION

China has been continually evolving over the centuries to meet a variety of challenges that shaped the nation and led it from imperial rule to communism, and to its subsequent economic development that opened its doors to the rest of the world. In the twenty-first century, more foreigners are making China their home, resulting in Chinese people marrying foreigners and giving birth to mixed race children. The data from the Shanghai Civil Affairs Bureau show that, from 1994 to 2008, there was an average of 3,000 mixed race marriages a year in Shanghai. Even with the increasing mixed race marriage rate, China still likes to think of itself as monocultural instead of a multicultural nation (Elegant & Jiang, 2009). A popular televised singing competition in China called Go Oriental Angel featured a mixed race African American and Chinese contestant in the 2009 season. Lou Jing was born and raised in Shanghai by her Chinese mother, and essentially identifies as Chinese. However, her appearance on a nationally televised show caused a major uproar in China and brought about international attention to China’s issues of racism and the Chinese identity. If a reality-based television star had been criticized for her/his race by audience members in the United States, scholars from different fields including communication, sociology, and ethnic studies would have studied the phenomenon. Some of those scholars might have chosen a theory that could clarify why and how the United States’ history with race could lead to the audience reacting so negatively to the reality star’s race.

Although a relatively new theory, academics and activists across the United States have employed Critical Race Theory (CRT) in legal, healthcare, education, criminal justice, and sports to examine the relationship between race, racism, and power. CRT is a specifically American theory based upon the socio-political history of the United States and mainly applied to study and change the policies that affect unequal treatments based upon race, especially in education and criminal justice issues. This thesis is a theoretical discussion on CRT, its history, implications, and the evolution of its scholarship; this theory also raises two questions about CRT: how can CRT be developed for use in a mediated context and how can it be developed for use in a Chinese context? This thesis employs the reality television program Go Oriental Angel and the story of Lou Jing as a case study to answer the two questions.

First, this thesis will briefly investigate the socio-political racial history in Europe and in the United States to explain how race was created and used to justify slavery and segregation, and the relationship between race and the global capitalistic system. It will then introduce CRT and delve into its history, concepts, and tenets, as well as the critiques, applications, and evolution of the theory. To better understand how China perceives race and what it means to be Chinese, this thesis will investigate the myth of the Yellow Emperor that helped China develop and proliferate the notion of the monocultural Han Chinese identity, and it will then briefly discuss the issues in the late nineteenth and twentieth centuries that shaped China’s Chinese identity. It also will examine contemporary China’s economic growth and how that growth has impacted the social and media environment of China particularly in the area of reality-based television programming. The show Go Oriental Angel and the treatment of its mixed-race contestant, Lou Jing by the show’s hosts and the Internet audience will be discussed. Based upon the literature review of CRT, China’s history, contemporary issues, and media environment, and utilizing Go Oriental Angel as a case study, this thesis will answer the questions of how CRT can be developed for use in a mediated context and how it can be developed for use in a Chinese context. Finally, this thesis will explore possible future studies of CRT that would accommodate a global perspective and a communication focus…

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Biracial and Biethnic Identity Development in Vietnamese/Caucasian Adults

Alliant International University, San Francisco Bay
May 2011
75 pages
Publication Number: AAT 3467139
ISBN: 9781124783406

Tien Vu

A Clinical Dissertation Proposal Presented to the Faculty of The California School of Professional Psychology, San Francisco Bay Campus Alliant International University

The current study explored factors that contribute to Vietnamese/White biracial identity. Three interview participants who were raised in the United States experienced less racism and discrimination than the two interviewees raised overseas. All of the participants currently have healthy and strong biracial and biethnic identity development. These findings suggest that Vietnamese/White individuals are more resilient and are more likely to have healthy outcomes than previous research has suggested.

Table of Contents

• Dedication
• Acknowledgements
• I. Introduction
• II. Literature Review
  • Ethnic Identity Research
  • Biracial People
  • Asian-American Immigration
  • Biracial Asian-Americans
  • Vietnamese Immigration to the United States
  • Vietnamese Biracial Individuals
• III. Methods
• IV. Results
• V. Discussion
• VI. Implications
• References
• Appendix A: Research Study Flyer
• Appendix B: Script of Subject Screening
• Appendix C: Consent Form
• Appendix D: Background Information Form
• Appendix E: Interview Guide
• Appendix F: Follow-Up Phone Script

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Between Two Worlds: Consequences of Dual-Group Membership among Children

University of Texas, Austin
May 2008
98 pages

Katherine Vera Aumer-Ryan

Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy

Increasing numbers of individuals are simultaneously members of two or more social categories. To investigate the effects of single- versus dual-identity status on children’s group views and intergroup attitudes, elementary-school-age children (N = 91) attending a summer school program were assigned to novel color groups that included single-identity (“blue” and “red”) and dual-identity (“bicolored,” or half red and half blue) members. The degree to which dual-identity status was verified by the authority members was also manipulated: teachers in some classrooms were instructed to label and make use of three social groups (“blues,” “reds,” “bicolors”) to organize their classrooms, whereas teachers in other classrooms were instructed to label and make use of only the two “mono-colored” groups (“blues” and “reds”). After several weeks in their classrooms, children’s (a) views of group membership (i.e., importance, satisfaction, perceived similarity, group preference), (b) intergroup attitudes (i.e., traits ratings, group evaluations, peer preferences), and (c) categorization complexity (i.e., tendency to sort individuals along multiple dimensions simultaneously) were assessed. Results varied across measures but, in general, indicated that dual-identity status affected children’s views of their ingroup. Specifically, dual-identity children in classrooms in which their status was not verified were more likely to (a) perceive themselves as similar to other ingroup members (i.e., bicolored children), (b) want to keep their shirt color, and (c) assume that a new student would want their shirt color more than their single-identity peers. They also showed higher levels of ingroup bias in their competency ratings of groups than their single-identity peers, and demonstrated greater cognitive flexibility when thinking about social categories than their single-identity peers. Overall, these results suggest that dual-identity children experience identity issues differently than their single-identity peers and that additional theories are needed to address the complexities of social membership and bias among children with dual memberships.

Table of Contents

• List of Figures
• List of Tables
• Chapter One: Introduction and Literature Review
  • Introduction
  • Theoretical Background
  • Single- Versus Dual-Group Identity
  • Contextual, Individual Differences and Developmental Factors
• Chapter Two: Method
  • Participants
  • Overview of Procedure
  • Experimental Conditions
  • Posttest Measures
  • Views of Group Membership
  • Categorization Complexity
  • Conformity
• Chapter Three: Results
  • Overview
  • Effects of Identity Status and Condition on Views of Group Membership
  • Effects of Identity Status on Intergroup Attitudes
  • Categorization Task
  • Individual and Developmental Differences
• Chapter Four: Discussion
• Figure
• Tables
• Appendices
  • Appendix A: Intergroup Outcome Measures
  • Appendix B: Conformity
  • Appendix C: Sample of Presidential Poster
  • Appendix D: Novel Categorization Stimuli
• References
• Vita

List of Figures

• Figure 1: Average Scores of Similarity to a Child’s In-Group Across Conditions and Identities

List of Tables

• Table 1: Participant Characteristics Across Conditions
• Table 2: Means (and Standard Deviations) for Posttest Measures Across Conditions and Identities
• Table 3: HLM Results for the Predictors of Children’s Ratings for Group Importance, Happiness, and Similarity
• Table 4: HLM Results for the Interactions of Predictors of Children’s Ratings of Similarity
• Table 5: HLM Results for Predictors of Children’s Ratings for Peer Preferences and Traits
• Table 6: HLM Results for Predictors of Children’s Ratings of Group Competencies
• Table 7: HLM Results for Predictors of Children’s Novel Categorization Task
• Table 8: Percentage of Children who Desired to Change their Shirt to Red, Blue, or Bicolored Across Identities
• Table 9: Percentage of Children who Desired to Change their Shirt to Red, Blue, or Bicolored Across Conditions
• Table 10: Percentage of Children Wanting to Keep their Group Membership
• Table 11: Percentage of Children Wanting to Keep their Group Membership Across Conditions
• Table 12: Percentage of Children Predicting a New Student’s Preference of Shirt Color Across Identities
• Table 13: Percentage of Children by Condition Predicting a New Student’s Preference of Shirt Color Across Conditions
• Table 14: Percentage of Children Predicting a New Student’s Preference of Shirt Color Across Conditions and Identities
• Table 15 Means and Standard Errors of Self-Group Similarity Across Identity
• Table 16: Means and Standard Errors of In-Group Peer Preference Across Conditions
• Table 17: Intergroup Correlation Matrix
• Table 18: Betas of Age, Conformity, and Manipulation on Dependent Variables

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Pure mixed blood: The multiple identities of Amerasians in South Korea

Indiana University
February 2007
256 pages
Publication Number: AAT 3253643

Sue-Je Lee Gage, Assistant Professor of Anthropology
Ithaca University

Submitted to the faculty of the University Graduate School in partial fulfillment of the requirements for the degree Doctor of Philosophy in the Department of  Anthropology, Indiana University

Political and social currents play a role in how identities are ascribed and claimed by Amerasians in South Korea. Amerasians continue to be racialized as “other” within a set of desirable and undesirable qualities. Attitudes are complicated by the effects of globalization, especially the temporary immigration of US military personnel and guest workers, as well as current fashion and aesthetic trends. Within the context of a diversifying Korea, the very nature of “Amerasian” (American and Asian) and “Kosian” (Korean and South Asian) call into question notions of purity and race within the assumed ethnonation of Korea. How “pure” is pure when it comes to people and identity? In what ways do perceived appearances affect experiences?

Many Amerasians subscribe to a presumed racial hierarchy incorporated and contextualized in the countries of their births from a western perspective on “race” in their own identity ascription and claiming. However, this hierarchy is neither simple nor fixed. It is complicated by perceptions and notions of “race” and what it means to be “human.” Class, gender, generation, English-speaking ability, appearance/beauty, parentage, education, and social support networks and organization affiliations also influence attitudes and perceptions. My research examines the local, global, and historical reasons that contribute to the ways Amerasians are perceived, as well as the ways they perceive themselves, including the on-going racial/ethnic/political dialogue within Korea and between Korea, the United States, and the international community.

TABLE OF CONTENTS

• Dedication
• Acknowledgments
• Abstract
• List of illustrations and appendixes
• Note to Reader
• CHAPTER 1. Introduction
  • Methodology
  • Theory
  • Overview of the Book
• Part I: The Thick and Thin of Blood
  • CHAPTER 2. Minjok and the History of Korean Nationalism
    • Pre-Modern Context and Early Korean Interactions with the West
    • Nationalist Movements and the Articulation of Identities
    • US-ROK Relation
    • The More Recent Period
    • Conclusion
  • CHAPTER 3. Racing Self and Otherness in South Korea
    • Racing the Korean Self
    • Representations
    • Racing the Other in Korea
    • Globalization
    • Conclusion
  • CHAPTER 4. The “Amerasian Problem”: Blood, Duty, and Race
    • Representations of Amerasian Identity in the United States
    • Transnational Advocacy Networks Prior to the 1980s
    • Amerasian Policy Formation
    • Conclusion
• Part II: The Purity of Mixed Blood
  • CHAPTER 5. Living “Amerasian”
    • The Legacy of a Name: Looking “American,” Feeling “Korean”
    • American Names & Korean Names
    • Marriage & Breeding Out Amerasian Blood
    • Amerasian Entertainers & Celebrities
    • “Our Country” & Patriotism
    • Redefining and Claiming Amerasian Identity
    • Conclusion
  • CHAPTER 6. “We Want What Everybody Else Wants, to Live”
    • Human Rights, International Community & Globalization
    • From “other” to “Other
    • Immigrating to the US – Why and Why not?
    • Conclusion
• Part III: Globalizing Blood – Intersections and Conclusion
  • CHAPTER 7. Conclusion: Pure Mixed Blood
  • CHAPTER 8. Afterward: Feeling the Want of Something More – ashwiwŏ hada
• Epilogue
• Appendix A Glossary
• Appendix B Illustrations
• Bibliography
• Curriculum Vitae

LIST OF ILLUSTRATIONS

• Figure 1.1 US Military Map of Korea. Highlights the major US military installations – Camp Casey in Tongduch’on, Osan Airbase near Pyongt’aek.
• Figure 1.2 Kyonggi Province (Gyeonggi-do) – Includes Tongduch’on to the north of Seoul, Seoul, and Pyongt’aek to the south of Seoul.
• Figure 1.3 Shalom House Building
• Figure 3.1 Korea Special Tourism sign – “This Facility is for Foreigners, Tourists, and US Soldiers Stationed in Korea Only.”
• Figure 3.2 Club Proof of Inspection by the Second Infantry, US Army in Tongduch’on – “Cheer” is handwritten on the label on the right corner.
• Figure 3.3 Korea Special Tourism Association Club. Exchange Bank located on the Right Side of the Club.
• Figure 3.4 Tongduch’on’s Kijich’on
• Figure 3.5 Molly Holt
• Figure 3.6 Director Woo, Sun-duk and Two Women Working in the Clubs
• Figure 3.7 Advertisement for Whitening Lotion for Men
• Figure 4.1 St. Vincent’s Home Sign
• Figure 5.1 I am Korean
• Figure 5.2 I am Korean
• Figure 5.3 We are Korean
• Figure 5.4 We are Korean
• Figure 5.5 I am Korean
• Figure 5.6 We are Korean
• Figure 5.7 I am Korean
• Figure 5.8 We are Korean
• Figure 5.9 We are Korean
• Figure 5.10 Pearl S. Buck Summer Camp 2002, Picture Taken at the Blue House
• Figure 5.11 Mrs. Chung Rodrigues
• Figure 5.12 Mrs. and Mr. Kang
• Figure 6.1 ACA Students
• Figure 6.2 Sports Day
• Figure 6.3 Durihana ACA Logo
• Figure 6.4 Marriage and Visa Center in Itaewon
• Figure 7.1 The Right to Experience Life
• Figure 8.1 Dance Therapy at Sunlit Sisters’ Center
• Figure 8.2 Family and Me in Tongduch’on
• Figure 8.3 Family in Tongduch’on
• Figure 8.4 Family in Anjong-ri
• Figure 8.5 Family and Me in Anjong-ri
• Figure 9.1 Baby Buddhas

APPENDIXES

• Appendix A Glossary
• Appendix B Illustrations
• Appendix C Map of Tongduch’on with Legend of Clubs and Shops

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In the Middle, In Between: Cultural Hybridity, Community Rejection, and the Destabilization of Race in Percival Everett’s “Erasure”, Adam Mansbach’s “Angry Black White Boy”, and Danzy Senna’s “Caucasia”

Howard University
2011
84 pages
Publication Number: AAT 1495397
ISBN: 9781124728568

Laura R. Perez

A Thesis Submitted to the Faculty of the Graduate School of Howard University In partial fulfillment of the requirements for the Degree of Master of Arts in the Department of English

Cultural hybridity, a term first introduced by post-colonial theorist Homi Bhabha, has been a shifting and difficult to define concept within academic discourse. My thesis will focus on cultural hybridity as the embodiment of a pluralistic identity that encompasses the characteristics or attributes of more than one culture or race. I will examine three contemporary literary works of racial satire—Percival Everett’s Erasure, Adam Mansbach’s Angry Black White Boy, and Danzy Senna’s Caucasia—that present culturally hybrid protagonists and explore the ways in which these protagonists are utilized to destabilize race. Furthermore, I will demonstrate the tensions that this destabilization creates through community rejections of each protagonists’ hybridity – tensions that become inherent to hybridity itself.

My exploration will include an analysis of the protagonists’ hybridity—the ways in which they do not fit into the existing notions of what blackness or whiteness is—and how this hybridity is marginalized by their communities. Following this, I will explicate the protagonists’ responses to their marginalization—their creation of dual identities or alter egos and the racial/psychoanalytic significance of this process. I will draw upon post-colonial and critical race theory writings, as well as Freudian and Lacanian theory, to frame my analysis. But most importantly, I will draw upon the work of scholars—including Marwan Kraidy, Jopi Nyman, Sabrine Broeck, Pnina Werbner, Peter Burke, and Robert Young—to theorize hybridity within my analysis.

Finally, I will examine the novels’ conclusions, during which the protagonists’ dual identities are forcefully merged, and demonstrate the lack of resolution that this merging creates. This examination will reveal that the community rejections of hybridity in each novel are, in themselves, impossible to mediate. Thus, I will prove that each protagonist’s hybrid positioning not only destabilizes race by challenging the concreteness of racial categorizations, but that this positioning, and the community’s response to it, also demonstrates the tensions inherent to hybridity itself. In this way, each text undermines the black-white binary, while also affirming the tensions that result from not willfully engaging in it.

Table of Contents

• Thesis Committee
• ABSTRACT
• CHAPTER 1: INTRODUCTION
  • Background to the Problem
  • Statement of the Problem
  • Review of Literature
  • Theoretical Framework and Methodology
  • Plan of Research
  • Definition of Terms
• CHAPTER 2: PERCIVAL EVERETT’S ERASURE
• CHAPTER 3: ADAM MANSBACH’S ANGRY BLACK WHITE BOY
• CHAPTER 4: DANZY SENNA’S CAUCASIA
• REFERENCES

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Blacks, the white elite, and the politics of nation building: Inter and intraracial relationships in “Cecilia Valdes” and “O Mulato”

Tulane University
May 2006
274 pages
Publication Number: AAT 3275113
ISBN: 9780549253327

Geoffrey Scott Mitchell

A Dissertation Submitted on the Twenty-Sixth day of May 2006 to the Department of Spanish and Portugues in Partial Fulfillment of the Requirments of the Graduate School of Tulate University for the Degree of Doctor of Philosophy

This project is an examination of the novels O Mulato (Aluísio Azevedo, 1889) and Cecilia Valdés (Cirilo Villaverde, 1882) and their call for social reform and a re-examination of the place of blacks in the emerging republics of Brazil and Cuba. Both novels question and criticize social constructs of race while pressing for an improved treatment of both free and enslaved blacks.

This project provides an intellectual history of eighteenth and nineteenth century rac(ial)ist theories that exerted a pronounced influence on Azevedo and Villaverde. Specifically, this section examines physiognomy, phrenology, and craniometry in addition to sociological and anthropological approaches to racial hybridism, the evolutionary theories of Darwin and Spencer, and the geographical determinism of Buckle. Finally, the chapter provides a close reading of Comte’s positivism and its reception by the intelligentsia in Cuba and Brazil.

Azevedo’s O Mulato purports to discredit racial discrimination by white society and the destructive influence of the Catholic clergy in Brazil’s northern province of Maranhão during the 1870s by deploying the metaphor of an unsuccessful, interracial relationship involving a wealthy and educated mulatto and his white, aristocratic cousin. Although Azevedo endeavored to illustrate the problematic nature of racial discrimination and the social compartmentalization of blacks in Brazil—both relics of Portuguese colonialism—he nevertheless succumbed to the racialist ideologies of the nineteenth century and imbued his protagonist with stereotypical characteristics. Although blacks were rising socially via education and the military, Azevedo nevertheless envisioned a future, positivistic republic necessarily led by a white elite.

In Cecilia Valdés, Villaverde deploys an unsuccessful, interracial relationship involving a poor but beautiful, nearly-white mulatta and her aristocratic, half-brother as agents of the policy of whitening. As in O Mulato, the metaphor of an unsuccessful, interracial relationship reveals the difficulty in crossing racial and social castes and thus uniting different socio-economic sectors of the imagined community. Only one intraracial romance involving whites proves to be successful in the novel. This relationship serves as a metaphor indicating that only enlightened whites are capable of leading Cuba out of colonialism and into independence.

TABLE OF CONTENTS

• ACKNOWLEDGMENTS
• 1. INTRODUCTION: SEPARATE AND UNEQUAL
• 2. RACISM’S ROOTS: AN INTELLECTUAL HISTORY OF SELECT RACIALIST THEORIES OF THE NINETEENTH CENTURY
• 3. BLACK MEN, WHITE WOMEN, AND THE FORMATION OF THE POSITIVIST STATE: ALUISIO AZEVEDO AND O MULATO
• 4. FAILED RELATIONSHIPS, FRAGMENTED SOCIETIES: RACE, SEX, AND METAPHOR IN CECILIA VALDES
• 5. CONCLUSION: BLACKS, THE WHITE ELITE, AND PROJECTS FOR NATIONAL IDENTITY
• ENDNOTES
• BIBLIOGRAPHY

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The curious case of Barack Obama: A postracial black man in a racialized world

University of Houston, Clear Lake
July 2009
180 pages
Publication Number: AAT 1471005
ISBN: 9781109355192

Joel G. Carter

THESIS Presented to the Faculty of The University of Houston Clear Lake In Partial Fulfillment of the Requirements for the Degree MASTER OF ARTS THE UNIVERSITY OF HOUSTON-CLEAR LAKE

This thesis discusses the debate over Barack Obama’s race and the role it played in the 2008 presidential election, and analyzes how they expose the mechanisms that operate in a racialized society that still struggles to categorize people into clearly defined and mutually exclusive racial “boxes” and view the categorization as a meaningful basis for social and behavioral analysis, such that after someone has been racially categorized, everything they do can be better understood through a racial lens. This discussion is organized around three racialized storylines: that Obama is (1) not black (enough), (2) black, but not too black, and (3) too black. Obama’s attempts to reshape racial discourse, which were rebuffed by the purveyors of the existing narrative, reveal that he is a postracial black man who exposes the entrenched beliefs about race that belie the notion that the U.S. is close to becoming a postracial nation.

CONTENTS

• INTRODUCTION
• ONE: ON THE THEORY OF POSTETHNICITY
  • Postethnic Dreams from My Father
  • Terminology Disclaimers
  • Pre-emptive Pushback
• TWO: HE’S NOT BLACK (ENOUGH)
  • On Growing up White and Deciding to be Black
  • Genetic Authenticity
  • Cultural Authenticity
  • On Shelby Steele, Bound Men, and Unfortunate Subtitles
• THREE: HE’S BLACK (BUT NOT TOO BLACK)
  • Articulate, Bright, and Clean (Oh My)
  • Obama captivates White People, Wins Iowa
  • Those Amazing, Race-Transcending “Iconic Negroes”
  • The Huxtable Effect: Obama as The Cosby Show’s Dr. Heathcliff Huxtable
• FOUR: HE’S TOO BLACK
  • America’s Black Friend Has a Blacker Friend: Jeremiah Wright
  • The Big Speech on Race, or Obama Throws His Grandmother Under the Bus
  • He’s So Well-Spoken: Obama as the Master of Veiled Racial Rhetoric
  • The Bradley Effect and Hard-Working White Americans
• FIVE: THE ELECTION AND THE AFTERMATH
  • The Bradley Effect is a No-Show
  • On the Alleged Declining Significance of Race
  • A Generational Sea-Change?
• CONCLUSION: DEEPER BLACK IS THE NEW BLACK
• NOTES
• BIBLIOGRAPHY

INTRODUCTION

I stand here knowing that my story is part of the larger American story,… and that, in no other country on earth, is my story even possible.

—Barack Obama

In the middle of a divisive presidential race, and in front of throngs of supporters in Boston and millions of political voyeurs across the country and around the world, a tall, skinny man with light brown skin and a conspicuously deliberate syntax spoke into the microphone at the 2004 Democratic Party National Convention and declared, “There’s not a Black America and a White America and a Latino America and Asian America—there’s the United States of  America.” Moments after the speech concluded, the political pundits were pontificating; the blogs were buzzing. Who was he? What was he? Three months later, he became the Junior Senator from Illinois. Two years later, he became a candidate for president, and 16 months after that, he became his party’s nominee. And that fall, in an electoral landslide victory on November 4, 2008, this man—Barack Obama—became the 44th President of the United States of America. The debate over what he is, and what that answer means for the country he was elected to lead, rages on.

The discourse surrounding Obama’s racial identity, deeply rooted in the complicated history of slavery, anti-miscegenation laws, segregation, and black/white relations in this country, exposes how the United States, collectively, still struggles to categorize people into clearly defined and mutually exclusive racial “boxes” and, after this categorization is made, attempts to view it as a meaningful basis for social and behavioral analysis, such that after a person has been racially categorized, everything he does or doesn’t do can be better (or best) understood through a racial lens. This is organized around what I call “the three memes.” …

…In this thesis, I make no attempt to engage in the sort of analysis that debates dueling definitions of blackness and racial authenticity in an attempt to declare that Obama is or isn’t black. My goal here is not to uncover the “actual” truth about Obama’s racial identity and castigate those who have not been able to do so or those who have tried but reached a conclusion different from my own. I am not looking at the inkblot and attempting to describe its “true nature,” instead, I am looking at the people who are. I dissect some of the statements made by the people who insist, suggest, or imply that a person’s race can be determined by an objective framework—say, the same type of framework that would apply to a determination of a person’s height, weight, or age. By analyzing how people respond to Obama’s racial identity, what I intend to show is that people sometimes speak as if Obama is mistaken when he describes his own racial identity—or, as Walter Benn Michaels might say, they speak as if “there is some fact of the matter independent of the perception.” Instead, I attempt to upend the argument that the U.S. is moving beyond race or is already postracial by showing just how large a force racialized thinking was during the campaign, and still is. The existing assumptions and prevailing conventional wisdom about race drown out what Obama actually says about his own identity and the role race plays in his life. A closer look at his statements—particularly Dreams from My Father, but also throughout his political career—reveals that Obama is more than the ultimate racial Rorschach test: he is a postracial black man, rendered invisible by a thoroughly
racialized society…

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Transcultural Transformation: African American and Native American Relations

University of Nebraska
November 2009
139 pages

Barbara S. Tracy

A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy

The intersected lives of African Americans and Native Americans result not only in Black Indians, but also in a shared culture that is evidenced by music, call and response, and story. These intersected lives create a dynamic of shared and diverging pathways that speak to each other. It is a crossroads of both anguish and joy that comes together and apart again like the tradition of call and response. There is a syncopation of two cultures becoming greater than their parts, a representation of losses that are reclaimed by a greater degree. In the tradition of call and response, by denying one or the other something is lost. Claiming the relationship turns transcultural transformation into a powerful response. Working from Henry Gates’ explanation of signifying combined with Houston Baker’s description of blues literature, I examine signifying, call and response, and blues/jazz elements in the work of three writers to discover the collective lives of African Americans, Native Americans, and Black Indians. In the writing of Black-Cherokee Alice Walker, I look for the call and response of both African and Native American story-ways. I find these same elements in the writing of Spokane/Coeur d’Alene writer Sherman Alexie, in his blues writings and his revision of Robert Johnson’s and other stories. In the work of Creek/Cherokee Craig Womack, I examine a Creek/Cherokee perspective of Black Creeks and Freemen. In all of these works, I find that the shared African American and Native American experience plainly takes place in these works in a variety of ways in which the authors call upon oral and written story, song, and dance, and create a response that clearly signifies the combined power of these shared experiences. This is a fusion of shared traditions with differences that demonstrate the blending of voices and culture between two peoples who have been improvising together for a long time.

Table of Contents

• Abstract
• Acknowledgments
• Introduction: Speaking of Things Yet Unspoken: Native Americans, African Americans, and Black Indians
• 1. The Red-Black Center of Alice Walker’s Meridian: Asserting a Cherokee Womanist Sensibility
• 2. Crossroads: The African American and Native American Blues Matrix in Sherman Alexie’s Reservation Blues
• 3. “Red is Red”: Transcultural Convergence and Craig Womack’s Drowning in Fire
• Conclusion: Common Ground: Let the Music Start
• Works Cited

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Racial Queer: Multiracial College Students at the Intersection of Identity, Education and Agency

University of Texas, Austin
May 2010
495 pages

Aurora Chang-Ross

A Dissertation Presented to the Faculty of the Graduate School of The University of Texas a Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin

Racial Queer is a qualitative study of Multiracial college students with a critical ethnographic component. The design methods, grounded in Critical Race Methodology and Feminist Thought (both theories that inform Critical Ethnography), include: 1) 25 semi-structured interviews of Multiracial students, 2) of which 5 were expanded into case studies, 3) 3 focus groups, 4) observations of the sole registered student organization for Multiracial students on Central University’s campus, 5) field notes and 6) document analysis. The dissertation examines the following question: How do Multiracial students understand and experience their racialized identities within a large, public, tier-one research university in Texas? In addition, it addresses the following sub-questions: How do Multiracial students experience their racialized identities in their everyday interactions with others, in relation to their own self-perceptions and in response to the way others perceive them to be? How do Multiracial students’ positionalities, as they relate to power, privilege, phenotype and status, guide their behavior in different contexts and situations?

Using Holland et al.’s (1998) social practice theory of self and identity, Chicana Feminist Theory, and tenets of Queer Theory, this study illustrates how Multiracial college students utilize agency as racial queers to construct and negotiate their identities within a context where identity is both self-constructed and produced for them. I introduce the term, racial queer, to frame the unconventional space of the Multiracial individual. I use this term not to convey sexuality, but to convey the parallels of queerness (both as a term of empowerment and derogation) as they pertain to being Multiracial. In other words, queerness denotes a unique individuality as well as a deviation from the norm (Sullivan, 2003; Warner, 1993; Gamson, 2000).

The primary purpose of this study is to illustrate the agentic ways in which Multiracial college students come to understand and experience the complexity of their racialized identity production. Preliminary findings suggest the need to expand the scope of racial discourses to include Multiracial experiences and for further study of Multiracial students. Their counter-narratives access an otherwise invisible student population, providing an opportunity to broaden critical discourses around education and race.

Table of Contents

• Chapter One: Introduction
  • An Autobiographical Preface
  • Overview of Study
  • Research Question
  • Importance of the Topic
  • Outline of Study
• Chapter Two: Literature Review
  • Introduction
  • Critical Race Theory and the Social Construction/Lived Experience of Race
  • The Multiracial Population – The Census: “Check One or More”
  • Historical Origins of Multiraciality in the United States.
  • Multiracials as Underrepresented Group – One Step Forward or Backward?
  • Racial Identity Development Theories and Models – An Overview
  • Multiracial College Students
  • Student Development Theory & Campus Climate
  • Education and Multiracial Students
  • Conceptual Framework
    • Introduction
    • Social Practice Theory of Self and Identity
    • Chicana Feminist Theory
    • Tenets of Queer Theory
    • Racial Queer
• Chapter Three: Methodology
  • Reflections of a Multiracial Researcher
  • Genealogy of Methodology
  • Research Overview
  • Why Qualitative Research?
  • Setting
  • Participants
  • Selection Criteria
  • Counter Storytelling
  • Methods Rooted in Feminist Thought
  • Observations
  • Field Notes
  • Interviews
  • Case Studies
  • Focus Groups
  • Data Management and Analysis
  • Researcher’s Positionality
  • Making Sense of Methods
• Chapter Four: Portraits of Racial Queers
  • Introduction to Participant Narratives
  • Participant Narratives
    • Dee-Dee
    • Solomon
    • May
    • Jonathan
    • Melissa
    • Conclusion
• Chapter Five: Themes – Understanding and Experiencing Multiracial
  • Identity
  • Introduction
  • Racial Rubric – “I don’t have a racial rubric to follow.”
  • Racial Disclosure – “I couldn’t be passive about it. And I just told this girl, No! I am Hispanic!”
  • Identity Fusion – “There’s little way of being able to separate all of those identities out.”
  • Multiracial Entitlement–“ I felt more entitled to the [Multiracial] label.”
  • Development of Portraits/Narratives
  • Discussion
  • Agency
  • Culturally Responsive Teaching and Hidden Curriculum
  • Conclusion
• Chapter Six: Multiracial Students in the Daily Practice of Schooling
  • Introduction
  • Learning the meaning of race at school
  • General Findings
    • Identity
    • Findings Specific to Multiracial Identity
    • The Politics of racial identification terminology
    • Negotiating and Strategizing – Racial Identity and Relationships
    • Phenotype Matters
    • Collective Experiences – Multiracials as Community
    • Skills, Intuition and Perspective – Lessons in Constructing Multiracial Identity
    • Implications and Significance
    • Expansion of Racial Discourses-Challenging Racial
    • Inclusivity
    • Rethinking and Reevaluating of Educational Public Policies
  • Final Thoughts
  • Reflections of a Native Researcher
  • Recommendations for Future Research
  • Lessons Learned
• Appendix
  • -A Brief Genealogy
  • -Email to Participants
  • -Interview Questions and Prompts
  • -Informed Consent to Participate In Research
• References
• Vita

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