Mixed Race Studies

5 Shades of Pink: A Coerced Identity

In cooperation with The Graduate Association of Rhetoric and Performance Studies.
A Graduate Thesis Performance Exploring Biracial Identity in the 19th Century.

Monroe Lecture Center Theater
California Avenue, South Campus
Hofstra University
2009-03-19 19:30 (Local Time)

by Melissa J. Edwards
Hofstra University

This performance explores the influences of the 1859 play The Octoroon by Dion Boucicault, miscegenation laws, and the U.S. Census on biracial identity.  All these factors are used in the analysis of the racial identity of [“Pinky”] Sally Maria Diggs, a 9-year-old girl whose freedom was purchased by the congregation [for $900 USD on 1860-02-05] of Plymouth Church, Brooklyn, through the efforts of the Reverend Henry Ward Beecher and his associates.  The performance is intended to educate and present the theories of social impact on racial identity while providing historical fact and content.

“Freedom Ring” by Eastman Johnson, from the Brooklyn Daily Eagle, 1934-03-21, p. 1
Courtesy of the Brooklyn Public Library

Performing Bi- and Multi-Racial Identity

Paper presented at the annual meeting of the NCA 94th Annual Convention, TBA
San Diego, California
2008-11-20

13 pages

Melissa J. Edwards
Hofstra University

Bi or Multi Racial identity is not clearly defined within American racial terms. This performative criticism of Kristen A. Renn’s study of college age students who identified themselves as biracial explains the historical, governmental, and social reasons for confusion or the lack of clarification of identity among this group. I explore this phenomenon through various theoretical analyses culminating with a written performance expressing the frustration of the students in this racial identity limbo.

Read the entire paper here.

Gaining Interactional Leverage: School Racial Compositions and Multiracial Youths

Paper presented at the annual meeting of the American Sociological Association
Hilton San Francisco & Renaissance Parc 55 Hotel
San Francisco, California
2004-08-14
44 pages

Simon Cheng,  Associate Professor of Sociology
University of Connecticut

One of the most important changes in the contemporary American population is the rapid increase of biracial youths. Given the ongoing interest by sociologists and other social scientists in the potentially difficult life experiences and the social advantages that are associated with biracial youths’ identity formation and peer affiliation, I ask: To what extent are biracial adolescents’ life experiences shaped by contextual factors and types of biracial status? Using data from the National Longitudinal Study of Adolescent Health of 1994-95, I distinguish between white biracial and non-white biracial adolescents, and examine the contextual effects of school racial compositions on three measures of psychological states—school attachment, general happiness, and psychological disorder. Analyses provide evidence that school racial compositions affect the school attachment of monoracial, white biracial, and non-white biracial adolescents in different ways. For monoracial adolescents, their school attachment increases as the number of their same-race students increases in schools. Whereas school racial compositions show no effect on the school attachment of white biracial adolescents, non-white biracials’ school attachment increases only in schools with large proportions of racial minority students, and these effects are the strongest among all the racial groups explored in this study. The contextual effects of school racial compositions disappear when applied to outcome variables that are less related to school environments, such as students’ general happiness and symptoms of psychological disorder. Theoretical implications of these patterns are discussed at the end of this study.

Read the entire paper here.

Parental Communication and Its Influence on Biracial Identity

Paper presented at the annual meeting of the NCA 93rd Annual Convention, TBA
Chicago, IL
2007-11-15

27 pages
 
Carolyn Brooks

The Biracial identity development process has long been overlooked in society and in research. Few models exist and those models in existence are mostly descriptive. This paper focused on one of the major influential factors in a child’s identity development process – parental communication. The Parental Racial Socialization Communication Model (PRSC) is proposed. A parent’s view of the child’s Biracialness and view of the world impact two dimensions that construct a parent’s communication style. Those two dimensions are the approach technique and valence of racial socialization. Four parental racial socialization styles are created from those two dimensions and are examined as predictors of the child’s ethnic identity label (border, protean, transcendent, and traditional) and their racial-esteem (feelings associated with the label). This model is helpful for counseling practitioners working with this population and for the parents of Biracial children who want information on how best to communicate with their children. The Parental Racial Socialization Communication Model is a needed addition to the limited literature on Biracial identity development.

Introduction

A topic that has gained much interest over the past few decades is that of Biracial identity. The 2000 Census, which was the first Census providing individuals with the option of identifying with more than one racial group, made it clear that the number of Biracial individuals in the United States is increasing rapidly (Buckley & Carter, 2004). Before this, the historical One-Drop Rule, which stated that an individual with as little as one drop of Black blood would be considered Black, was prevalent (Rockquemore & Brunsma, 2004). Therefore, some concluded that Black identity models were sufficient for Black/White Biracial individuals. In the 1980’s, researchers began to recognize that Biracial individuals experience racial issues differently than Blacks and have begun to delve into various investigations to see what factors influence Biracial identity development. (Rockquemore & Brunsma, 2004).

The concept “Bi-racial identity,” however, is rarely defined or understood in any consistent manner in the existing literature. In many ways, Biracial identity appears to be a primitive term. However, various researchers examine Biracial identity in quite dissimilar ways, suggesting that the term Biracial identity is far from being understood. I define Biracial identity as an “emergent category of identification” (Rockquemore, 1998, p. 199) – singular, border, protean, or transcendent – for people with parents that are of “two different socially designated racial groups” (Root, 1996, p. ix). This identification, from which one attempts to gain a sense of self, is a choice based on a continuous process of interactions with one’s family, social network, and society, which are largely influenced by one’s appearance. The central question to be explored here is how parents of Biracial children communicatively influence their child’s Biracial identity development.

This question is not one that appears in most of the literature on this topic. The majority of the models proposed in this field are descriptive, based on qualitative data, and lack process. Thus, an understanding of what factors and how the factors influence Biracial identity has not yet been achieved. Although prior work has primarily been descriptive, they provide a substantial foundation upon which more predictive models can be built (Poston, 1990). The literature on racial identity suggests that parental influence is important in the identity development of their children, as parents are the “primary socializing agents” of their children (Hughes, 2003, p. 15). Hence, the scope of this paper is to examine one of those factors – parental influence and develop a model that has a process and predictive power. The following review of the Biracial identity literature will reveal just how integral parental influence seems to be in the racial identity process for Biracial children…

Read the entire paper here.

Biracial Identity Development in Black/White Biracial Individuals

Paper presented at the annual meeting of the American Sociological Association
Montreal Convention Center
Montreal, Quebec, Canada
2006-08-11

21 pages

Monique Porow

An increase in the population of biracial individuals in the U.S. has caused the proliferation of theories of biracial identity development and maintenance. Presently theories on biracial identity development do not fully capture the complexity of biracial identity formation for the black/white biracial population in the twenty-first century. In my work I conceptualize identity categories for biracial individuals that reflect this complexity. I present a model of biracial identity development that reevaluates the weight given to specific influences on identity, and explores the complexity of various influences on racial identity. In this model I identify previous models of racial identity formation for biracial individuals and expand these models to include dynamics of this process that are neglected. This new model will elaborate on existing models of racial identity development, and will stress the two factors I believe influence the racial identity formation process most: an individual’s appearance and the neighborhood’s tolerance of a biracial identity. The model suggests that these two factors, along with other factors, contribute to biracial individuals choosing a black, white, or biracial identity, developing a marginal identity, fluctuating between a singular or biracial identity circumstantially, or an individual choosing not to adopt a racial identity at all. This work also attempts to add to the body of literature on biracial identity by explicitly identifying the ways in which culture and racial identity diverge in the black/white racial population.

Read the entire paper here.

People of God, Children of Ham: Making black(s) Jews

Journal of Modern Jewish Studies
Volume 8, Issue 2 (July 2009)
pages 237 – 254
DOI: 10.1080/14725880902949551

Bruce Haynes, Associate Professor of Sociology
University of California, Davis

Taxonomies inherited from the nineteenth century have shaped the discourse surrounding the racial identity and supposed roots of Ethiopian immigrants to Israel. Through their interactions with just a few colonial actors, some of whom were Christian missionaries, others who were Jewish Zionists, a small group of young Falashas developed an elite status in Ethiopia as the true lost Jews in Africa. While most historians specializing in the history of Ethiopia do not believe the Beta Israel are a “lost tribe” of the ancient Israelites, Ethiopian immigrants have altered their self-conceptions over the past hundred years and come to see themselves as both black and Jewish.  This essay offers an alternative reading of the Beta Israel narrative, and asserts that the transformation of their social identities are embedded in a political process of racialization tied to racial ideology, and both secular and religious institutions and the State. In the process of incorporation into western society, their social identities have been transmogrified from religious others in Ethiopia to co-religionists yet racial others in Israel.

Read or purchase the article here.

Narrating the Racial Self: Symbolic Boundaries and the Reference Group Identification Among Biracial Black Jews

Paper presented at the annual meeting of the American Sociological Association
Marriott Hotel, Loews Philadelphia Hotel
Philadelphia, PA
2005-08-12

45 pages

Bruce Haynes, Associate Professor
Sociology Depertment
University of California at Davis

Few studies of bi-racial or multiracial identity have considered the symbolic boundaries people use to establish their reference group identification to different social groups.  This analysis focuses on the ontological dimensions of social identification (Hart 1996) by considering the symbolic boundaries social actors use to emplot their life stories and claim membership in two distinct American ethno-racial groups, Blacks and Jews. The analysis seeks to answer two related questions: 1) How do self-identified Black and Jewish biracial individuals utilize symbolic boundaries in their personal narratives to claim membership in two publically recognized mutually exclusive groups? 2) To what degree traditional ethno/racial social boundaries have weakened as markers for social identification.  Although the content of any individual Black-Jewish identity is variable, many subjects report a “double-minority” status as both Black and Jewish, while others articulate identities as “Black Jews.”  The reproduction of Black and Jewish identity along traditional racial and ethnic group boundaries challenges both the presumed path towards the majority culture that is predicted by classic assimilation models, and romantic notions that the impact of race and the one drop rule has declined at the dawn of the twenty-first century.

Introduction

The following analysis uses the intersection of Jewish and Black reference group identification as a way to explore the degree to which traditional ethno/racial social boundaries have weakened as markers for social identification among self-identified bi-racial Black and Jewish Americans. The data for this study is drawn from eleven in-depth life history interviews of self-identified Black and Jewish bi-racial people; five men and six women were selected who range from 22 to 46 years of age.

Self-identified bi-racial Black and Jewish Americans claim membership in two American ethno/racial groups that have historically been understood to be mutually exclusive. While holding a particular reference group identity is ultimately a matter of self-identifying with a specific group (Putnam 1993, 114), being both Black and Jewish requires making claims on both Black and Jewish collectives. Identity by definition carries consequences; otherwise it wouldn’t hold such salience to the orientations of social actors (Jenkins 1996)…

Read the entire paper here.