Mixed Race Studies

Biracial and Multiracial Students: New Directions for Student Services, Number 123

Jossey-Bass an imprint of John Wiley & Sons
October 2008
88 pages
Paperback ISBN: 978-0-470-42219-9

Edited by

Kristen A. Renn, Associate Professor of Higher, Adult, and Lifelong Education
Michigan State University

Paul Shang, Assistant Vice President and Dean of Students
University of Oregon

Editors and contributors of this important work have designed it to meet the needs of student affairs professionals who have previously had few resources on which to draw in understanding the experiences and identities of mixed race students.

Within a multiracial framework, the authors address the contemporary context for understanding racial issues on campus; several approaches to identity developments; experiences of students and faculty; and student services, programs, and policy, including a Canadian perspective.

A substantial amount of literature addresses developmental and service needs of monoracial students of color (Asian and Pacific Islander, Black, Latino, Native American), Student affairs educators have observed an increase in the number of biracial and multiracial college students: students who have parents from more than one federally defined racial or ethnic background such as Asian-White, Latino-Black, or Native-White-Latino. According to data from the U.S. Census Bureau, this population is only going to increase. This volume is sure to become an indispensable resource for student affairs professionals serving the needs of this increasing student population.

This is the 123nd volume of the Jossey-Bass quarterly report series New Directions for Student Services, an indispensable resource for vice presidents of student affairs, deans of students, student counselors, and other student services professionals.

Each issue of New Directions for Student Services offers guidelines and programs for aiding students in their total development: emotional, social, physical, and intellectual.

Table of Contents

Editor’s Notes

1. An Introduction to Social and Historical Factors Affecting Multiracial College Students (Paul Shang)
   This chapter introduces the volume by describing social and higher education challenges that impact the identities and experiences of traditional age biracial and multiracial college students.
2. Research on Biracial and Multiracial Identity Development: Overview and Synthesis (Kristen A. Renn)
   This chapter presents three main bodies of research on identity development of biracial and multiracial college students: foundational theories, ecological models, and psychological studies of the impact of multiracial identity.
3. Exploring the Experiences and Self-Labeling of Mixed-Race Individuals with Two Minority Parents (Donna M. Talbot)
   A student development researcher describes a qualitative study of ten mixed-race young adults whose parents are from different minority monoracial groups (Black, Latino/Hispanic, Asian, or Native American).
4. Student Perspectives on Multiracial Identity (Alissa R. King)
   In the context of research on multiracial student experiences, this chapter provides personal reflections of a multiracial individual on campus at a time when Who am I? and What are you? questions prevail.
5. Multiracial Student Services Come of Age: The State of Multiracial Student Services in Higher Education in the United States (Michael Paul A. Wong, Joshua Buckner)
   The authors describe emerging services to serve multiracial students, the service traditions from which these services evolve, how they are staffed, and their relationships with student organizations.
6. The Space in Between: Issues for Multiracial Student Organizations and Advising (C. Casey Ozaki, Marc Johnston)
   Based on research and experience working with multiracial student organizations and leaders, the authors describe the functions and challenges of these student groups and provide suggestions for student affairs educators who work with them.
7. Being Multiracial in a Wired Society: Using the Internet to Define Identity and Community on Campus (Heather Shea Gasser)
   This chapter describes established and emerging technologies, including online social networking, blogs, and wikis, that affect how multiracial students form communities and express their identities.
8. Bicultural Faculty and Their Professional Adaptation (Michael J. Cuyjet)
   An associate professor and graduate school dean describes the ways that minority faculty members, monoracial and biracial, must learn to be bicultural to thrive in the dominant culture of higher education at predominantly White institutions.
9. Looking North: Exploring Multiracial Experiences in a Canadian Context (Leanne Taylor)
   A Canadian scholar describes a particular context for understanding mixed-race college student experiences outside the United States and raises questions for higher education policy and student services practice.
10. Student Affairs and Higher Education Policy Issues Related to Multiracial Students (Angela Kellogg, Amanda Suniti Niskodé)
    This chapter describes student affairs policy issues that have particular impact on multiracial students, such as collecting and reporting data on student race/ethnicity, implementing campus programs and services, and enacting affirmative action.

Notes

The Libertine Colony: Creolization in the Early French Caribbean

Duke University Press
May 2005
408 pages
19 b&w photographs
Cloth ISBN: 0-8223-3453-4, ISBN13 978-0-8223-3453-8
Paperback ISBN: 0-8223-3465-8, ISBN13 978-0-8223-3465-1

Doris Garraway, Associate Professor of French
Northwestern University

Presenting incisive original readings of French writing about the Caribbean from the inception of colonization in the 1640s until the onset of the Haitian Revolution in the 1790s, Doris Garraway sheds new light on a significant chapter in French colonial history. At the same time, she makes a pathbreaking contribution to the study of the cultural contact, creolization, and social transformation that resulted in one of the most profitable yet brutal slave societies in history. Garraway’s readings highlight how French colonial writers characterized the Caribbean as a space of spiritual, social, and moral depravity. While tracing this critique in colonial accounts of Island Carib cultures, piracy, spirit beliefs, slavery, miscegenation, and incest, Garraway develops a theory of “the libertine colony.” She argues that desire and sexuality were fundamental to practices of domination, laws of exclusion, and constructions of race in the slave societies of the colonial French Caribbean.

Among the texts Garraway analyzes are missionary histories by Jean-Baptiste Du Tertre, Raymond Breton, and Jean-Baptiste Labat; narratives of adventure and transgression written by pirates and others outside the official civil and religious power structures; travel accounts; treatises on slavery and colonial administration in Saint-Domingue; the first colonial novel written in French; and the earliest linguistic description of the native Carib language. Garraway also analyzes legislation—including the Code noir—that codified slavery and other racialized power relations. The Libertine Colony is both a rich cultural history of creolization as revealed in Francophone colonial literature and an important contribution to theoretical arguments about how literary critics and historians should approach colonial discourse and cultural representations of slave societies.

Table of Contents

• Illustrations
• Preface
• Introduction: Creolizaton in the Old Regime Chapter One: Border of Violence, Border fo Desire: The French and the Island Caribs
• Chapter Two: Domestication and the White Noble Savage
• Chapter Three: Creolization and the Spirit World: Demons, Violence, and the Body
• Chapter Four: The Libertine Colony: Desire, Miscegenation, and the Law
• Chapter Five: Race, Reproduction, and Family Romance in Saint-Domingue
• Conclusion
• Notes
• Works Cited
• Index

Implications of Racial Self-Identification, Racial Ancestry, and Racial Context for Depressive Symptoms, Achievement, and Self-Esteem Among Multiracial Adolescents

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

Melissa Herman, Assistant Professor, Sociology
Dartmouth University

This paper describes the impact of racial self-identification, racial ancestry, and racial composition of contexts on measures of depressive symptoms, achievement, and self-esteem among 1,417 multiracial youth and 7,310 monoracial youth ages 14-19. Comparisons are made both between multi- and monoracial groups, and within groups of multiracial respondents who self-identify in different single-race categories. Results show that racial ancestry, self-identification, and context are significantly related to these developmental outcomes. For multiracial youth, self-identifying as Black or Hispanic is associated with lower grades while simply having Black ancestry (regardless of self-identification) is not. Net of other factors, neither ancestry nor identification appear to have a significant impact on depressive symptoms among monoracial students but they have a significant impact for multi-racial part-Blacks and part-Hispanics. Racial context showed a significant impact only for neighborhood: the lower percentage of whites in a multiracial youth’s neighborhood, the lower his or her grades.

Read the entire paper here.

Crossing the Line: Racial Passing in Twentieth-Century U.S. Literature and Culture

Duke University Press
July 2000
272 pages
12 b&w photographs
Cloth ISBN: 0-8223-2479-2, ISBN13: 978-0-8223-2479-9
Paperback ISBN: 0-8223-2515-2, ISBN13: 978-0-8223-2515-4

Gayle Wald, Professor of English
George Washington University

As W. E. B. DuBois famously prophesied in The Souls of Black Folk, the fiction of the color line has been of urgent concern in defining a certain twentieth-century U.S. racial “order.” Yet the very arbitrariness of this line also gives rise to opportunities for racial “passing,” a practice through which subjects appropriate the terms of racial discourse. To erode race’s authority, Gayle Wald argues, we must understand how race defines and yet fails to represent identity. She thus uses cultural narratives of passing to illuminate both the contradictions of race and the deployment of such contradictions for a variety of needs, interests, and desires.

Wald begins her reading of twentieth-century passing narratives by analyzing works by African American writers James Weldon Johnson, Jessie Fauset, and Nella Larsen, showing how they use the “passing plot” to explore the negotiation of identity, agency, and freedom within the context of their protagonists’ restricted choices. She then examines the 1946 autobiography Really the Blues, which details the transformation of Milton Mesirow, middle-class son of Russian-Jewish immigrants, into Mezz Mezzrow, jazz musician and self-described “voluntary Negro.” Turning to the 1949 films Pinky and Lost Boundaries, which imagine African American citizenship within class-specific protocols of race and gender, she interrogates the complicated representation of racial passing in a visual medium. Her investigation of “post-passing” testimonials in postwar African American magazines, which strove to foster black consumerism while constructing “positive” images of black achievement and affluence in the postwar years, focuses on neglected texts within the archives of black popular culture. Finally, after a look at liberal contradictions of John Howard Griffin’s 1961 auto-ethnography Black Like Me, Wald concludes with an epilogue that considers the idea of passing in the context of the recent discourse of “color blindness.”

Wald’s analysis of the moral, political, and theoretical dimensions of racial passing makes Crossing the Line important reading as we approach the twenty-first century. Her engaging and dynamic book will be of particular interest to scholars of American studies, African American studies, cultural studies, and literary criticism.

Table of Contents

• Preface
• Acknowledgments
• Introduction: Race, Passing, and Cultural Representation
• 1. Home Again: Racial Negotiations in Modernist African American Passing Narratives
• 2. Mezz Mezzrow and the Voluntary Negro Blues
• 3. Boundaries Lost and Found: Racial Passing and Cinematic Representation, circa 1949
• 4. “I’m Through with Passing”: Postpassing Narratives in Black Popular Literary Culture
• 5. “A Most Disagreeable Mirror”: Reflections on White Identity in Black Like Me
• Epilogue: Passing, “Color Blindness,” and Contemporary Discourses of Race and Identity
• Notes
• Bibliography
• Index

Sex, Segregation, and the Sacred after Brown

The Journal of American History
Volume 91, No. 1
June 2004
pp. 119–144

Jane Dailey, Associate Professor of American History
University of Chicago

The religious history of the civil rights movement is strangely one-sided. “God was on our side,” the activists have said, and scholars have tended to agree. But the opponents of civil rights also used religion in their cause. Jane Dailey argues that historians have underestimated the role of religion in supporting segregation as well as in dismantling it. Viewing the civil rights movement as a contest over Christian orthodoxy helps explain the arguments made by both sides and the strategic actions they took. Dailey examines the connections among antimiscegenation anxiety, politics, and religion to reveal how deeply interwoven Christian theology was in the segregation ideology that supported the discriminatory world of Jim Crow.

…This article explores how religion served as a vessel for one particular language crucial to racial segregation in the South: the language of miscegenation. It was through sex that racial segregation in the South moved from being a local social practice to a part of the divine plan for the world. It was thus through sex that segregation assumed, for the believing Christian, cosmological significance. Focusing on the theological arguments wielded by segregation’s champions reveals how deeply interwoven Christian theology was in the segregationist ideology that supported the discriminatory world of Jim Crow. It also demonstrates that religion played a central role in articulating not only the challenge that the civil rights movement offered Jim Crow but the resistance to that challenge…

…Although rebutted at the time and later, Ariel’s argument remained current through the middle of the twentieth century, buttressed along the way by such widely read books as Charles Carroll’s The Negro a Beast (1900) and The Tempter of Eve (1902), both of which considered miscegenation the greatest of sins. Denounced for its acceptance of separate creations, The Negro a Beast was nonetheless enormously influential. Recalling the door-to-door sales campaign that brought the book to the notice of whites across the South, a historian of religion lamented in 1909 that “during the opening years of the twentieth century it has become the Scripture of tens of thousands of poor whites, and its doctrine is maintained with an appalling stubbornness and persistence.” In this tradition, miscegenation—or, more commonly, amalgamation or mongrelization—was the original sin, the root of all corruption in humankind.

The expulsion from Paradise did not solve the problem of miscegenation. By the time of Noah race mixing was so prevalent that, in the words of one civil rights–era pamphleteer, “God destroyed ‘all flesh’ in that part of the world for that one sin. Only Noah was ‘perfect in his generation’ … so God saved him and his family to rebuild the Adamic Race.” That perfection did not last long, however; according to some traditions, the cursed son of Ham, already doomed to a life of servitude, mixed his blood with “pre-Adamite negroes” in the Land of Nod. Again and again God’s wrath is aroused by the sin of miscegenation, and the people feel the awful weight of his punishment: Sodom and Gomorrah were destroyed for this sin, as was the Tower of Babel, where, in a failed effort to protect racial purity, God dispersed the peoples across the globe. King Solomon, “reputed to be the wisest of men, with a kingdom of matchless splendor and wealth was ruined as a direct result of his marrying women of many different races,” and the “physical mixing of races” that occurred between the Israelites and the Egyptians who accompanied Moses into the wilderness “resulted in social and spiritual weakness,” leading God to sentence the Exodus generation to die before reaching the Promised Land. For evidence that the God of Noah remained as adamantly opposed to racial mixing as ever, white southern believers could look back a mere fifteen years to the Holocaust. The liquidation of six million people was caused, D. B. Red explained in his pamphlet Race Mixing a Religious Fraud (c. 1959), by the sexual “mingling” of the Jews, who suffered what Red represents as God’s final solution to the miscegenation problem: “Totally destroy the people involved.” Here, surely, was proof that segregation was “divine law, enacted for the defense of society and civilization…

Read the entire article here.

The Age of Jim Crow

W. W. Norton & Company
October 2008
434 pages
5.4 × 8.2 in
Paperback ISBN 978-0-393-92758-0

Jane Dailey, Associate Professor of American History
University of Chicago

America’s racial history has been marked by both hard-won progress and sudden reversals of fortune.

In The Age of Jim Crow, Jane Dailey introduces readers to a fascinating collection of documents on race and segregation in America that were created between the end of the Civil War and the emergence of the Civil Rights Movement a century later.  Organized around two themes, Dailey highlights the role of law in creating, maintaining, and — ultimately — helping to undo segregation.   She also traces the effects of interracial sex and marriage as they shaped the era of Jim Crow.  The Age of Jim Crow focuses throughout on sexuality and gender politics as they play out across the legal, social and economic, political, and cultural arenas.

View the Table of Contents here.