Mixed Race Studies

An Exploration of Healthy Adjustment in Biracial Young Adults

Univesity of California, Davis
2008
175 pages

Tamu Corrine Nolfo

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

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

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

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

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

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

Read the entire dissertation here.

Growing Up Biracial in a Southern Elementary School

Georgia Southern University
May 2009
139 pages

Julie Kight

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

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

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

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

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

Read the entire dissertation here.

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

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

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

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

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

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

Read the entire article here.

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

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

Alissa Renee King

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

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

Purchase the dissertation here.

Time to drop racial categories in census

The Chicago Tribune
2012-08-16

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

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

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

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

Read the entire opinion piece here.

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

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

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

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

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

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

Race

Poem via Poetry Foundation from:

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

Elizabeth Alexander

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

Read the entire poem here.

Susan Graham Discusses Project RACE

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

Tiffany Rae Reid, Host

Susan Graham, Executive Director
Project RACE

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

Play in your default player here.

Hopes Spring Eternal: ‘Three Strong Women,’ by Marie NDiaye

The New York Times
2012-08-10

Fernanda Eberstadt

Americans have a curiously limited vision of France. We may be wild about Chanel sunglasses, Vuitton handbags, Champagne or Paris in the spring, but when it comes to the kinds of contemporary French culture that can’t be bought in a duty-free shop, most of us draw a blank. Luckily, this veil of benign ignorance is being lifted as publishers in the United States introduce American readers to a new generation of hugely gifted French writers who are reworking the boundaries of fiction, memoir and history (Emmanuel Carrère, Laurent Binet, the American-born Jonathan Littell) or of high art and snuff lit (Michel Houelle­becq). Among the recent crop of writers just reaching the top of their game, Marie NDiaye, born in 1967 and now living in Berlin, is pre-eminent.

NDiaye’s career has been stellar. When she was 18, the legendary editor Jérôme Lindon (best known as Samuel Beckett’s champion) published her first novel to high critical acclaim. Her subsequent fiction and plays have won numerous prizes and distinctions. (NDiaye’s “Papa Doit Manger,” or “Daddy’s Got to Eat,” produced in 2003, is the only play by a living woman to have entered the repertory of the ­Comédie-Française.) “Three Strong Women” — NDiaye’s most recent novel — won the Prix Goncourt when it appeared in 2009 and made her, according to a survey by L’Express-RTL, the most widely read French author of the year…

…The expectation — whether menacing or well meaning — that NDiaye should “represent” multiracial France, or be considered a voice of the French African diaspora, has often dogged her. In fact, as NDiaye is at pains to make clear, she scarcely knew her Senegalese father, who came to France as a student in the 1960s and returned to Africa when she was a baby. Raised by her French mother — a secondary school science teacher — in a housing project in suburban Paris, with vacations in the countryside where her maternal grandparents were farmers, NDiaye describes herself as a purely French product, with no claim to biculturalism but her surname and the color of her skin. Nonetheless, the absent father — charismatic, casually cruel, voraciously selfish — haunts NDiaye’s fiction and drama, as does the shadow of a dreamlike Africa in which demons and evil portents abound, where the unscrupulous can make overnight fortunes and, with another turn of the wheel, find themselves rotting in a jail cell…

Read the entire review here.

Fatal Invention: How Science, Politics, and Big Business Re-create Race in the Twenty-First Century

The New Press
Spring 2011
512 pages
6.125  x 9.25 inches
Hardcover ISBN: 978-1-59558-495-3

Dorothy Roberts, George A. Weiss University Professor of Law and Sociology; Raymond Pace and Sadie Tanner Mossell Alexander Professor of Civil Rights
University of Pennsylvania

A powerful new argument from a leading intellectual that explores how today’s cutting-edge genetic science helps perpetuate inequality in a “post-racial” America

While embracing a racial ideology rooted in genetics, Americans are accepting a genetic ideology rooted in race that makes everyone responsible for managing their own lives at the genetic level instead of eliminating the social inequalities that damage our entire society.
—From Fatal Invention

A decade after the Human Genome Project proved that human beings are not naturally divided by race, the emerging fields of personalized medicine, reproductive technologies, genetic genealogy, and DNA databanks are attempting to resuscitate race as a biological category written in our genes.

In this provocative analysis, leading legal scholar and social critic Dorothy Roberts argues that America is once again at the brink of a virulent outbreak of classifying population by race. By searching for differences at the molecular level, a new race-based science is obscuring racism in our society and legitimizing state brutality against communities of color at a time when America claims to be post-racial.

Moving from an account of the evolution of race—proving that it has always been a mutable and socially defined political division supported by mainstream science—Roberts delves deep into the current debates, interrogating the newest science and biotechnology, interviewing its researchers, and exposing the political consequences obscured by the focus on genetic difference. Fatal Invention is a provocative call for us to affirm our common humanity.