Mixed Race Studies

Race Mixture in Nineteenth-Century U.S. and Spanish American Fictions: Gender, Culture, and Nation Building (review)

The Americas
Volume 62, Number 2, October 2005
pages 280-281
DOI: 10.1353/tam.2005.0157

Nancy E. Castro
University of Illinois, Urbana-Champaign

Race Mixture in Nineteenth-Century U.S. and Spanish American Fictions: Gender, Culture, and Nation Building. By Debra J. Rosenthal. Chapel Hill: University of North Carolina Press, 2004. Pp. x, 182. Notes. Bibliography. Index.

This study adds to the growing body of scholarship in transamerican studies that, as Rosenthal puts it, “rezones the hemisphere” (p. 1). Her specific contribution focuses on nineteenth-century U.S. and Spanish American narrative, specifically Andean and Cuban works. Its theme, like that of the 2002 critical anthology she co-edited with Monika Kaup, is race mixture or miscegenation, which Rosenthal deems “formative in the history of the Americas primarily in terms of cultural constitution, political organization, nation building, civil identity, and . . . literary expression” (Ibid.). “Racial hybridity,” she argues, “can be situated at the heart of the literature of the Americas” (Ibid.). In that literature, she explains, “mixed-race characters” “somaticize” novelistic dialogism by serving as corporeal sites where “competing discourses of race” meet (p. 11). Rosenthal rightly notes, as have others, “nowhere is the anxiety of miscegenation concentrated greater than in the female body” (Ibid.). Accordingly, women’s emplotment in scripts of cross-racial desire, marriage, and incest figures prominently in the book’s analyses.

The Introduction reviews the terms associated with hybridity in a New World context, explaining why, at the risk of anachronism and mis-translation, “miscegenation,” which implies both sexual union and social taboo, is most apropos for Rosenthal’s study. Chapter 1 reads representations of American Indians by Cooper, Child, Sedgwick, Jackson, and Twain alongside those in Mera’s Cumandá and Matto de Turner’s Aves sin nido, arguing that these authors “based [national] literary sovereignty on Indian-white racial mixing” (p. 18). This chapter brings the Andean literary movements of indianismo and indigenismo to bear on representational shifts in U.S. narratives of the 1820s and 1880s. The most compelling aspects of Rosenthal’s study emerge in this discussion: first, a keen attention to generic conventions and how their deformation or misrecognition adds new twists to authorial deployments of cross-racial themes, and second, an illuminating elucidation of incest motifs in literary mixed-race unions. The remaining chapters focus on black-white race mixture. Chapter 2 explores Whitman’s appropriation of temperance-novel conventions in Franklin Evans, which figures miscegenation as racial intemperance, “a dark blot on the U.S. character and a threat to a healthy U.S. C/constitution” (p. 68). Chapter 3 treats Cuban exile Gertrudis Gómez de Avellaneda’s distinctly feminist creole nationalism, apparent in her depiction of Sab, the mulatto namesake of her anti-slavery novel. Chapter 4 provides a lively discussion of Child’s manipulation of the discourse of botanical hybridity, the “language of flowers,” and the literary equation of women’s writing with flora to envision a mixed-race future for the nation in A Romance of the Republic. Finally, Chapter 5 illustrates how William Dean Howells’s generic realism runs aground on An Imperative Duty’s unwitting repetition of the “tragic mulatta” literary topos while contrasting it with Harper’s own appropriation of it in Iola Leroy.

Rosenthal’s book successfully highlights “kinships often difficult to identify when authors are classified exclusively according to national boundaries” (p. 143). Its refreshing juxtapositions render visible texts that are “culturally distinct but narratively analogous” (Ibid.), even if the examples are weighted on the U.S. side. Nonetheless, Rosenthal’s self-identified “appositional” method (p. 14, 21), which focuses on thematic and formal continuities, at times wants for historical contextualization. Rosenthal rightly asserts that “an understanding of race mixture’s impact on the hemisphere’s literary imagination is crucial” (p. 148), but such comprehension requires greater attention to period specifics than her book unevenly provides (Chapter 1 is strongest on this count). An acknowledgment, for instance, that Child’s romance is a Reconstruction text while Howells’s attempt at realism is decidedly a post-Reconstruction “nadir” artifact would have been relevant, as would some recognition that as the…

I’m Chocolate, You’re Vanilla: Raising Healthy Black and Biracial Children in a Race-Conscious World

Jossey-Bass
May 2000
304 pages
Paperback ISBN: 978-0-7879-5234-1

Marguerite A. Wright

A child’s concept of race is quite different from that of an adult. Young children perceive skin color as magical—even changeable—and unlike adults, are incapable of understanding adult predjudices surrounding race and racism. Just as children learn to walk and talk, they likewise come to understand race in a series of predictable stages.

Based on Marguerite A. Wright’s research and clinical experience, I’m Chocolate, You’re Vanilla teaches us that the color-blindness of early childhood can, and must, be taken advantage of in order to guide the positive development of a child’s self-esteem.

Wright answers some fundamental questions about children and race including:

• What do children know and understand about the color of their skin?
• When do children understand the concept of race?
• Are there warning signs that a child is being adversely affected by racial prejudice?
• How can adults avoid instilling in children their own negative perceptions and prejudices?
• What can parents do to prepare their children to overcome the racism they are likely to encounter?
• How can schools lessen the impact of racism?
• With wisdom and compassion, I’m Chocolate, You’re Vanilla spells out how to educate black and biracial children about race, while preserving their innate resilience and optimism—the birthright of all children.

Table of Contents

• THAT MAGICAL PLACE: RACE AWARENESS IN THE PRESCHOOL YEARS
  • Chocolate and Vanilla: How Preschoolers See Color and Race
  • How Preschoolers Begin to Learn Racial Attitudes
  • When to Be Concerned That Race Is a Problem for Preschoolers
  • Raising the Racially Healthy Preschooler
• THE WANING OF RACIAL INNOCENCE: THE EARLY SCHOOL YEARS
  • Shades of Brown and Black: How Early Grade-Schoolers See Color and Race
  • Black Children’s Self-Esteem: The Real Deal
  • How School Influences Children’s Awareness of Color and Race
• REALITY BITES: RACE AWARENESS IN MIDDLE CHILDHOOD AND ADOLESCENCE
  • Fading to Black and White: How Children in the Middle Years See Race
  • How School Influences Older Children’s Ideas About Race
  • Preparing for Adolescence: The Lines are Drawn
  • A Healthy High School Experience: You Can Make the Difference
• Epilogue
• Appendix: Stages of Race Awareness
• Notes
• About the Author
• Index

Lessons From a Preservice Teacher: Examining Missed Opportunities For Multicultural Education in an English Education Program

Networks: An On-line Journal for Teacher Research
Volume 41, Number 1 (Spring 2012)
10 pages

Amy M. Vetter, Assistant Professor
Department of Teacher Education and Higher Education, School of Education
University of North Carolina, Greensboro

Jeanie Reynolds, Lecturer/Director of English Education
University of North Carolina, Greensboro

I had to get to know them [his students]. Because I am disconnected from Black culture a lot, honestly. You get people who assume I’m Black or I’m not. Before I even started teaching the very first question that I got asked was what color are you? And I never knew how big of deal that would be.

This was one of many experiences that James described in an interview after being asked how his multiracial identities shaped his student teaching experiences. James was one of six preservice teachers that we followed in our program for three semesters in an attempt to learn more about how to better educate future high school English teachers. As his former instructors in undergraduate English Education courses, we viewed our job as providing support, facilitating dialogue, and sharing expertise with James and other teacher candidates to help them deal with the challenges of student teaching, including those related to race, class, gender and sexuality. It was not until this interview after he graduated, however, that we learned about how James’s multiracial identities shaped his student teaching experiences. We realized that as White, middle-class female instructors and researchers, we lacked insight into what it was like for James to be both an insider and outsider within the context of a public high school. In fact, we made assumptions about James and his needs rather than asking him to reflect on how his race and ethnicities shaped his experiences. As a result, James’s described experiences challenged us to transform our teaching practices and curriculum to engage all students in critical examinations about how race and culture shapes teaching and learning (Banks et al., 2005; Cochran-Smith, 1995)…

Read the entire article here.

The presence of a biracial race would certainly disrupt popular ideas about race, but as scholars supporting biracial identity root it in biological notions of race “mixture,” it seems unlikely that such a disruption would result in the end of racial classifications. Work on race in the Caribbean and Latin America shows that a racially mixed identity is entirely consistent with a racialized social system. Moreover, recent work interrogating-color blindness has shown that this is the current dominant racial ideology, suggesting that a color-blind society as a goal is more likely to ensure the persistence of racism than its decline. I therefore find especially troubling the claims by Naomi Zack, G. Reginald Daniel, Kathleen Odell Korgen, Paul R. Spickard, Maria P. P. Root, and others discussed below, that the biracial project represents a progressive social movement.” In my view, based both on the popular push for such a reclassification and the scholarship discussed here, this project is less concerned with ending racism than with responding to the racialization of all people of African descent in the United States as black.

Minkah Makalani, “Race, Theory, and Scholarship in the Biracial Project,” in Race Struggles edited by Theodore Koditschek, Sundiata Keita Cha-Jua, and Helen A. Neville Champaign, Illinois: University of Illinois Press, 2009), 139-140.

One of the first things we notice about people when we meet them (along with their sex) is their race. We utilize race to provide clues about who a person is. This fact is made painfully clear when we encounter someone whom we cannot conveniently racially categorize—someone who is for example, racially ‘‘mixed’’ or of an ethnic/racial group we are not familiar with. Such an encounter becomes a source of discomfort and momentarily a crisis of racial meaning.

Michael Omi and Howard Winant, Racial formation in the United States from the 1960s to the 1990s, (New York and London: Routledge, 1994), 59.