Mixed Race Studies

A U.S. Census proposal to add category for people of Middle Eastern descent makes some uneasy

The Washington Post
2016-10-21

Tara Bahrampour

For the first time in four decades, the federal government is poised to add a new ethnic category to the U.S. census form, adding a box for people of Middle Eastern and North African descent.

Details are still being negotiated, but as the form is currently envisioned, people would be able to check the new box in addition to race identifiers, such as “white” or “black.” Within the new category, they would also be able to specify national origins, such as Saudi or Israeli, and ethnic affiliations, such as Berber or Kurdish. The new form would go to Congress for final approval in 2018 in time for the 2020 Census.

The move comes after more than 30 years of lobbying, but also at a time of rising Islamophobia and calls by Republican presidential nominee Donald Trump to ban people from Muslim lands. Some are questioning whether the new designation could lead to profiling or otherwise put them in danger.

The proposed addition would create a race and ethnicity category called MENA for people with roots in the Middle East and North Africa. It has been championed by organizations representing Arab Americans and others with roots in the geographical swath from Iran to Morocco, who complain of being ignored in the decennial count…

Read the entire article here.

Reevaluation of the Influence of Appearance and Reflected Appraisals for Mixed-Race Identity: The Role of Consistent Inconsistent Racial Perception

Sociology of Race and Ethnicity
October 2016, Volume 2, Number 4
pages 569-583
DOI: 10.1177/2332649216634740

Jennifer Patrice Sims, Adjunct Visiting Professor of Sociology
University of Wisconsin, River Falls

Developed from Cooley’s looking-glass self, the theory of reflected appraisals is frequently used to explain how appearance influences the racial identity development of mixed-race people. However, postulating that racial identity develops via the internalization of the perception of what race one thinks others assume him or her to be rests on the assumption that others consistently perceive the individual in the same manner. Although true for many people, the appearance of mixed-race people is often ambiguous and changeable and is perceived differently depending on context, which results in mixed-race people’s being ascribed to, and interacted with as if a member of, a variety of different races and ethnicities. This fact illuminates a gap in our knowledge of how appearance influences racial identity absent consistent perception by others. Drawing on 30 interviews with mixed-race adults from a variety of racial backgrounds in the United States and United Kingdom, the author examines not only the particular experiences with differential racial perception that mixed-race people have but also the mechanisms by which appearance influences identity when one experiences varying perceptions from others. This work ultimately extends the theory of reflected appraisals by advancing the idea that, under certain conditions, identity can form from experiences being consistently inconsistently perceived when that consistent inconsistency itself functions as a reflected appraisal of a particular identity.

Read or purchase the article here.

Helping mixed heritage children develop ‘character and resilience’ in schools

Improving Schools
November 2016, Volume 19, Number 3
pages 197-211
DOI: 10.1177/1365480216650311

Kirstin Lewis
Educational Studies
Goldsmiths, University of London

Recent UK government policy suggests that all schools have a key role to play in building ‘character and resilience’ in children. This article draws on data from a wider research project, exploring the school experiences of mixed White/Black Caribbean and mixed White/Black African children in two London secondary schools. Because data from this project suggest that many children experienced adversity at school, a theoretical framework previously developed by Ungar et al. was used to assess how they coped with adversity and to what extent their schools supported them with it. Findings revealed that although positive relationships with adults were essential, teachers could not offer the necessary support and guidance because they were unaware of mixed heritage children’s needs and any challenges they faced. This article asks whether such a framework might prove useful in supporting teachers to understand what factors develop ‘character and resilience’ and the ways in which they might therefore support children to cope.

Read or purchase the article here.

Creative Self-Studio: Social Justice Storytelling

DePaul University Student Center (Lincoln Park)
Room 120 AB
2250 N Sheffield Avenue
Chicago, Illinois
Tuesday, 2016-10-25 09:40-11:10 CDT (Local Time)

Aisha Fukushima will discuss the role of the emcee in hip-hop culture as a story-teller and learn how hip hop story-telling can be used to critically explore questions of identity, inequality and liberation. Using creative techniques such as body percussion, attendees will practice solidarity building through movement. All levels of musical interest and experience welcome.

For more information, click here.