Mixed Race Studies

Unmaking Race and Ethnicity: A Reader

Oxford University Press
2016-07-20
512 Pages
7-1/2 x 9-1/4 inches
Paperback ISBN: 9780190202712

Edited by:

Michael O. Emerson, Provost and Professor of Sociology
North Park University
also Senior Fellow at Rice University’s Kinder Institute for Urban Research

Jenifer L. Bratter, Associate Professor of Sociology; Director of the Program for the Study of Ethnicity, Race, and Culture at the Kinder Institute for Urban Research
Rice University, Houston, Texas

Sergio Chávez, Assistant Professor of Sociology
Rice University, Houston, Texas

Race and ethnicity is a contentious topic that presents complex problems with no easy solutions. (Un)Making Race and Ethnicity: A Reader, edited by Michael O. Emerson, Jenifer L. Bratter, and Sergio Chávez, helps instructors and students connect with primary texts in ways that are informative and interesting, leading to engaging discussions and interactions. With more than thirty collective years of teaching experience and research in race and ethnicity, the editors have chosen selections that will encourage students to think about possible solutions to solving the problem of racial inequality in our society. Featuring global readings throughout, (Un)Making Race and Ethnicity covers both race and ethnicity, demonstrating how they are different and how they are related. It includes a section dedicated to unmaking racial and ethnic orders and explains challenging concepts, terms, and references to enhance student learning.

Table of Contents

• Preface
• UNIT I. Core Concepts and Foundations
  • What Is Race? What Is Ethnicity? What Is the Difference?
    • Introduction, Irina Chukhray and Jenifer Bratter
    • 1. Constructing Ethnicity: Creating and Recreating Ethnic Identity and Culture, Joane Nagel
    • 2. The Racialization of Kurdish Identity in Turkey, Murat Ergin
    • 3. Who Counts as “Them?”: Racism and Virtue in the United States and France, Michèle Lamont
    • 4. Mexican Immigrant Replenishment and the Continuing Significance of Ethnicity and Race, Tomás R. Jiménez
  • Why Race Matters
    • Introduction, Laura Essenburg and Jenifer Bratter
    • 5. Excerpt from Racial Formation in the United States From the 1960s to the 1990s, Michael Omi and Howard Winant
    • 6. Structural and Cultural Forces that Contribute to Racial Inequality, William Julius Wilson
    • 7. From Traditional to Liberal Racism: Living Racism in the Everyday, Margaret M. Zamudio and Francisco Rios
    • 8. Policing and Racialization of Rural Migrant Workers in Chinese Cities, Dong Han
    • 9. Why Group Membership Matters: A Critical Typology, Suzy Killmister
  • What Is Racism? Does Talking about Race and Ethnicity Make Things Worse?
    • Introduction, Laura Essenburg and Jenifer Bratter
    • 10. What Is Racial Domination?, Matthew Desmond and Mustafa Emirbayer
    • 11. Discursive Colorlines at Work: How Epithets and Stereotypes are Racially Unequal, David G. Embrick and Kasey Henricks
    • 12. When Ideology Clashes with Reality: Racial Discrimination and Black Identity in Contemporary Cuba, Danielle P. Clealand
    • 13. Raceblindness in Mexico: Implications for Teacher Education in the United States, Christina A. Sue
• UNIT II. Roots: Making Race and Ethnicity
  • Origins of Race and Ethnicity
    • Introduction, Adriana Garcia and Michael Emerson
    • 14. Antecedents of the Racial Worldview, Audrey Smedley and Brian Smedley
    • 15. Building the Racist Foundation: Colonialism, Genocide, and Slavery, Joe R. Feagin
    • 16. The Racialization of the Globe: An Interactive Interpretation, Frank Dikötter
  • Migrations
    • Introduction, Sandra Alvear
    • 17. Excerpt from Becoming Mexican American: Ethnicity, Culture, and Identity in Chicano Los Angeles, 1900-1945, George J. Sánchez
    • 18. Migration to Europe since 1945: Its History and Its Lessons, Randall Hansen
    • 19. When Identities Become Modern: Japanese Emigration to Brazil and the Global Contextualization of Identity, Takeyuki (Gaku) Tsuda
  • Ideologies
    • Introduction, Junia Howell
    • 20. Excerpt from Racism: A Short History, George M. Fredrickson
    • 21. Understanding Latin American Beliefs about Racial Inequality, Edward Telles and Stanley Bailey
    • 22. Buried Alive: The Concept of Race in Science, Troy Duster
• Unit III. Today: Remaking Race and Ethnicity
  • Aren’t We All Just Human? How Race and Ethnicity Help Us Answer the Question
    • Introduction, Adriana Garcia
    • 23. Young Children Learning Racial and Ethnic Matters, Debra Van Ausdale and Joe R. Feagin
    • 24. When White Is Just Alright: How Immigrants Redefine Achievement and Reconfigure the Ethnoracial Hierarchy, Tomás R. Jiménez and Adam L. Horowitz
    • 25. From Bi-Racial to Tri-Racial: Towards a New System of Racial Stratification in the USA, Eduardo Bonilla-Silva
    • 26. Indigenism, Mestizaje, and National Identity in Mexico during the 1940s and the 1950s, Anne Doremus
  • The Company You Keep: How Ethnicity and Race Frame Social Relationships
    • Introduction, William Rothwell
    • 27. Who We’ll Live With: Neighborhood Racial Composition Preferences of Whites, Blacks and Latinos, Valerie A. Lewis, Michael O. Emerson, and Stephen L. Klineberg
    • 28. The Costs of Diversity in Religious Organizations: An In-Depth Case Study, Brad Christerson and Michael O. Emerson
  • The Uneven Playing Field: How Race and Ethnicity Impact Life Chances
    • Introduction, Ellen Whitehead and Jenifer Bratter
    • 29. Wealth in the Extended Family: An American Dilemma, Ngina S. Chiteji
    • 30. The Complexities and Processes of Racial Housing Discrimination, Vincent J. Roscigno, Diana L. Karafin, and Griff Tester
    • 31. Racial Segregation and the Black/White Achievement Gap, 1992 to 2009, Dennis J. Condron, Daniel Tope, Christina R. Steidl, and Kendralin J. Freeman
    • 32. Differential Vulnerabilities: Environmental and Economic Inequality and Government Response to Unnatural Disasters, Robert D. Bullard
    • 33. Racialized Mass Incarceration: Poverty, Prejudice, and Punishment, Lawrence D. Bobo and Victor Thompson
• Unit IV. Unmaking Race and Ethnicity
  • Thinking Strategically
    • Introduction, Junia Howell and Michael Emerson
    • 34. The Return of Assimilation? Changing Perspectives on Immigration and Its Sequels in France, Germany, and the United States, Rogers Brubaker
    • 35. Toward a Truly Multiracial Democracy: Thinking and Acting Outside the White Frame, Joe R. Feagin
    • 36. Destabilizing the American Racial Order, Jennifer Hochschild, Vesla Weaver, and Traci Burch
  • Altering Individuals and Relationships
    • Introduction, Horace Duffy and Jenifer Bratter
    • 37. A More Perfect Union, Barack Obama
    • 38. What Can Be Done?, Debra Van Ausdale and Joe R. Feagin
    • 39. The Multiple Dimensions of Racial Mixture in Rio de Janeiro, Brazil: From Whitening to Brazilian Negritude, Graziella Moraes da Silva and Elisa P. Reis
  • Altering Structures
    • Introduction, Kevin T. Smiley and Jenifer Bratter
    • 40. The Case for Reparations, Ta-Nehisi Coates
    • 41. “Undocumented and Citizen Students Unite”: Building a Cross-Status Coalition Through Shared Ideology, Laura E. Enriquez
    • 42. Racial Solutions for a New Society, Michael Emerson and George Yancey
    • 43. DREAM Act College: UCLA Professors Create National Diversity University, Online School for Undocumented Immigrants, Alyssa Creamer
• Glossary
• Credits

The white supremacy of being asked where I’m from

PBS NewsHour
2017-01-27

What comes to mind when you hear the phrase “white supremacy”? For actor comedian Peter Kim, it’s facing the commonplace cultural assumption that white is the default race in America

ANTONIO MORA: Finally tonight, a look at the subtle ways our society often equates being white with what’s normal.

It comes from Peter Kim, who was a member of Chicago’s famed Second City comedy troupe.

It is the latest edition of IMHO, In My Humble Opinion.

PETER KIM, Comedian: When you hear the phrase white supremacy, what picture comes to your mind? Maybe it’s Adolf Hitler screaming into a microphone. Maybe it’s white-hooded figures marching around a burning cross.

For me, it’s a lot less dramatic and a lot more commonplace. So, if I may, I would like to offer an updated definition of white supremacy. It’s the idea that white is the ideal, and we are all consciously and subconsciously working to achieve whiteness…

Read the entire transcipt here.

Construction of Race and Class Buffers in the Structure of Immigration Controls and Laws

Oregon Law Review
Volume 76 (1997)
pages 731-764

Tanya Katerí Hernández, Professor of Law
Fordham University

In the midst of current anti-immigration sentiment, which is motivating dramatic changes in the United States immigration laws, there exists the myth that prior immigration laws were more equitable and humanitarian. Yet historical analysis reveals that immigration law has been put to uses far from idyllic, and has always been concerned with the racial makeup of the nation. Specifically, national preoccupation with the maintenance of a “White country” is reflected in immigration law. The continued national preference for White immigrants is explicitly featured in the visa profiling codes of U.S. embassies and consulates. This Essay employs a race-conscious lens to analyze the way in which immigration law has been structured to perpetuate a racial hierarchy which privileges Whiteness, primarily by preferring White immigrants to immigrants of color, and secondarily by drafting immigrants of color to form a middle-tier buffer and, alternatively, to provide a bottom-tier surplus labor supply.

Read the entire article here.

Why white liberals need to figure out how to talk about race

KUOW.org: 94.9 FM, Seattle News & Information
2017-01-06

By Katherine Banwell & Jamala Henderson

Professor Ralina Joseph at the University of Washington says to just start talking about race. University of Washington

Why is race so hard to discuss? Ralina Joseph, founding director of the University of Washington’s Center for Communication, Difference, and Equity, talked about coded racial language, from Seattle liberals to Trump. This is a transcript from her interview, lightly edited for clarity…

Listen to the interview (00:04:12) here.

The (Un)Happy Objects of Affective Community

Cultural Studies
Volume 30, Issue 1 (2016)
pages 24-46
DOI: 10.1080/09502386.2014.899608

Alexandre Emboaba Da Costa, Assistant Professor, Theoretical, Cultural and International Studies in Education
University of Alberta, Canada

Affect permeates understandings of racial and cultural mixture as well as racial democracy in Brazil. Sentiments of interconnectedness, harmony and conviviality shape the ways in which Brazilians of diverse races/colours feel identity and belonging. These sentiments also drive hopeful attachments to possibilities for moving beyond race, influencing how people encounter and relate to racism and inequality. However, studies of race in Brazil tend to either take the affective for granted as positive unifying force or ignore its role in shaping the appeal of dominant racial discourses on identity, nation and belonging. Through an examination of the different ways people feel, experience and live orientations towards mixture and racial democracy as the dominant affective community, this paper analyzes the role the affective plays in constituting racial ideologies and shaping anti-racist action. I explore the ways histories of race, racism, privilege and disadvantage generate unequal attachments to and experiences of mixture and racial democracy as what Sara Ahmed calls ‘happy objects’, those objects towards which good feeling are directed, that provide a shared horizon of experience, and that shape an affective community with which all are assumed to be aligned. Not everyone attaches themselves to the same objects in the same way and for the same reasons – the affective community involves positive, hopeful attachments for some and an unhappy, alienating and unequally shared burden for others. These affective states demonstrate that histories of race and racism cannot be wished away through commonly asserted attachments to abstract ideals of shared belonging. At the same time, examining these affective states provides deeper understanding of the ways unequal attachments move people towards action or inaction in relation to race, racism and discrimination.

Read or purchase the article here.

The ‘Failed’ Project of Blackness in Contemporary Afro-Puerto Rican Discourse

A Contra corriente: A Journal on Social History and Literature in Latin America
Volume 5, Number 3, Spring 2008
pages 243-251

Sonja Stephenson Watson, Director of the Women’s & Gender Studies Program; Associate Professor of Spanish
University of Texas, Arlington

Escritura afropuertorriqueña y modernidad (2007), by Eleuterio Santiago-Díaz, is an insightful critical work on contemporary afropuertorican discourse with an emphasis on the writings of Carmelo Rodríguez Torres. The work commences by situating Puerto Rico in the “Black Atlantic,” that is, the greater African Diaspora. Ironically, Santiago-Díaz begins and ends his study noting that his research on Afro-Puerto Rico and Rodríguez Torres is simultaneously an affirmation and a negation of black identity because it counters official discourses of racial homogeneity during the island’s nation-building period which posited blackness over whiteness. This racial oppression and suppression of blackness stems from early twentieth-century (1930s and 1940s) Puerto Rican national discourse which erased blackness from the national imaginary and contributed to the failed black project of modernity. Thus, Santiago-Díaz argues that afropuertorican discourse is a failed modern project stemming from Antonio de Nebrija’s seminal text Gramática castellana (1492) and the literary whitening that resulted from it. Instead of illustrating the complexity of Afro-Puerto Rican discourse, these contemporary texts illustrate the suppression of Afrocentricity that can be traced to the publication of Gramática. As the title suggests, Santiago-Díaz places the work in modernity and views it from a cultural studies perspective, stemming from the identity politics research of black British cultural critic Paul Gilroy (The Black Atlantic: Modernity and Double Consciousness 1993) and the late Afro-American intellectual W.E.B. Du Bois. Du Bois’ work on double consciousness (The Souls of Black Folk 1903), that is, the duality of being both black and (North) American, explicates the problematic of identity and the complexities of it in Puerto Rico, which is rooted in multiple representations of identity (white, mixed-race, mulatto, black, etc.) Finally, he uses performance studies to illustrate that blackness is a performance that is never realized due to a colonial discourse of whiteness…

Read the entire article here.

“Double Bind / Double Consciousness” in the Poetry of Carmen Colón Pellot and Julia de Burgos

Cincinnati Romance Review
Volume 30 (Winter 2011)
pages 69-82

Sonja Stephenson Watson, Director of the Women’s & Gender Studies Program; Associate Professor of Spanish
University of Texas, Arlington

Carmen Colón Pellot and Julia de Burgos constructed a female literary poetics and created a space for the mulata as a writing subject instead of a written object in early twentieth-century Puerto Rican negrista literature. Because of their gender and the societal norms and limitations placed upon blacks, they each found it difficult to reconcile their heritage as mulatas in a white male Hispanic society. They each testify to the “double bind” of black female authors who strive to identify themselves as both women and as blacks. In her seminal article “Feminism and Afro-Hispanism: The Double Bind,” Rosemary Feal notes that the double bind of scholars when reading texts written by Afra-Latin American writers “is to uphold the dignity of all Afro-Latin American characters…while engaging in legitimate feminist practice” (30). Feal also notes that in order to study the intersection of race and gender in works by black Latin American female writers’s texts, we must adhere to the racial, historical, and social specificities in each country. She further explains that, “‘[a]lterity’ in feminist Afro-Hispanic scholarship has as its imperative the formulation of alternate interpretive practices, and it is through analyzing the link of race and gender that we can gain more complete access to that world of difference” (30). The double bind inherent in Afra-Hispanic literature is not only that of scholars but also of the authors themselves who comprise the focus of this study. The double bind of Colón Pellot and de Burgos compels us to return to W.E.B. Du Bois’s seminal essay on double-consciousness, The Souls of Black Folk (1903), where he presented the problem of duality that plagued blacks at the turn of the twentieth century:

It is a peculiar sensation, this double-consciousness, this sense of always looking at one’s self through the eyes of others, of measuring one’s soul by the tape of a world that looks on in amused contempt and pity. One ever feels his twoness, an American, a negro; two souls, two thoughts, two unreconciled strivings; two warring ideals in one dark body, whose dogged strength alone keeps it from being torn asunder. (5)

Although Du Bois’s theory of double-consciousness does not include gender, it incorporates the problematic of race that African Diaspora figures continue to face in the twenty-first century. The double bind/double- consciousness of Colón Pellot and de Burgos is multiple and deals with their multiracial heritage as women of color. The present study examines the intersection of race and gender in both of their writings building upon the theoretical framework of double bind/double-consciousness as espoused by Feal and Du Bois. This analysis also builds on the work of Consuelo López Springfield and Claudette Williams who analyze the themes of gender and race separately in their studies on the single authors…

Read the entire article here.

Ep.9 – Genetics and Identity

Scientifica Radio: a CKUT radio science magazine
CKUT 90.3 FM
Montreal, Canada
2017-01-27

On today’s episode, Rackeb Tesfaye and Brïte Pauchet explore the link between genetics and identity.

Can genetic DNA testing determine our identity? Are they overhyped?

Amanda Morgan, a genetic counselling graduate student at McGill University, explains what genetic testing is, how it can be used, and what to take into account when you use companies like 23andme or ancestry.com.

We then talk to Dr. Kim TallBear, Associate Professor in the Faculty of Native Studies at the University of Alberta, to discuss the intersection of genetics, Indigenous identity and cultural appropriation

Listen to the episode here.

Captain “Hell Roaring” Mike Healy: From American Slave to Arctic Hero

University Press of Florida
2017-04-35
352 pages
6.125 x 9.25
Hardcover ISBN 13: 978-0-8130-3368-6
Paper ISBN 13: 978-0-8130-5485-8

Dennis L. Noble, Senior Chief Petty Officer (Retired)
United States Coast Guard

Truman R. Strobridge

Foreword by James C. Bradford and Gene Allen Smith, Series Editors

One of the Coast Guard’s great heroes and the secret he kept hidden

In the late 1880s, many lives in northern and western maritime Alaska rested in the capable hands of Michael A. Healy (1839-1904), through his service to the U.S. Revenue Cutter Service. Healy arrested lawbreakers, put down mutinies aboard merchant ships, fought the smuggling of illegal liquor and firearms, rescued shipwrecked sailors from a harsh and unforgiving environment, brought medical aid to isolated villages, prevented the wholesale slaughter of marine wildlife, and explored unknown waters and lands.

Captain Healy’s dramatic feats in the far north were so widely reported that a New York newspaper once declared him the “most famous man in America.” But Healy hid a secret that contributed to his legacy as a lonely, tragic figure.

In 1896, Healy was brought to trial on charges ranging from conduct unbecoming an officer to endangerment of his vessel for reason of intoxication. As punishment, he was put ashore on half pay with no command and dropped to the bottom of the Captain’s list. Eventually, he again rose to his former high position in the service by the time of his death in 1904. Sixty-seven years later, in 1971, the U.S. Coast Guard learned that Healy was born a slave in Georgia who ran away to sea at age fifteen and spent the rest of his life passing for white.

This is the rare biography that encompasses both sea adventure and the height of human achievement against all odds.

Exploring Classification of Black-White Biracial Students in Oregon Schools

University of Oregon
December 2012
145 pages

Deana M. James

Presented to the Department of Educational Methodology, Policy, and Leadership  and the Graduate School of the University of Oregon in partial fulfillment of the requirements for the degree of Doctor of Philosophy

Multiracial children constitute one of the fastest growing racial groups in the United States. However, biracial children, in particular Black-White biracial children, often are not recognized in the educational system. For instance, the current classification of Black-White biracial students in the state and federal educational systems is not disaggregated and does not allow for analyses of educational outcomes for this population. Not only is this population invisible in state education data, the demographic data at the school level often fail to represent this population. Not acknowledging multiple heritages dismisses the identity and experiences of students who are multiracial and thus symbolically negates a part of who they are. Additionally, multiracial students may be classified in a single category by administrators for the purposes of schools and funding. This study offers the perspective of administrators and current state and federal policies on this issue as applied to Black-White self-identified children and describes the complexities and relevance of addressing multiracial policies in educational systems. An ecological theoretical framework is used to explore four research questions in this area. Data were collected from seven school district administrators across Oregon through semi-structured interviews and document analysis. Relationships in the data between responses and procedures from the seven sampled school districts are examined. Results suggest that across the seven school districts in this study, implementation of the policies and procedures of racial and ethnic categorization varied substantially. Furthermore, even though this revised race and ethnicity reporting policy was in part created to more accurately represent the multiracial population, it may actually be obscuring the multiple identities of these students. Detailed policy implications are discussed in further details in the Conclusions chapter.

Read the entire dissertation here.