“… But … But I am Brown.” The Ascribed Categories of Identity: Children and Young People of Mixed Parentage

Posted in Articles, Identity Development/Psychology, Media Archive, Social Work, United Kingdom on 2010-04-01 20:39Z by Steven

“… But … But I am Brown.” The Ascribed Categories of Identity: Children and Young People of Mixed Parentage

Child Care in Practice
Volume 13, Issue 2 (April 2007)
pages 83 – 94
DOI: 10.1080/13575270701201169

Annabel Goodyer, Principal Lecturer in Social Work
London South Bank University

Toyin Okitikpi

This paper explores the concept of the categorisation of social groups by looking at the issue of ascribed categories of identity for children and young people of mixed parentage. Our exploration of the knowledge-base in this area reveals that children and young people have clearly expressed views about their racial identity and that these views are broadly consistent across research studies. In essence, children and young people’s expressed views are that they are not mixed-race, black or white, but are in fact brown. The emerging sociology of childhood and the government’s current child participation agenda emphasise the centrality of children and young peoples’ perspectives on the provision of services that seek to support them. Through this perception, which places children and young people’s own understandings of their racial identity at the forefront of the analysis, we added fresh understandings to the existing data concerning ascribed categories of identity for children and young people of mixed parentage.

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Who Counts & Who’s Counting? 38th Annual Conference National Association for Ethnic Studies Conference

Posted in Census/Demographics, Live Events, New Media, Politics/Public Policy, Social Science, United States on 2010-04-01 19:58Z by Steven

Who Counts & Who’s Counting? 38th Annual Conference National Association for Ethnic Studies Conference

National Association for Ethnic Studies, Inc.
2010-04-08 through 2010-04-10
L’Enfant Plaza Hotel
Washington, D.C.

Dr. Larry Shinagawa, NAES 2010 Conference Chair

Our theme of “Who Counts and Who’s Counting” signals the importance of Washington, D.C. as a physical, cultural, and social nexus for policy decisions that will shape the 21st Century. With the 2010 Census signaling the dramatic changes that are affecting all ethnic and racial communities in the United States, who is doing the counting and how we construct the discourse and policies of who counts will be central to the future of all residents of the United States and will shape global relations around the world. We hope you will participate in this important dialogue; welcome to NAES 2010 in Washington, D.C.!

A paritial tenative program is below (All times are local EDT):

Session II – Thursday 10:30 – 10:45
Whiteness studies
Heidi Cooper, Emily Drew, Zaid Mahir

Racial classifications and stereotypes
Jamelia Bastien, Bonazzo Claude, Jacco van Sterkenburg

Session III – Thursday 13:30 – 14:45
Black identities
Janet Awokoya, Anne Brubaker, Yanyi Djamba, Mizaba Abedi

Defining Race
Tiffany King, Arturo Nunez, Maisha Wester

Session IV – Thursday 15:00 – 16:15
Beyond the binary of race
Kaysha Corinealdi, José Luis Morín, Jodie Roure

Session IX – Saturday 09:00 – 10:15
European Identities
Daniel Carawan, Jon Keljik, Elizabeth Onasch, Samantha Pockele

The race in “mixed” race? Reiterations of power and identity
Sue-Je Gage, Rainier Spencer, Nicole Truesdell

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3 Questions: Melissa Nobles on the U.S. Census

Posted in Articles, Census/Demographics, Media Archive, Politics/Public Policy, United States, Women on 2010-04-01 17:55Z by Steven

3 Questions: Melissa Nobles on the U.S. Census

MIT News
Massachusetts Institute of Technology
2010-04-01

Melissa Nobles, Arthur and Ruth Sloan Professor of Political Science
Massachusetts Institute of Technology

As America’s decennial headcount gets under way, an MIT political scientist discusses the history of race and ethnicity in the U.S. Census

April 1 marks National Census Day, the official date of this year’s U.S. Census. To help put the census in context, MIT News spoke with Associate Professor of Political Science Melissa Nobles, whose teaching and research interests span the comparative study of racial and ethnic politics, and issues of retrospective justice. Her book, “Shades of Citizenship: Race and the Census in Modern Politics” (Stanford University Press, 2000), examined the political origins and consequences of racial categorization in demographic censuses in the United States and Brazil.

Q. You’ve noted in your book that the initial impetus for census-taking was political, and yet the earliest censuses also included racial categories. Why are race and ethnicity included in the U.S. Census?

A. Census-taking in the U.S. is as old as the Republic. The U.S. Constitution mandates that an “actual enumeration” be conducted every 10 years to allow for representational apportionment. The initial impetus for census taking was political. Yet the earliest censuses also included racial categories. The inclusion of these categories offers important insights into the centrality of racial and ethnic identifications in American political, economic and social life. This centrality continues to this day…

…The 1850 census first introduced the category “mulatto,” at the behest of a southern physician, in order to gather data about the presumed deleterious effects of “racial mixture.” Post-Civil War censuses, which continued to include the “mulatto” category, reflected the enduring preoccupation with “racial mixing.”..

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Biracial Identity Development and Recommendations in Therapy

Posted in Articles, Family/Parenting, Identity Development/Psychology, Media Archive, United States on 2010-04-01 17:13Z by Steven

Biracial Identity Development and Recommendations in Therapy

Psychiatry (Edgemont)
Volume 5, Number 11 (November 2008)
pages 37-44

Raushanah Hud-Aleem, DO
Department of Psychiatry
Boonshoft School of Medicine, Wright State University, Dayton, Ohio

Jacqueline Countryman, MD, Assistant Professor of Psychiatry
Department of Psychiatry
Boonshoft School of Medicine, Wright State University, Dayton, Ohio

Identity development is an important area with which therapists who work with children should be familiar. The number of biracial children in the United States is increasing, and although this may not be the reason that a child presents for therapy, it is an area that often should be explored. This article will review the similarities and differences between Black and White racial identity development in the United States and address special challenges for the biracial child. Recommendations for treatment in therapy are reviewed.

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Biracial residents boxed in on U.S. census

Posted in Census/Demographics, New Media, Politics/Public Policy, Social Science, United States, Videos on 2010-04-01 14:38Z by Steven

Biracial residents boxed in on U.S. census

MSNBC
2010-03-31

Mara Schiavocampo, Digital Correspondent
NBC Nightly News

We’ve asked viewers to tell us how their community has changed since the last census. One viewer from outside Olympia, Washingtonwrote in to tell the story of how diverse her community has become. NBC’s Mara Schiavocampo reports.

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Racial Identity and Academic Performance: An Examination of Biracial Asian and African American Youth

Posted in Articles, Media Archive, Social Science, United States on 2010-04-01 00:45Z by Steven

Racial Identity and Academic Performance: An Examination of Biracial Asian and African American Youth

Journal of Asian American Studies
Volume 2, Number 3 (October 1999)
pages 223-249
E-ISSN: 1096-8598 Print ISSN: 1097-2129
DOI: 10.1353/jaas.1999.0023

Grace Kao, Professor of Sociology, Education, and Asian American Studies
University of Pennsylvania

In the last three decades since the last anti-miscegenation laws were repealed, the United States has witnessed an increase in the number of multiracial persons, prompting a growing awareness of multiracial families.  The U.S. Census recently considered whether to add a multiracial category to the 2000 Census. Despite growing interest in the biracial population, there is little research on their psychological and socioeconomic outcomes. Does biracial status confer a relative disadvantage in psychological adaptation as early theorists warned? In turn, do biracials benefit in their socioeconomic outcomes relative to their ethnic counterparts? Using a nationally representative data set of youth (the National Education Longitudinal Study of 1988), this article examines whether biracial youths encounter greater psychological difficulties as previous theorists suggest. I also examine whether the school outcomes of biracials more closely resemble that of their minority or white counterparts.

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Revising Race: How Biracial Students are Changing and Challenging Student Services

Posted in Articles, Campus Life, New Media, United States on 2010-03-31 01:09Z by Steven

Revising Race: How Biracial Students are Changing and Challenging Student Services

Journal of College Student Development
Volume 51, Number 2 (March/April 2010)
pages 115-134
E-ISSN: 1543-3382 Print ISSN: 0897-5264
DOI: 10.1353/csd.0.0122

Patricia E. Literte, Assistant professor of sociology
California State University, Fullerton

This research investigates the relationship between biracial college students and race-oriented student services (e.g., Office of Black Student Services). These services are organized around conventional understandings of race that assume there are five, discrete racial categories, namely, Black/African American, Latino/a, White, Asian American, and Native American. Drawing on interviews (n = 60) with students and administrators at two universities, this article examines the problems that arise when students’ racial identities are incongruent with universities’ views of race. This study can assist practitioners in the development of services on campuses that are characterized by increasingly fluid racial terrains in the post–Civil Rights era.

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Multiracialism In America – Jane Junn

Posted in Census/Demographics, Media Archive, Politics/Public Policy, United States, Videos on 2010-03-30 01:29Z by Steven

Multiracialism In America – Jane Junn

New Century Foundation
New York, New York
2008-08-05
Length: 00:04:04

Jane Junn, Associate Professor of Political Science at Rutgers University
Rutgers University

Political scientist Jane Junn examines shifting views on racial categorization in the United States. Junn notes the increasingly common use of the “Multiracial” designation on the U.S. Census, and discusses what it may mean for American society.

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Policies of Racial Classification and the Politics of Racial Inequality

Posted in Census/Demographics, History, Media Archive, Papers/Presentations, Politics/Public Policy, Social Science, United States on 2010-03-30 00:15Z by Steven

Policies of Racial Classification and the Politics of Racial Inequality

In Suzanne Mettler, Joe Soss, and Jacob Hacker (eds.). Remaking America: Democracy and Public Policy in an Age of Inequality
Russell Sage Foundation
November 2007
41 pages

Jennifer L. Hochschild, Henry LaBarre Jayne Professor of Government and Professor of African and African American Studies
Harvard University

Vesla Mae Weaver, Assistant Professor
The Woodrow Wilson Department of Politics
University of Virginia

Introduction: Policy, Politics, Inequality, and Race

In 1890, the United States census bureau reported that the nation contained 6,337,980 negroes, 956,989 “mulattoes,” 105,135 “quadroons,” and 69,936 “octoroons.” In the early twentieth century it also reported the number of whites of “mixed parentage,” the number of Indians with one-quarter, half, or three-quarters black or white “blood,” and the number of part-Hawaiians and part-Malays. The boundaries between racial and ethnic groups, and even the definition of race and ethnicity, were blurred and contested. By 1930, however, this ambiguity largely disappeared from the census. Anyone with any “Negro blood” was counted as a Negro; whites no longer had mixed parentage; Indians were mainly identified by tribe rather than ancestry; and a consistent treatment of Asians was slowly developing. In other work we examine how and why these classifications rose and fell; here we examine the consequences for contemporary American politics and policy.

Official governmental classification systems can create as well as reflect social, economic, and political inequality, just as policies of taxation, welfare, or social services can and do. Official classification defines groups, determines boundaries between them, and assigns individuals to groups; in “ranked ethnic systems” (Horowitz 2000), this process enshrines structurally the dominant group’s belief about who belongs where, which groups deserve what, and ultimately who gets what. Official racial categories have determined whether a person may enter the United States, attain citizenship, own a laundry, marry a loved one, become a firefighter, enter a medical school, attend an elementary school near home, avoid an internment camp, vote, run for office, annul a marriage, receive appropriate medical treatment for syphilis, join a tribe, sell handicrafts, or open a casino. Private racial categories have affected whether an employer offers a person a job, whether a criminal defendant gets lynched, whether a university admits an applicant, and whether a heart attack victim receives the proper therapy. In these and many more ways, racial classification helps to create and maintain poverty and political, social, and economic inequality. Thus systems of racial categorization are appropriate subjects for analysis through a policy-centered perspective because they are “strategies for achieving political goals, structures shaping political interchange, and symbolic objects conveying status and identity” (p. 2 of Intro). Race is also, not coincidentally, the pivot around which political contests about equality have been waged for most of this country’s history.

The same classification system that promotes inequality may also undermine it. Once categorization generates groups with sharply defined boundaries, the members of that group can draw on their shared identity within the boundary to mobilize against their subordinate position—what one set of authors call strategic essentialism (Omi and Winant 1994). Thus classification laws are recursive, containing the elements for both generating and challenging group-based inequality. For this reason—and also because demographic patterns and other social relations on which classification rests can change—categorizations are unstable and impermanent.

We explore these abstract claims by examining the past century of racial classification in the United States. That period encompassed significant change in systems of classification and their attendant hierarchies; thus we can see how classification and inequality are related, as well as tracing the political dynamics that reinforce or challenge inequality-sustaining policies. From the Civil War era through the 1920s, the Black population was partly deconstructed through official attention to mulattos (and sometimes quadroons and octoroons), then reconstructed through court decisions and state-level “one drop of blood” laws. As of 1930, a clear and simple racial hierarchy was inscribed in the American polity — with all the attendant horrors of Jim Crow segregation. However, the one-drop policy that reinforced racial inequality also undermined it. From the 1930s through the 1970s, that is, the Black population solidified though a growing sense of racial consciousness and shared fate, and developed the political capacity to contest their poverty and unequal status…

Read the entire chapter here.

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The Challenge of Identity: The Experience of Mixed Race Women in Higher Education [Book Review]

Posted in Articles, Book/Video Reviews, New Media, Women on 2010-03-29 17:59Z by Steven

The Challenge of Identity: The Experience of Mixed Race Women in Higher Education [Book Review]

Academic Matters
Ontario Confederation of University Faculty
Journal of Higher Education
2009-09-23

Yasmin Jiwani, Associate Professor of Communications Studies
Concordia University, Montreal, Quebec, Canada

The gaps between policies and the realities of those to whom these policies are addressed remains a crucial issue in any critical policy analysis. Indra Angeli Dewan’s Recasting Race brings to the fore an analysis of the experientially-based identities of mixed race women and their entry into, as well as experiences within, the realm of higher education.

Anti-racist advocacy movements of the last three decades have highlighted the embedded nature of discrimination in the education policies, pedagogical approaches, and curricular materials used at different levels of schooling and higher education. They have emphasized the need for inclusive educational policies and practices. These social movements have spurred critical analyses of, and interventions in, education policy and praxis. Many of the existing studies have documented the paucity of representations of racialized groups and the erasure of their histories in traditional pedagogical approaches and standard curricula. [1] Indeed, some studies have gone further and explored how racialized youth negotiate the school yard and their encounters within the structure of the school system. Issues of racism have been underscored as shaping the lived realities and constraining the life choices of racialized youth within mostly white schools. [2]

Dewan’s work takes this analysis further by first focusing on mixed race women and then exploring their encounters within higher education institutions and their response to educational policies. This allows her to refrain from essentializing race and racialized identities, thereby emphasizing the constructed nature of such identities. She argues that the trap of essentialism surfaces in terms of how popular discourses position mixed race people—as either belonging to one “race”—usually perceived as being inferior—or as celebratory embodiments of postmodern identity. In the latter respect, mixed race people are regarded as signs of the “end of racism” and the evolution of a whole new world marked by race-lessness. Canadian scholar Minelle Mahtani has described this as a “vacant celebration of hybridity” that “veils gendered and racialized power dynamics.” (p. 74) [3] While Dewan adopts a constructionist perspective, she argues that her findings suggest that “essentialist, postmodernist and individualist theories and discourses do not manifest themselves in mutually exclusive ways.”…

Read the entire article here.

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