Mixed Race Studies

Amalgamations, New and Old: The Stratification of America’s Mixed Black/White Population

University of California, Berkeley
2004
184 pages

Aaron Olaf Gullickson, Assistant Professor of Sociology
University of Oregon

A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Sociology and Demography

This research focuses explicitly on the life chances of biracial black/whites. I contrast the “new” biracials, those born to interracial couples in the post Civil Rights era, to the “old” biracials, the lighter-skinned descendants of the original mulatto elite. Both groups have occupied privileged positions relative to monoracial blacks within educational and occupational institutions. For the old biracials, this privilege derives both from the inherited advantages of the mulatto elite and from the independent signi cance of skin tone within the black community.

I show that the skin tone privileges of lighter-skinned blacks declined for cohorts coming of age during and after the Civil Rights era. This decline marked the end of a system of stratification that characterized the black population for over a century. Furthermore, it seems to suggest that the new biracial advantage over monoracial blacks in educational outcomes is not the result of a skin tone hierarchy within the black population.

These new biracials differ from the old in that they have access to intimate white relatives within their family networks. On the one hand, the new biracial advantage could potentially result from race-based resources, such as access to the cultural and physical resources of their white parent. On the other hand, the new biracial advantage may result from class-based resources, primarily the selection of highly-educated parents into interracial unions.

I show that the new biracial advantage over monoracial blacks in educational outcomes can be largely explained by their relatively privileged family backgrounds. These advantages, and not biraciality itself, result in higher grades and lower grade retention, although they do not explain differences in standardized test scores. Thus, in order to understand the new biracial advantage, we must understand the dynamics of union formation in the immediately prior generation.

I show that this this pattern of interracial union formation can be most accurately described as one of lower-class black isolation. While traditional models of interracial union formation are all plausibly supported by the data, the most accurate model focuses on the exclusion of blacks with a high school degree or less from interracial unions, regardless of their potential partner’s education. This results holds in both marital and non-marital unions and points to the possibility of greater isolation for lower class blacks as interracial unions increase and to a generational bifurcation of the black class structure directly tied to issues of racial identity.

Contents

• List of Figures
• List of Table
• 1 Understanding Race in America, Understanding Race Mixing in America
  • 1.1 The Race Concep
  • 1.2 New and Old
  • 1.3 The Life Chances of Mixed Race Individuals
    • 1.3.1 The mulatto vanguard or the black elite?
    • 1.3.2 Eve and the new biracials
  • 1.4 Outline of this study
• 2 The Demise of the Mulatto Legacy
  • 2.1 The Skin Tone Legacy
  • 2.2 Colorism
  • 2.3 The Rise and Fall of the Skin Tone Hierarchy
    • 2.3.1 Trends across cohorts
    • 2.3.2 Formal multivariate models
  • 2.4 The Unremarked Demise
• 3 The New Biracials
  • 3.1 The K-12 Racial Hierarchy
    • 3.1.1 The Biracial Advantage
    • 3.1.2 Understanding the Racial Hierarchy
  • 3.2 Understanding the Biracial Advantage over Blacks
    • 3.2.1 Data
    • 3.2.2 Measures
    • 3.2.3 Models
    • 3.2.4 Analysis
  • 3.3 The Uncertain Position
• 4 Back a Generation
  • 4.1 The Selectivity of Interracial Unions
    • 4.1.1 Theories of Interracial Marriage
    • 4.1.2 Interracial Unions outside of Marriage
  • 4.2 Models
  • 4.3 Data
  • 4.4 Understanding Black Selectivity
    • 4.4.1 Interracial Marriage
    • 4.4.2 Interracial Cohabitation
  • 4.5 The Unnoticed Isolation
• 5 Tommorrow
  • 5.1 The Story So Far
  • 5.2 Possibilities
  • 5.3 Directions
  • 5.4 A Final Note
• A Supplemental Tables
• B Genealogical Data
• C Sensitivity Analysis
• Bibliography

List of Figures

• 1.1 Stylistic depiction of interracial sexual contact across United States history
• 1.2 Race and skin tone strati cation
• 2.1 Skin tone differences relative to light-skinned blacks in years of education across birth cohorts, National Survey of Black Americans
• 2.2 Skin tone differences in occupational attainment (Duncan SEI) relative to light-skinned blacks across birth cohorts, National Survey of Black Americans
• 2.3 Skin tone differences relative to light-skinned blacks in spousal years of education across marital cohorts, National Survey of Black Americans
• 2.4 BIC’ statistic for educational attainment threshold models based on year of threshold
• 2.5 Predicted effect of skin tone on educational attainment (highest grade completed) across birth cohorts, based on fourth-degree polynomial models
• 2.6 BIC’ statistic for occupational attainment threshold models based on year of threshold
• 2.7 Predicted effect of skin tone on occupational attainment (Duncan SEI scores) across birth cohorts, based on fourth-degree polynomial models
• 2.8 BIC’ statistic for spousal attainment threshold models based on year of threshold
• 2.9 Predicted effect of skin tone on spousal years of education across marriage cohorts, based on fourth-degree polynomial models
• 3.1 Logit effect of race on probability of having ever been held back across nested models, Panel Study of Income Dynamics 1995
• 3.2 Logit effect of race on probability of having ever been held back across nested models, National Longitudinal Survey of Youth 1997
• 3.3 Effect of race on grades in 8th grade across nested models, National Longitudinal Survey of Youth 1997
• 3.4 Effect of race on CAT-ASVAB scores across nested models, National Longitudinal Survey of Youth 1997
• 4.1 Spousal educational distributions by race, race of spouse, and sex, Census 1990
• 4.2 Stylized depiction of racial intermarriage patterns
• 4.3 Parameterizations for models of interracial educational partnering
• 4.4 Parameters from models of interracial educational partnering for married and cohabiting unions
• 5.1 Possible scenarios for the future, based on two dimensions of change
• B.1 Strength of interracial sexual contact in Herskovits sample, based on different assumptions
• C.1 Comparison of parameters from log-linear models with different age groups
• C.2 Comparison of parameters from log-linear models with marriages of various durations

List of Tables

• 2.1 Sample size and years for waves of the National Survey of Black Americans and the General Social Survey, 1982
• 2.2 Fit of threshold models and year of best- tting threshold compared to models without cohort change
• 2.3 Threshold models predicting educational attainment (total number of grades completed)
• 2.4 Polynomial models predicting occupational prestige (Duncan SEI Score)
• 3.1 Cross-classi cation of biological parents’ race in two surveys
• 3.2 Outcome measures by race
• 3.3 Variables by race, National Longitudinal Survey of Youth 1997
• 3.4 Variables by race, Panel Study of Income Dynamics
• 3.5 The relative position of biracials
• 3.6 Structure of the nested models
• 3.7 Race effects, gross and net
• 4.1 Union type distribution of new parents by race of parents
• 4.2 Proportion of black partners in each union type who have more than a high school education by sex and race of partner
• 4.3 Sample size of data sets
• 4.4 Fit of different interracial union formation models to marriages from the 1980, 1990 and 2000 U.S. Censuses
• 4.5 Important parameters from log-linear models, 1980
• 4.6 Important parameters from log-linear models, 1990
• 4.7 Important parameters from log-linear models, 2000
• 4.8 Comparison of isolation model to an alternative educational propensity model
• 4.9 Comparison between gender symmetry and BM/WF only models
• 4.10 Fit of models comparing interracial union formation between marital and cohabiting unions
• A.1 Polynomial models predicting educational attainment (years of schooling)
• A.2 Polynomial models predicting spouse’s years of schooling
• A.3 Models predicting whether respondent has ever been held back, Panel Study of Income Dynamics
• A.4 Models predicting whether the respondent has ever been held back, NLSY97
• A.5 Models predicting grades in 8th grade, NLSY97
• A.6 Models predicting CAT-ASVAB test scores, NLSY97
• A.7 Proportion of black partners in each union type who have a college degree by sex and race of partner
• A.8 Proportion of black partners in each union type who have more a high school diploma by sex and race of partner
• B.1 Possible Genealogies in the Herskovits Sample

Read the entire dissertation here.