Mixed Race Studies

University of California, Santa Barbara (UCSB) Special Research Collection

UC Santa Barbara Library
University of California, Santa Barbara
May 2019

G. Reginald Daniel, Professor of Sociology
University of California, Santa Barbara

G. Reginald Daniel, UCSB Professor of Sociology and member of the Advisory Board of MASC (Multiracial Americans of Southern California), and Paul Spickard, UCSB Professor of History, in coordination with Danelle Moon, Head of UCSB Library Special Research Collection, have been collecting primary documents from support and educational organizations involved in the multiracial movement, particularly from the late 1970s through the early 2000s. This period was the height of discussions surrounding changes in official data collection on race, as in the census, to make it possible for multiracial individuals to identify as such…

Read the entire release here.

Multiracial Faculty Members’ Experiences in the Academy

University of California, Los Angeles
Graduate School of Education and Information Studies
2017-01-31

Jessica C. Harris, PhD, Assistant Professor
Department of Higher Education & Organizational Change
University of California, Los Angeles
310-794-4982

Jessica Harris, PhD, from the Graduate School of Education and Information Studies at the University of California, Los Angeles (UCLA) is conducting a research study to explore multiracial tenured/tenure track faculty members’ experiences within the academy.

Why is this study being done?

This research will qualitatively explore the academic experiences of mixed race faculty working in U.S. institutions of higher education. While the experiences of monoracial faculty of color are documented in extant literature, there exist no studies, to my knowledge, of the experiences of mixed race faculty in the academy. The study will focus on participants’ experiences with tenure and advancement, teaching, research, service, and other important issues that must be explored in order to better inform inclusive practices that help to recruit and retain mixed race faculty and increase diversity within and across institutions.

What will happen if I take part in this research study?

If you volunteer to participate in this study, the researcher will ask you to do the following:

• Fill out an online demographics questionnaire.
• Participate in an approximately 60-minute individual interview conducted by the lead researcher and/or a graduate student researcher that the lead researcher supervises.
• Individual interviews will take place via Skype, telephone, or the communication software preferred by the participant. The researcher will conduct the interview in a private room.
• Questions within the interview may relate to participants’ experiences with the tenure and advancement process, teaching, pedagogical approach, and research.

How long will I be in the research study?

The demographic form will take about 15 minutes to complete. The individual interview will last approximately 60 minutes. The total time you will dedicate to this research is about 75 minutes. Given the time that lapses between filling out the demographic questionnaire and setting up an interview for the research, you may be an enrolled participant in this research anywhere from a few days to several months.

Are there any potential risks or discomforts that I can expect from this study? Are there any potential benefits if I participate?

Your participation should cause no more discomfort than you would experience in your everyday life. Participation may prove cathartic for participants. The information obtained from the study will help educators and campus leaders gain a better understanding of multiracial peoples’ experiences on the college campus. This will guide inclusive practices on campus. Your identifiable information will not be shared unless (a) it is required by law or university policy, or (b) you give written permission.

Will information about me and my participation be kept confidential?

Any information that is obtained in connection with this study and that can identify you will remain confidential. It will be disclosed only with your permission or as required by law. Confidentiality will be maintained by means of storing information with identifiers in a locked file cabinet in the lead researcher’s office- transcripts, audio files, and demographics forms will be stored under a numerical pseudonym. Your name will only be linked by a numerical code key that will be kept in a separate file cabinet and will only be accessible to two individuals, the lead researcher and the graduate research assistant. Finally, when information is reported out (via publications and conference presentations) all participants and institutions will be given pseudonyms. Other information will be reported back in general, broad categories, e.g. southern institution rather than an institution in Atlanta. All information will be kept in a secure and locked location for use in future research and destroyed within 10 years of the first interview.

What are my rights if I take part in this study?

• You can choose whether or not you want to be in this study, and you may withdraw your consent and discontinue participation at any time.
• You may refuse to answer any questions that you do not want to answer and still remain in the study.

Who can I contact if I have questions about this study?

• The research team: If you have any questions, comments or concerns about the research, you can talk to the one of the researchers. Please contact: Jessica C. Harris at jharris@gseis.ucla.edu or 310-794-4982.
• UCLA Office of the Human Research Protection Program (OHRPP):
  If you have questions about your rights while taking part in this study, or you have concerns or suggestions and you want to talk to someone other than the researchers about the study, please call the OHRPP at (310) 825-7122 or write to:

UCLA Office of the Human Research Protection Program
11000 Kinross Avenue
Suite 211, Box 951694
Los Angeles, California 90095-1694

128 RACE MIXTURE POLTCS

University of California, Irvine
School of Humanities
Winter Quarter 2016

Jared Sexton, Associate Professor of African American Studies and Film & Media Studies

This course explores the politics of race, class, gender, and sexuality in the United States from the antebellum period to the post-civil rights era, paying specific attention to interracial sexuality as a fulcrum of power relations shaped by racial slavery and historical capitalism. We will address the emergence of the multiracial identity movement since the 1990s and discuss its relation to the legacies of white supremacy and the black freedom struggle. We will read for quality not quantity, with a premium on engaged class participation. Several short writing assignments, a midterm and a final exam are required.

Race and Justice in Transnational Perspective: “Race in Motion: Traversing the Transnational Emotionscape of White Beauty in Indonesia”

Seminar Series: Race and Justice in Transnational Perspective
University of California, Merced
California Room
5200 North Lake Rd.
Merced, California 95343
2013-10-31, 10:30 PDT (Local Time)

L. Ayu Saraswati, Assistant Professor of Women’s Studies
University of Hawai‘i, Manoa

In this talk, Saraswati explores how feelings and emotions—Western constructs as well as Indian, Javanese, and Indonesian notions such as rasa and malu—contribute to and are constitutive of transnational and gendered processes of racialization. Employing “affect” theories and feminist cultural studies as a lens through which to analyze a vast range of materials, including the Old Javanese epic poem Ramayana, archival materials, magazine advertisements, commercial products, and numerous interviews with Indonesian women, she argues that it is how emotions come to be attached to certain objects and how they circulate that shape the “emotionscape” of white beauty in Indonesia.

The seminar series “Race and Justice in Transnational Perspective” is organized by Tanya Golash-Boza, Nigel Hatton, and David Torres-Rouff. The event is co-sponsored by the UC Center for New Racial Studies, Sociology, and SSHA.

For more information, click here.

An investigation of the people who laid the groundwork for Virginia‘s miscegenation law reveals that the pseudo-science of eugenics was a convenient facade used by men whose personal prejudices on social issues preceded any “scientific theory.”  Stated more bluntly, the true motive behind the Racial Integrity Act of 1924 was the maintenance of white supremacy and black economic and social inferiority—racism, pure and simple.  It was an accident of history that eugenic theory reached its peak of acceptability in 1924 so as to be available as a respectable veneer with which to cover ancient prejudice.  For Powell, Plecker, and their ilk, eugenical ideology was not a sine qua non for legislation, but merely a coincidental set of arguments that provided intellectual fuel to the racist fires.

Paul A. Lombardo. “Miscegenation, Eugenics, and Racism: Historical Foonotes to Loving v. Virginia,” University of California, Davis Law Review. 1988, Volume 21, Number 2, pages 421-452. http://lawreview.law.ucdavis.edu/issues/21/2/essays/DavisVol21No2_Lombardo.pdf.

The Invisibility of Multiracial Students: An Emerging Majority by 2050

University of California, San Diego
January 2009
252 pages

Gina Acosta Potter

A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Education in Educational Leadership

By the nature of their existence, multiracial people call to question deeply held notions of race and racial classification held tightly by Americans. To acknowledge a person as multiracial, or a blending of more than one race, defies the conventional social construct that delineates clear, discernible, and discrete races. Even as multiracial students become increasingly visible in our nation’s schools, multiracial identity is seldom recognized as a critical topic of diversity within the educational arena. By 2050, the multiracial population will surface as a majority group of people whose presence will require our nation to redefine our current constructs of race, racial identification, and racial classification (Anderson, 2002; Winters & DeBose, 2003). This qualitative research study seeks to address the primary research question: How and to what extent do public policy decisions regarding academic accountability affect educational outcomes for multiracial students in two states that differ in their multiracial categorization policies?

The purpose of this study is to illuminate racial subgroups identified within accountability systems, determine the degree to which multiracial students are rendered visible in the academic accountability movement, and examine the needs of multiracial students. The research design is a comparative case study of two state education agencies and the public policies they employ when monitoring the academic achievement of multiracial students.

The major findings of this study reveal: 1) a misalignment between federal and state accountability systems for racial classification; 2) a variance in how two state education agencies racially classify mixed race students; 3) a nonstandardized approach to school enrollment categorization of multiracial students; 4) controversy regarding the meaning of race and ethnicity; 5) various approaches taken by multiracial students when self-identifying 6) data methodology challenges; and 7) a more than ten year lapse in time before the federal Department of Education moved towards complying with the White House Office of Management and Budget regulations allowing multiracial individuals to identify as more than one race.

The implications of this research indicate a significant need for the United States’ educational system to face the challenge of recognizing and responding to the histories, experiences, and identities of multiracial students within our schools.

Read the entire dissertation here.

English 108: Crossing Racial Boundaries in Post-Civil Rights Fiction and Film: Interracial Encounters

University of California, Los Angeles
Winter 2012

Caroline Streeter, Associate Professor of English

This course looks at literature and film depicting interracial sexuality and mixed race identities in the post-Civil Rights era. Course materials depict individuals and communities that trouble and challenge conventional ideas about racial categorization and the boundaries between groups. Texts represent a wide variety of ethnic and cultural perspectives. Books include Caucasia (Danzy Senna), A Feather on the Breath of God (Sigrid Nunez), Drown (Junot Diaz) and My Year of Meats (Ruth L. Ozeki). Movies include Diva (Jean-Jacques Beineix), Jungle Fever (Spike Lee) and The Wedding Banquet (Winston Chao).

2011 Brigitte M. Bodenheimer Lecture on Family Law by Professor Angela Onwuachi-Willig: “According to Our Hearts: What Does the Rhinelander v. Rhinelander Case Teach Us about Race, Law, and Family?”

University of California, Davis
School of Law
Kalmanovitz Appellate Courtroom
2011-11-08, 16:00-18:00 PST (Local Time)
Run Time: 01:05:58

Angela Onwuachi-Willig, Charles M. and Marion J. Kierscht Professor of Law
University of Iowa

The 2011 Brigitte M. Bodenheimer Lecture on Family Law features Professor Angela Onwuachi-Willig. She delivers a lecture entitled, “According to Our Hearts: What Does the Rhinelander v. Rhinelander Case Teach Us about Race, Law, and Family?”

Professor Angela Onwuachi-Willig explores the social and legal meanings of the Rhinelander v. Rhinelander case by examining its various lessons regarding law and society’s joint role in framing the normative ideal of family as monoracial.

The Rhinelander trial of 1925 involved a lawsuit in which wealthy, white Leonard Kip Rhinelander sued his wife, Alice Beatrice Rhinelander, for an annulment based on fraud. Leonard alleged that Alice claimed to be white when she was actually “of colored blood.” Legend has it that the two were madly in love, but Rhinelander’s father encouraged the annulment proceeding because he did not approve of the relationship.

Professor Onwuachi-Willig analyzes the case as a representation of the simultaneously tragic and inspiring story about race and race relations in the United States.

A former member of the UC Davis law faculty, Professor Onwuachi-Willig is the Charles M. and Marion J. Kierscht Professor of Law at the University of Iowa. She specializes in the areas of Employment Discrimination, Family Law, Feminist Legal Theory, and Race and the Law.

Established in 1981 in memory of Professor Brigitte M. Bodenheimer, this endowed lecture brings scholars and practitioners to King Hall to discuss recent developments affecting the family.

Equivocal subjects: The representation of mixed-race identity in Italian film

University of California, Irvine
2007
226 pages
AAT 3296258
ISBN: 9780549410775

Shelleen Maisha Greene, Assistant Professor of Conceptual Studies
University of Wisconsin, Milwaukee

My dissertation seeks to establish a critical framework for the analysis of mixed-race subjects in Italian film. Within the Italian context, mixed-race subjects emerged out of the colonial conditions stemming from the nation’s occupation and settlement of its east African colonies beginning in the nineteenth century. However, racial mixture has also served as a metaphor for the internal division of Italy between North and South, a historical formation that arguably allows for the development of analytics, such as the “Southern Question,” by which to essentialize a racially heterogeneous population. Through an examination of four historically contextualized films, I examine the presentation of mixed-race subjects in Cabiria (1914), Sotto la croce del sud (1938), Il Mulatto (1949/1951), and Il fiore delle mille e una notte (1974). I argue that the mixed-race subject is a constitutive element of the Italian cinema, a figure that serves as a nodal point for the intersection of conceptions of race and the nation.

Purchase the disseration here.

Genetic ancestry data improve diagnosis in asthma and lung disease

University of California, San Fransisco
News Release
2010-07-07

Kristen Bole

Released Jointly by UCSF and Northwestern University Feinberg School of Medicine, Henry Ford Hospital, and National Jewish Health

Americans with lung disease may face a far greater level of lung damage than either they or their doctor suspect, depending on their individual genetic heritage, according to a study released July 7. The research implications range from diagnosing the severity of asthma to disability decisions or eligibility for lung transplants, researchers say.

In the largest study of its kind to date, spanning a dozen research centers and pooling data on more than 3,000 patients, a team of researchers led by UCSF and Northwestern University found that patients’ precise genetic background told far more about their potential lung function – and therefore any damage that has occurred – than the self-identified racial profile commonly used in such tests.

The results point to a more precise method of assessing patients’ lung function, as well as the potential impact of using precise genetic benchmarks for assessing health overall, researchers say. Findings will appear in the July 22 print edition of the “New England Journal of Medicine” and online on July 7 at nejm.org.

…Standard race categories, however, don’t capture the extent of our ancestral diversity, according to the paper’s senior author, Esteban G. Burchard, MD, MPH, who is director of the UCSF Center for Genes, Environment and Health, and a member of the Department of Bioengineering and Therapeutic Sciences, a joint department between the UCSF schools of Medicine and Pharmacy.

“People throughout the world have a richer genetic heritage than can be captured by our current definitions of race,” Burchard said, noting that almost every continent has large populations that are known to be genetically mixed. “When we force patients into an individual box, such as ‘African-American’ or ‘Caucasian’, we’re missing a lot of genetic information.”

While this study focused on patients who define themselves as African-Americans, the participants’ actual genetic ancestry ranged broadly and included Caucasian and African heritage…

To read the entire article, click here.