Mixed Race Studies

The Prisms of Passing: Reading beyond the Racial Binary in Twentieth-Century U.S. Passing Narratives

University of North Carolina, Chapel Hill
2011
217 pages

Amanda M. Page

A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of English and Comparative Literature.

In “The Prisms of Passing: Reading beyond the Racial Binary in Twentieth-Century U.S. Passing Narratives,” I examine a subset of racial passing narratives written between 1890 and 1930 by African American activist-authors, some directly affiliated with the NAACP, who use the form to challenge racial hierarchies through the figure of the mulatta/o and his or her interactions with other racial and ethnic groups. I position texts by Frances E.W. Harper, James Weldon Johnson, and Walter White in dialogue with racial classification laws of the period—including Supreme Court decisions, such as Plessy v. Ferguson (1896), and immigration law, such as the Johnson-Reed Act of 1924—to show how these rulings and laws were designed to consolidate white identity while preventing coalition-building among African Americans and other subordinate groups.

In contrast to white-authored passing narratives of the time, I argue that these early African American passing narratives frequently gesture toward interracial solidarity with Native American, European immigrant, Latina/o, or Asian American characters as a means of
challenging white supremacy. Yet, these authors often sacrifice the potential for antiracist coalitions because of the limitations inherent in working within the dominant racial and nativist discourses. For example, in Iola Leroy (1892), Harper, despite her racially progressive intentions, strategically deploys white nativist discourse against Native Americans to demonstrate the “Americanness” of her mulatta heroine and demand recognition of African American assimilation. Though later African American passing narratives, such as Johnson‘s The Autobiography of an Ex-Colored Man (1912) and White‘s Flight (1926), began to reflect a collaborative global approach to civil rights as the century progressed, these strategies of domestic antagonism and/or international solidarity with groups outside of the black-white binary ultimately worked in service to a specifically African American civil rights agenda.

This study concludes with an examination of a contemporary passing narrative by an Asian American author. Brian Ascalon Roley’s American Son (2001) revises the form to challenge the continued marginalization of Latina/os and Asian Americans and thus suggests the need for a reconsideration of how we approach civil rights activism to accommodate new racial dynamics in the post-civil rights era.

Read the entire dissertation here.

Leona Amosah, the Founder of SWIRL, Talks Diversity and Identity

Study Breaks
2016-12-28

Molly Flynn
University of North Carolina, Charlotte

Celebrating Students with Interracial Legacies (SWIRL)

Amosah, a high-achieving senior at UNC Chapel Hill, created the organization to provide a community for students with multiracial and mixed-race identities.

While many college students occupy their time with binge-watching Netflix, binge-drinking at parties and binge-eating at their campus diners, Leona Amosah has chosen to indulge in things much more productive.

Amosah, a senior at the University of North Carolina in Chapel Hill, seems to be involved in a little bit of everything. As a double major in Russian and Global Studies, Amosah spends her time not only in the books, but also involved in a wide range of campus groups. She actively participates in organizations such as Tarheel Outreach Program, Harmonyx A Capella group, Easing Students Abroad Entry (EASE), APPLES Service-Learning Program and Buckley Public Service Scholars, just to name a few.

But, her brainchild, as she calls it, is an organization that she started in August 2015. This past week, I had the opportunity to speak directly with Amosah and learn a little but more about SWIRL, which stands for Students with Inter-Racial Legacies.

Molly Flynn: What inspired you to start SWIRL?

Leona Amosah: I came up with the idea for starting SWIRL after watching a documentary called “Little White Lie.” It told the story of a Jewish woman [Lacey Schwartz] who grew up with a white identity, until she discovered that her biological father was black.

Throughout the film, she grapples with her mixed-race identity, discussing how she felt when she identified as white versus how she felt when she identified as black. I very much connected with the film as a person of mixed-race, and was sobbing by the end of it…

Read the entire interview here.

Let’s Talk About It: Multiracial Identity

University of North Carolina, Charlotte
Thursday, 2014-09-11, 12:30-13:30 EDT (Local TIme)
Union
200

Led by the Multicultural Resource Center (MRC), the Let’s Talk It Discussion Series will focus on areas of diversity through prompts that spark discussion.  These discussions are open to all and will focus on one area of diversity during each conversation.  Come prepared to share your thoughts and learn others perspectives as well. For more information please contact Regena Brown at rybrown1@uncc.edu or (704) 687-7123.

**Please note that seating is limited**

For more information, click here.

ANTH 206 American Indian Societies (FOLK 230)

University of North Carolina
Summer 2013

Why do American Indians have casinos and reservations? Who is an Indian? How do Indians feel about American history? What kinds of futures do young Indians imagine for themselves and their tribes, and how can a non-Indian participate in and contribute to building this future? Prepare for a great ride through the vigorous discussions and debates we have about these and other topics in this perspective-expanding and critical-thinking-oriented Maymester class. Through films, readings, and class discussions, students will learn about the histories of Indian tribes and about U.S. history from the perspectives of American Indians. They will also explore tribal sovereignty, reservation life, tribal leaders, Indian education, black Indians, Indian art, Indian participation in sports, and other topics in which students express interest. Classes will be discussion-based. Students will be encouraged to think critically and imaginatively in a class setting that is relaxed and informal, and the instructor’s primary motivational techniques will be positive reinforcement and encouragement. No prior study of American Indians is required.

For more information, click here.

The Dialogue About “Racial Democracy” Among African-American and Afro-Brazilian Literatures

University of North Carolina, Chapel Hill
2008
262 pages

Isabel Cristina Rodrigues Ferreira

A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Romance Languages and Literatures (Portuguese).

This dissertation focuses on the myth of racial democracy in the works of African-American and Afro-Brazilian writers in the early and late twentieth and early twenty-first centuries. Their novels, short stories, and a play dialogue among each other. The African-American novels Passing (1929) of Nella Larsen and Caucasia (1998) of Danzy Senna reflect on their perception of Brazilian reality of racial democracy, which was related to their own racial realities. Both authors use Brazilian racial harmony as an option to their characters to experience a different racial relation that did not involve segregation in the 1920s or violent acts in the 1960s and 1970s. The Afro-Brazilian selection of stories reflects on the Brazilian reality for Afrodescendants, which presents no sign of racial harmony. The novels Vida e morte de M. J. Gonzaga de Sá (1919) and Clara dos Anjos (1923-24) of Lima Barreto, Malungos e milongas (1988) of Esmeralda Ribeiro and Ponciá Vicêncio (2003) of Conceição Evaristo; the unpublished play Uma boneca no lixo of Cristiane Sobral; and short stories of Cuti, Márcio Barbosa, Éle Semog, Esmeralda Ribeiro, Oubi Inaê Kibuko, Conceição Evaristo, Lia Vieira and Cristiane Sobral show that Afro-Brazilian reality in the 1920s and in the late twentieth and early twentieth-first centuries is of discrimination, and prejudice, but they reflect on non-violent solutions to fight against their fate.

In Chapter One, I introduce the subject of racial democracy, which will be discussed in two African-American novels and some Afro-Brazilian literary works. Chapters Two and Three are overviews of Brazilian history, examining the role and perception of Afro-descendants by society, and Afro-Brazilian literature throughout the centuries, respectively. The former helps readers understand how important the myth of racial democracy was to maintain the order and power to those controlling the country’s economy and politics. Chapter Four examines African-American novels, relating them not only to their perception of Brazil, but also to their own history and racial relations. Chapter Five shows different racial issues discussed in some of the works. These interpretations of Brazilian racial reality can dismantle the discourse of the myth of racial democracy. The last Chapter is the conclusion of what I presented and discussed in the previous chapters and some thoughts about future research topics.

Read the entire dissertation here.

PHIL 3830. Philosophy and Race

University of North Carolina, Charlotte

Cross-listed as AFRS 3830.  This course both examines the role of the concept of race in the Western philosophical canon, and uses current philosophical texts and methods to examine Western discourses of race and racism.  Issues such as whiteness, double consciousness, the black/white binary, Latino identity and race, ethnicity, mixed-race identity, and the intersection of race with gender and class will also be examined.  (Alternate years)

The French colonial question and the disintegration of white supremacy in the Colony of Saint Domingue, 1789-1792

The University of North Carolina, Wilmington
2005
94 pages

Molly M. Herrmann

A Thesis Submitted to the University of North Carolina Wilmington in Partial Fulfillment Of the Requirements for the Degree of Master of Arts

This thesis argues that the class of free people of color in the French colony of Saint Domingue threatened the dichotomy of master and slave, as defined by a strict divide between white and black and as was necessary for the perseverance of racial slavery. In restricting the free people of color from the right to vote and hold public office, white supremacy was maintained by upholding a racial divide within the free sector of Saint Domingue’s planter society. By the end of the eighteenth-century, the free people of color launched an aggressive campaign, by way of French legislative reform, to attain their rights as free and propertied citizens of France.

The perception that the white race was unalterably superior to the black race was at the core of the planter society of Saint Domingue to safeguard racial slavery against a rapidly emerging class of free people of color. Once the free people of color seized upon French legislative reform as a means to win their rights, white supremacy was challenged and ultimately exposed as a social and political system that was alterable. The subsequent failure of French legislation to officially enfranchise them motivated the free people of color to openly ally with insurgent slaves in a revolution against a common adversary, white supremacy. The result of this coalescence, I argue, was the rapid and complete debilitation of white power in the colony by April 1792 when the National Assembly declared full and equal citizenship for all free people of color.

TABLE OF CONTENTS

• ABSTRACT
• ACKNOWLEDGEMENTS
• DEDICATION
• INTRODUCTION
• CHAPTER 1. RACIAL SLAVERY AND THE COLOR LINE DRAWN BETWEEN WHITE AND BLACK
• CHAPTER 2. THE “IMPRINT OF SLAVERY” AND THE FREE PEOPLE OF COLOR IN SAINT DOMINGUE
• CHAPTER 3. THE FRENCH COLONIAL QUESTION AND THE SLAVE INSURRECTION OF 1791
• CHAPTER 4. THE ABOLITION OF THE COLOR LINE AND THE END OF WHITE SUPREMACY IN SAINT DOMINGUE
• EPILOGUE
• BIBLIOGRAPHY

Read the entire thesis here.

Do You See Your Family?: An Examination of Racially Mixed Characters & Families in Children’s Picture Books Available in School Media Centers

University of North Carolina, Chapel Hill
2002
37 pages

Susan S. Lovett

A Master’s paper submitted to the faculty of the School of Information and Library Science of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Master of Science in Library Science.

This study describes a survey of public elementary schools in Wake County, North Carolina determining what picture books that include mixed-race characters or mixed-race families are available and which are most commonly collected in public school media centers. Fifty-two of the seventy-nine elementary school media centers in the Wake County Public School System responded. Thirty-four titles that included a mixed-race character or a mixed-race family, where the family was not multiracial due to adoption, are identified. Nine titles prove to be highly collected, eleven titles are somewhat collected, and fourteen titles are rarely collected. Half of the highly collected titles are award winners, whereas the mid and rarely collected category books have not won any awards. The parental racial combinations vary, but the prevalent pairing is African American/Caucasian. Titles appear to be collected more because they are award-winning than because they represent a non-Caucasian population. The majority of elementary school media specialists have never been asked to find materials that include mixed-race characters or families. Overall, few of these books exist, and fewer still are collected in school media centers.

TABLE OF CONTENTS

• Table of Tables
• Introduction
• Literature Review
• Research Questions
• Methodology
  • Locating Mixed Race Materials
  • Instrument
  • Procedure
• Findings & Discussion
• Conclusions
• Future Research
• References
• Appendices
  • Appendix A – School Media Collection Survey Instrument
  • Appendix B – Survey Data Arranged by Quantity Owned
  • Appendix C – Annotated Picture Books

TABLE OF TABLES

• Table 1 – Identified Picture Books with Racially Mixed Characters or Families
• Table 2 – Highly Collected Titles
• Table 3 – Mid Collected Titles
• Table 4 – Rarely Collected Titles
• Table 5 – Total Racially Mixed Picture Book Collection per Media Center
• Table 6 – Titles Suggested by Surveyed Media Specialists
• Table 7 – Racial Pairings per Title

Read the entire paper here.

White Skin, White Masks: The Creole Woman and the Narrative of Racial Passing in Martinique and Louisiana

University of North Carolina, Chapel Hill
2006
83 pages

Michael James Rulon

A thesis submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Master of Arts in the Curriculum of Comparative Literature

Through an examination of two Creole passing subjects from literary passing narratives of the twentieth century, this thesis simultaneously treats two problems that have been largely overlooked by contemporary scholarship: the role of the Creole racial identity in the genre of the passing narrative, as well as the possibility of racial passing within the context of a Creole society. In Walter White’s 1926 novel, Flight, and Mayotte Capécia’s 1950 novel, La négresse blanche, the protagonists’ difficulties in negotiating a stable racial identity reveal the inherent weakness of the racial binary that is essential to the very notion of racial passing, and they also show that Creoleness has failed to establish itself as a stable racial identity in the societies represented in both novels.

Table of Contents

• 1. Pawòl Douvan/Some Opening Words
• 2. Nwè, Blan èk Kréyòl/Black, White, and Creole
• 3. Mimi èk Isaure/Mimi and Isaur
• 4. Pasé pou Blan, Pasé pou Nwè/Passing for White, Passing for Black
• 5. Ovwè tè kréyòl/Goodbye, Creole Land
• 6. Conclusion: Èk alòs… /And so
• WORKS CITED

Read the entire dissertation here.

Secret Agent Insiders to Whiteness: Mixed Race Women Negotiating Structure and Agency

University of North Carolina, Chapel Hill
2007
325 pages

Silvia Cristina Bettez, Assistant Professor
Department of Educational Leadership and Cultural Foundations
University of North Carolina, Greensboro

A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education.

In this dissertation, I explore the life stories of sixteen adult mixed race women who have one white parent and one parent who is a person of color. I examine how these women navigate their hybridity, what we can learn from their stories in our efforts to communicate across lines of racial difference, and what experiences the participants share that cross racial and ethnic lines. Data sources include multiple individual and group interviews with predominately middle-class, educated women living in San Francisco/Oakland [California], Albuquerque [New Mexico], and Boston [Massachusetts]. I coded the interview transcripts for themes and patterns and situated my analyses in relation to discourses of postcolonial hybridity, multiraciality, and social justice.

In relation to navigating hybridity, the women’s experiences reveal an interplay between personal agency, claimed through fluid identities, and limitations to social mobility and acceptance created by social, cultural, and institutional structures. When asked or compelled to choose, all participants chose to align themselves with people of color. I identify several factors that contribute to their ability to communicate across lines of racial difference including physical ambiguity, learning about multiple world views early in life, keen observation, and active listening. Several shared experiences emerged that crossed racial lines. The women in my study largely rejected their white identities, experienced their identities in fluid ways despite this rejection, claimed the right to self-identify racially/ethnically, and sought community with other mixed race people. One of the most significant findings is the degree to which many of the participants’ stories were dedicated to discussions of cultural whiteness, which they viewed as inextricably linked to racism and white supremacy.

This work adds to the small but growing field of mixed race studies and provides information on improving education for social justice. These narratives serve as embodied experiences of hybridity, challenging the disembodied postcolonial hybridity theories prevalent in the literature that disregard the actual lived experiences of “hybrid”/mixed race people. The stories and analysis also reveal ways in which racism and white privilege are enacted on social and institutional levels, and raise questions about theories of diversity built on racial binaries.

Read the entire dissertation here.