Mixed Race Studies

UVA and the History of Race: Eugenics, the Racial Integrity Act, Health Disparities

UVA Today
2020-01-09

P. Preston Reynolds, Professor of Medicine and Nursing
University of Virginia

Thomas Jefferson’s writings included observations about race that aligned with later eugenicists. Under the medical school deanship of Paul Brandon Barringer, right, UVA built its first hospital in 1901, but also continued to advance eugenic science.

Editor’s note: Even an institution as historic as the University of Virginia – now entering its third century – has stories yet to be told. Some are inspiring, while the truths of others are painful, but necessary for a fuller accounting of the past. The President’s Commissions on Slavery and on the University in the Age of Segregation were established to find and tell those stories. Here are some of them, written by those who did the research. One in an occasional series:

By the start of the 20th century, the University of Virginia had become a center of an emerging new strain of racism – eugenics – that would create and perpetuate myths created under the guise of scientific research, but ultimately was intended to demonstrate white racial superiority.

The goal of eugenic science was knowledge of how various traits – emotional, physical, intellectual – were inherited, so that such information could be applied in order to advance the human race and preserve imagined racial superiority. Eugenic scientists used the census, genealogy, measurement of physiological functions and human anatomy, as well as intelligence testing, as methods of investigation.

They believed application of eugenic knowledge, through legislation and community practices, would eliminate mental illness, physical disabilities, moral delinquency, crime and even physical illnesses. They assumed the benefit to society would be a dramatic reduction in the cost of caring for the sick, poor, mentally ill and incarcerated…

Read the entire article here.

U.Va. Poetry Professor Rita Dove’s ‘Sonata Mulattica’ to be Adapted for Film

UVA Today
Charlottesville, Virginia
2013-05-07

Anne E. Bromley, Associate

Little did poet Rita Dove know when she published her book, “Sonata Mulattica,” that it would go beyond rescuing from obscurity a 19th-century, Afro-European violin virtuoso named George Augustus Polgreen Bridgetower.

Now that book of poems and a play-in-verse penned by Dove, Commonwealth Professor of English in the University of Virginia’s College of Arts & Sciences, is becoming the subject of a documentary not only about Dove writing about Bridgetower, but also featuring the contemporary story of African-American violin virtuoso and composer Joshua Coyne.

The National Endowment for the Arts recently awarded nonprofit Stone Soup Productions an Art Works grant to help the film company, Spark Media, produce the feature-length documentary, also to be named “Sonata Mulattica.”…

Read the entire article here.

ENLT 2513 Major Authors of American Literature: Race and Performance

University of Virginia
Spring 2015

Sarah Ingle, Lecturer

This course will explore representations of race and performance in American literature and culture from the eighteenth century to the present. We will examine cultural phenomena such as blackface minstrel shows, stories of racial “passing,” and a variety of texts (plays, fiction, poetry, and non-fiction) that depict the complex relationship between race and identity in American culture. Authors will include Thomas Jefferson, Mark Twain, William Wells Brown, Herman Melville, Charles Chesnutt, James Weldon Johnson, Nella Larsen, Zitkala-Sa, Sui Sin Far, Onoto Watanna, David Henry Hwang, and Suzan Lori-Parks. Course requirements will include three essays, weekly informal reading responses, active class participation, and a final exam.

For more information, click here.

COLA Seminar Probes Shifting Identity of ‘Whiteness’ in America

University of Virginia
College and Graduate School of Arts & Sciences
2014-11-17

Anne Bromley, Associate
UVA Today

The category of “white” as the majority race against which other groups have been described in the United States might seem well-defined, but it has been anything but that throughout American history.

In the past decade, scholars digging into primary sources have found that at certain times, some ethnic groups that one might think of as being “white” today – including Irish or Scotch-Irish, Italian, Jewish and Polish – were not considered to be white like Anglo-Saxon whites at various times and places. These attitudes led to economic and social conditions often enforced by law.

In her first-year seminar, or COLA, “Whiteness: A Racial Category,” assistant professor of religious studies Jalane Schmidt aims to show how whiteness, not just blackness, has been a shifting category and has served to exclude or include certain ethnic groups or races over time and in different parts of the country. Legal and social conditions defining who was considered black or white also demonstrate that being white has not been a hard-and-fast identity…

…“Whiteness is the elephant in the room that needs to be examined,” Schmidt said. “We’re used to studying racism as the exclusion of ‘others.’ But we’re not used to framing racism as, in part, an anxious effort (legal, social, cultural, etc.) to protect and prop up the perennially unstable racial category known as whiteness.”…

…Instead of fighting injustices under which both groups suffered, the Irish chose to join the privileged category, and this happened with other ethnic groups, too, Schmidt said. Just as children who go to a different school when their families move have to learn what the social scene is like, new immigrants in America had to learn a new set of social codes eventually, she said, giving up Gaelic language and ceasing to mix with black people.

The class is also studying how the definition of “white” changed over time in Virginia. Thomas Jefferson defined “the American” as “Anglo Saxon” and had a low opinion of the Scotch-Irish settlers of Appalachia, whose proximity to Indians, he wrote, had allegedly rendered them “wild,” Schmidt said.

A recent guest speaker to the class, Cinder Stanton, former head historian at Monticello, talked about her research on slavery at Jefferson’s plantation home and on the progeny of Jefferson and the slave Sally Hemings, the topics of her book, “Those Who Labor for My Happiness.” The descendants who defined themselves as black knew about and embraced their heritage. Those who passed as white, however, such as Eston and Julia Hemings, left behind their mixed ancestry and changed their name; their white descendants didn’t know they were related to Jefferson and Hemings until they found out from Stanton during her fieldwork…

Read the entire article here.

“What Are You?” Multiracial Identity and the Persistence of Racism in a “Post-Racial” Society

University of Virginia
2014

Hephzibah Virginia Strmic-Pawl

In 2000, and for the first time, the U.S. Census allowed individuals to “mark one or more” races, and now the U.S. Census projects that those who choose two or more races will triple by 2050. The occurrence of the “biracial baby boom,” a new post-racial ideology, and the election of the first Black (or biracial depending on one’s categorization) U.S. president have led to great hopes for a nation where race no longer matters.

On the other hand, there is persistent discrimination including wide disparities in education, wealth, and employment. Thus, does multiracialism signify that society’s race relations are improving and that we are deconstructing racial categories and racism? Or, does multiracialism naively overlook the continuing vestiges of race and racism and merely reify “race” in efforts to defend the recognition and experiences of those who are “mixed race?”

Through a study of 70 people of mixed-race descent, I seek an answer to this debate. I ask: how does multiracial identity manifest itself and align with and/or contest the current racial hierarchy? I find 67 of the 70 respondents do prefer a multiracial identity, a preference that reveals the coherence of multiracialism and its ability to challenge the racial hierarchy. Yet, much of this dissertation is dedicated to the differences in experiences of Asian-Whites and Black-Whites. The majority of the Asian-Whites have close White friends and networks, have few experiences and perceptions of racism, and have a color-blind approach to racism. By comparison, BlackWhites are more likely to be aligned with Black networks and Blackness, experience and perceive racism to be a significant problem, and expend significant effort navigating their race.

This project, then, has two main findings: 1) those of mixed-race descent are choosing to identify with both races and 2) the continuing significance of race and racism leads to markedly different narratives for those of Asian and White descent compared to those of Black and White descent. Thus, multiracialism has validity yet is limited in its ability to move the discussion forward on race, for it relies on race in order to defy race.

Loving in Virginia: A teacher’s work brings new life to an old case.

University of Virginia College and Graduate School of Arts & Sciences
Newsletter
February 2013

Caroline County, Virginia, 1958. Newlyweds Richard and Mildred Loving wake at 2 a.m. to the sound of their front door being kicked in. Before they are out of bed, the sheriff and two deputies place them under arrest. Their crime: Marriage. Richard, a white man, and Mildred, a black and American Indian woman, had violated Virginia’s Racial Integrity Act, which prohibited interracial marriage. They plead guilty, are convicted on felony charges, and are banished from Virginia. The Lovings spend the next nine years trying to get home.

Most students in historian Grace Hale’s Southern History seminars find it difficult to believe that the Loving’s story is factual, and perhaps even more extraordinary that such events occurred only 55 years ago. Yet in June of 1958, 24 states, including Virginia, prohibited interracial marriage. With Hale they talk through the Voting Rights Act of 1964[5] and the Civil Rights Act of 1965[4]. But these topics, important in their own right, capture only a portion of the important history she teaches. For Hale, the history comes more alive through the story of the Lovings and their nine-year battle that resulted in the 1967 Supreme Court Decision that invalidated all state laws prohibiting interracial marriage. Though she has taught the case for some time, only recently has it carried more weight to her. Just last year, HBO premiered The Loving Story, a documentary that tells the Loving’s dramatic tale, for which Hale served as an historical advisor…

Read the entire article here.

ENLT 252 Mestizas, Halfies, and Others

University of Virginia
Fall 2008

How does your family background affect the way that the way that you see yourself?  How others in the United States see you?  In this class we will investigate novels, short stories, and poems that foreground the multicultural and intercultural make-up of the United States.  Our texts are an alternate form of cultural history: they depict a range of interactions between various immigrant communities and the larger “American” culture, which as it turns out, has no single definition.  Our texts are written by women who are often assigned hyphenated labels to indicate their family origins—Sandra Cisneros is Mexican-American, Diana Abu-Jaber is Jordanian-American, and so on—and many of our works feature protagonists who are of mixed racial and ethnic heritage and who negotiate among several different cultural modes.  Some recurring themes of the course will be the experience of living in between two or more languages (many of the texts incorporate untranslated pieces of languages other than English) and the language act of naming and renaming (for instance in Marilyn Chin’s “How I Got That Name: An Essay on Assimilation.”)  We will see that it is not only the ethically “other” citizens who are influenced by the American experience but indeed that their languages and voices penetrate into and profoundly shape American experience as a whole, both in terms of literary content and in terms of formal accomplishment.

 In the course we will analyze literary moments of cross-cultural contact, stereotyping, and exchange, and our goal during the semester will likewise be to create a small exemplary community in which open exchanges can occur.  We will discuss and critique the terms “mestiza” and “halfie,” among other labels for people of mixed race and mixed cultural experience, and we will compare the use and implications of these colloquial terms to the purposes and political intentions of scholarly definitions by cultural critics such as Gloria Anzaldúa and Lila Abu-Lughod. We will also be strongly interested in questions of literary form.  For instance, what is significant about a novel or poem following a linear narrative characteristic of realism, in other words producing a “straight” take on identity and history?  What is at stake in the poem or novel that takes a more postmodern approach and emphasizes a fractured, heterogeneous, hybrid experience?  Course requirements include regular and well-prepared participation, three papers, email responses to two of the readings, one class presentation, one or two periods leading discussion, and an essay-based final exam.

Possible texts include:

Sandra Cisneros, Woman Hollering Creek and Other Stories (Vintage)
Gloria Anzaldúa, Borderlands/ La Frontera: The New Mestiza (Aunt Lute Books)
Richard Rodriguez, Hunger of Memory: The Education of Richard Rodriguez (Bantam)
Nella Larson, Passing (Penguin)
Danzy Senna, Caucasia (Riverhead)
Gish Jen, Mona in the Promised Land (Vintage)
Diana Abu-Jaber, Crescent (Norton)

AAS 4570 – Passing in African-American Imagination

University of Virginia
The Carter G. Woodson Institute for African-American & African Studies
Spring 2011

Alisha Gaines, Post-Doctoral Fellow (English)
Duke University

This course considers the canonical African American literary tradition and popular culture texts that think through the boundaries of blackness and identity through the organizing trope of passing. We will engage texts that represent passing as a liberating performance act, a troubling crime against authenticity, an economic necessity, and/or a stunt of liberal heroics. By the end of the course we will evaluate how our thinking about passing inflects our understanding of supposedly stable categories of identity including gender, class, and sexuality as well as begin to think critically about the relationships between blood and the law, love and politics, opportunity and economics, and acting and being.

Questions to be considered include: What do we make of a literary tradition that supposedly gains coherence around issues of racial belonging but begins by questioning race itself?  What work does the highly gendered depictions of the “tragic mulatta” figure (a mixed-race woman undone by her periled existence between two racialized worlds) do for, and to, African American literature? What happens when the color line crosses you?  Or in other words, where is agency in this discussion?  Do we really know blackness when we see it?  Hear it?  How (and why) is blackness performed and for (and by) whom?  In what ways is identity shaped by who can and can’t pass?  How has globalization made blackness an even more accessible commodity?  How has hip hop?  And finally, aren’t we all passing for something?

For more information, click here.