Mixed Race Studies

Rachel Dolezal, Alice Jones’ Nipples, the Rhinelander Fortune, and Racist White Fire Fighters Who Tried to Pass for ‘Black’

Indomitable: The Online Blog of Essayist and Cultural Critic Chauncey DeVega
2015-06-17

Chauncey DeVega

Alice Beatrice Jones and Leonard “Kip” Rhinelander of Rhinelander v. Rhinelander (1924).

I want to extend a sincere thanks to all of the kind folks who donated so far. I have about 10 more “thank you” emails to go. I am very close to the goal for the fundraiser. We have stalled today and hopefully if a few folks thrown in some supportive monies, I can pull in the begging bowl for another six months…

…I am not very kind to Rachel Dolezal. I chose to speak the truth about her racial con game and made my best effort to provide some context for her most offensive act of racial tourism.

Race may be a “social construct”. But the colorline–and who is considered “white” and those considered “non-white” in the United States has a deep, long, and ugly history. Those boundaries have been policed by the law, enforced by violence, and as Ian Haney Lopez notes in the brilliant book White by Law (another complement read is Cheryl Harris’s widely cited 2001 Harvard Law Review article Whiteness as Property“) white racial group membership is a type of property with economic value that has been widely litigated in America’s courtrooms.

While too much energy has already been spent on the Rachel Dolezal racial tragicomedy, one of the most important aspects of “passing” and its many variants (white to black; black to white; brown to black; black to brown; white to something else; Martian to human)–the relationship between race and the law–has been little commented upon by the mainstream pundit classes…

Legal scholar Randall Kennedy’s 2001 Ohio Law Review article “Racial Passing” is an essential and highly informative survey of the law and racial passing in the United States.

It is wonderful writing that contains moments of great wit and storytelling.

Here is a great gem (of despicable behavior) about a scandalous case among turn of the 20th century New York City high society types in which the black body, intimate knowledge, and the color of a woman’s nipples, were introduced as a type of evidence “proving” racial group membership:…

Read the entire article here.

The Spectacle of the Races: Scientists, Institutions, and the Race Questions in Brazil, 1870-1930 (review)

Bulletin of the History of Medicine
Volume 75, Number 1, Spring 2001
pages 152-153
DOI: 10.1353/bhm.2001.0014

J. D. Goodyear, Senior Lecturer and Associate Director, Public Health Studies Program
Johns Hopkins University, Baltimore, Maryland

Lilia Moritz Schwarcz. The Spectacle of the Races: Scientists, Institutions, and the Race Questions in Brazil, 1870-1930. Translated by Leland Guyer. Originally published as O espetáculo das raças: Cientistas, instituições e questão racial no Brasil, 1870-1930 (Brazil: Companhia das Letras, 1993). New York: Hill and Wang, 1999. ix + 355 pp. Ill. $35.00.

Brazil, like the United States, is an immigrant nation with an extensive history of slavery: in more than three hundred years of slave trading, Brazil received an estimated 3.5 million Africans. But unlike the United States, in Brazil slavery permeated all of the cities as well as the many distinctive regions. And with slavery came widespread miscegenation — a phenomenon that has shaped not only the demography of modern Brazil but also its intellectual history and cultural identity.

As the nineteenth century unfolded, Brazil shed its status as a Portuguese colony and educated elites sought to adopt notions of progress that were derived from ideas of the Enlightenment and the emerging power of science. Toward the end of the century, the thought of Darwin, Spencer, and the positivists lay at the core of debates about race and Brazil’s potential to achieve order and progress. Lilia Moritz Schwarcz takes up the challenge of examining the social history of racial ideas held by a range of Brazilian “shadowy men of science” (p. 16). In so doing she offers us a remarkable playbill of the extensive cast of characters and the plots that shaped the intellectual discourse among elites in Brazil for more than six decades.

Schwarcz focuses on the naturalists, historians, legal theorists, and physicians who sought to rationalize Brazilian social realities in light of nineteenth-century European thought. These are her “shadowy men” who engaged in defining the role of race in Brazilian identity. As a group, they were well educated and eager to participate in the debates begun in Europe and fueled by Darwinism and positivism. Other scholars who have visited this topic paint with much broader strokes. A great strength of this book is that Schwarcz teases apart the positions of the various players, examining the nuances that distinguish different lines of race thought. She has made a conscious effort to articulate the original contributions of Brazilians to the social construction of race that, by her estimate, occurred by the turn of the century. Another strength lies in her effort to take a comprehensive look at educated elites writing in different genres. Rather than isolating a single set of professionals, or concentrating on elites located in a single region of the country, she takes up the challenging task of reviewing extensive published materials across several disciplines. Through content analysis of journal articles, as well as close reading of editorials, theses, and treatises, she isolates the pivotal role of race in defining Brazil before and after emancipation (1888).

The materials used by Schwarcz are exceptionally rich. Whether analyzing natural history museums or institutes of history and geography, she can compare institutions founded in different cities to discern regional approaches to the meaning of miscegenation for Brazil. In her comparative profiles of the Goeldi Museum in Belém and the (new) National Museum in Rio, she reviews research efforts into physical anthropology as they relate to the perceived negative impact of Amerindians and Afro-Brazilians on the country’s ability to achieve sociocultural progress. She continues in the same style with her comparison of Brazil’s two law schools (at São Paulo and Recife) and two medical schools (at Bahia and Rio). She captures the individual approaches of different institutions through in-depth analyses of their respective journals and other publications that document the scholarly output each institution encouraged and found deserving. The jurists tended to view themselves as “masters in the process of civilization” (p. 233), and they repeatedly addressed issues of race and race-mixing as matters of penal law, criminal anthropology, and social policy. At the two medical schools, the physicians and medical students wrote regularly about race…

Read or purchase the article here.

I won’t apologize for my blackness.

Lake Views: The Award Winning Student Newspaper of Lake Oswego High School
Lake Oswego, Oregon
2015-10-07

Camryn Leland

It’s not my job to make you feel comfortable.

In an article written about the use of the n-word in the NFL it was stated, “The Story of the n-word, in many ways, parallels the overall story of race in America – from the bloody circumstances of its birth to the messy state of its present. The word is visible almost anywhere there is racial conflict: the lawless realm of social media, the vast landscape of pop culture,”… or the halls of Lake Oswego High School.

I’m Camryn Montana Leland but only my mother calls me Camryn Montana (usually when I’m in deep trouble). I moved to our lovely bubble of Lake O when I was 8 years old and I come from a multi-racial family. As a little kid I did not think being half black would have much of an impact on me, but oh boy, was I wrong…

…For years I have grown up surrounded by people who do not look like me, and it is felt like living in a zoo. From the constant stares to the idiotic questions and ignorant statements. No, the other black person in the class is not related to me. Yes, I do in fact know my dad. No, it is not “unbelievable” that my mom is a white woman. No, there is no reason in pointing out the fact that he’s black, I imagine he is very aware. I can almost guarantee you asking her if you can use the N word just to “tell the joke right” is in no way going to be o.k. with her…

Read the entire article here.

I Am Mixed And I Am Whole

Ain’t I A Woman Collective: Centring the Voices of Women with African Ancestry
2015-10-19

Sekai Makoni

When I heard the theme for this month was ‘identity’, the word crisis as an appendage kept coming to mind. As a mixed person it, it seems as though the word “crisis” is constantly attached to identity, as though there is confusion somewhere. This is problematic. Other phrases that have become synonymous with “mixed race” include: ‘unsure of themselves’, ‘in-between’, ‘not one, not the other’, etc. It becomes a little exasperating, especially if, like me, you don not relate to such notions of bi- and multi-racial identity. It sometimes seems alien to some that an identity crisis is not an inevitable part of your coming of age. I’d like to take this opportunity to say that identity crises are not a universal truth for those of mixed heritage…

Read the entire article here.

Racial Passing and the Rhinelander Case

English 365: The “Great” American Novel: 1900-1965: Prof. VZ
College of Charleston, Charleston, South Carolina
2015-02-10

Brooke Fortune

Alice Jones with her parents

On page 101 of Passing, Irene references the widely publicized case of Rhinelander vs. Rhinelander (“What if Bellew should divorce Clare? Could he? There was the Rhinelander case”). Occurring in the 1920’s, the Rhinelander Case remains one of the most well-known controversies surrounding racial passing, and would have been well within the memories of the novel’s initial audience. Ensuing information for this post is sourced from here and here.

In 1924, Leonard Rhinelander, a member of one of New York’s wealthiest and prominent families, married Alice Beatrice Jones, a multiracial chambermaid. Alice had been brought up against a predominantly white background, attending white churches and socializing with primarily white people—a fact that led the Jones’s non-white neighbors to denounce the family as trying to pass. Due to Rhinelander’s social status, curiosity amassed around the figure of his new wife, and it was eventually revealed and published that Jones’s father was black. Under pressure from his father, Leonard Rhinelander then sought to have his marriage annulled on the grounds that Jones had hidden her racial identity, passing herself off as a white woman…

Red the entire article here.

The Mulatto Factor in the Race Problem

The Atlantic Monthly
May 1903
pages 658-662

Alfred Holt Stone

[The author of this paper, Mr. Alfred H. Stone, of Greenville, Miss., has made valuable studies of the negro in the Yazoo-Mississippi Delta, and is a member of the Committee of the American Economic Association appointed to investigate the condition of the American negro. — The Editors.]

It is a matter of regret that in organizing the twelfth census it was determined to attempt no separate enumeration of the mulatto element of our population, — using the term in its popular sense, as denoting all persons having any admixture of white and negro blood. It will not do to say that the failure to do this will in any wise affect the solution of our race problem, for to do so would be to regard it as admitting of a sort of blackboard treatment, — the only essentials to success being an array of statistics and their proper handling. But any one who endeavors to go beyond the superficialities of the problem — to do something more than academically consider, from his particular standpoint, its external symptoms — must feel that such data would at least be of value, whatever ideas he may entertain as to its ultimate solution.

Any consideration which fails to reckon this mulatto element as an independent factor ignores what is possibly the most important feature of the problem, and is faulty in its premises, whatever the theoretical conclusion arrived at. Yet we see this constantly done, and of the hundreds of such discussions annually engaged in, it is safe to say that scarcely one is entirely free from this blunder. There appears in them but a single “problem,” and every panacea proposed — education, voting, industrial training, or what not — is made to fit the same Procrustean bed. It is a primal postulate of these discussions that the negro is an undeveloped, not an inferior, race, and to this basic error may be attributed much of the confusion which surrounds the entire subject.

We have too long been guilty of the folly of trying to legislate the negro into a white man, and a pyramid of failures has apparently not yet convinced us of the futility of the undertaking. We have ignored the scientific truth of the ethnic differences among the human family, and have blindly disregarded the fact that the negro, in common with all other races, possesses certain persistent, ineradicable distinguishing characteristics. Foolishly attempting to evade the stubborn fact that the negro in Africa is to-day just what we know him to have been since he first appeared on that continent, we have sought in slavery an excuse for the natural and inevitable resemblance between the native and transplanted branches of the family, and have proceeded toward the American negro as though heredity could be overridden by constitutions and laws. Probably nothing has contributed more toward the persistence of this effort at creating an artificial being than the absolute elimination of the mulatto equation from all our considerations of the subject. It is this that has enabled those who have so long ignored the laws and operations of heredity to point, in proof of the correctness of their theory of race-problem treatment, to the achievements of men loosely accredited to the negro race. Unless through discussion the American people be able to reach a common ground, a century of polemical strife will accomplish no tangible good; and I know of no surer means of reaching a working agreement than by the frank acknowledgment of the mulatto factor in the race problem. I would not be guilty of complicating a situation already sufficiently complex through the introduction of a new factor; I rather hold to the hopeful belief that the consideration of one which already exists, though commonly ignored, may at least serve to simplify discussion, even though it fail to at once point a way out of existing difficulties. When we recognize the very simple and very patent fact that the intermixture of white and black races has given us a hybrid that is neither the one nor the other; when we get far enough along to separate this type from the negro masses in our efforts at determining what may be best for the latter; when the South is willing to lay at the white man’s door many of the failings of this mulatto type and much of the meanness which he too frequently exhibits, and Northern opinion is sufficiently candid and honest to persist no longer in ascribing all his virtues and accomplishments to the negro, — I think we shall have made a distinct gain in race-problem discussion…

Read the entire article here.

Designing Afro-Latino Curriculum for Self-Determination

Zambombazo
2015-10-23

Zachary & Betsy Jones

Introduction

During the 2015 Afrolatino Festival of New York in a panel discussion on the contextualization of blackness, William Garcia briefly mentioned working to implement Afro-Latino curriculum in schools, which greatly intrigued us. Thus, we reached out to him to learn more. His amazingly detailed and extensive response, published below, recommends “looking for solidarity between oppressed people in the United States but also involves questioning African American and Latino nomenclature”. Prior to beginning, it is noteworthy that William Garcia describes these topics as “difficult conversations”. Thus, we encourage critical analysis, respect, and “productive dialogues with parents, students, communities, family members, and friends”, perhaps along with cultural resources from our Afrodescendent Population in Latin America unit.

Designing Afro-Latino Pedagogy for Self-Determination (by William Garcia)

“American Negro must remake his past in order to make his future.” —Arturo Alfonso Schomburg (1874-1938)

With an increased media attention to police violence there is an emergence of educators utilizing Black Lives Matter as a movement to create and develop curriculums of social justice (Rethinking Schools 2015). The recent article “Black Students’ Lives Matter: Building the school-to-justice pipeline” (2015) posits:

For the past decade, social justice educators have decried the school-to-prison pipeline: a series of interlocking policies—whitewashed, often scripted curriculum that neglects the contributions and struggles of people of color; zero tolerance and racist suspension and expulsion policies; and high-stakes tests—that funnel kids from the classroom to the cellblock. But, with the recent high-profile deaths of young African Americans, a “school-to-grave pipeline” is coming into focus.

But yet what does it mean to be black in the United States? Am I as an Afro-Latino allowed to call myself Black? Who gets to be African American?…

…Fixed categories of blackness do not allow Afro-Latinos to identify and explore their identities, which creates an invisibility of how policy, especially in the realm of education, has not been developed to attend to their academic needs. There is a need to redefine what it means to be black in this country [Editor’s Note: See Soulville Census: Learning about the Nuances of Blackness]. Essentialist forms of blackness in the U.S. make it difficult for students to relate to the way that we can understand race critically and politically as well as teaching in ways that are culturally relevant for them….

Read the entire article here.

B. Iden Payne Awards 2015 Winners and Nominees

B. Iden Payne Awards
Austin, Texas
2015-10-26

Below are the nominees for the 2014-2015 theatrical season.

THEATER FOR YOUTH: 2014 – 2015  Season

Outstanding Production

Winner: Am I White / Salvage Vanguard Theater

Outstanding Direction

Winner: Jenny Larson / Am I White, Salvage Vanguard Theater

Outstanding Lead Actor

Winner: J. Ben Wolfe (Wesley Connor) / Am I White, Salvage Vanguard Theater

Outstanding Featured Actor

Winner: Michael Joplin (Ryan) / Am I White, Salvage Vanguard Theater

Outstanding Original Script

Winner: Adrienne Dawes / Am I White, Salvage Vanguard Theater

Read the entire Winners and Nominees list here.

Multiracial Teens Talk About Their Identity Rip Tides

Women’s eNews
2015-10-27

Stephanie Geier, Teen Voices for Women’s eNews

The pressures and rejections come from within, from peers, from different sides of their families. “No matter how hard I tried I was always too white for the black kids and too black for the white kids,” says one girl. The second in a three-part series on multiracial teens.

WOODSIDE, N.Y. (WOMENSENEWS)–In middle school, Allyson Gonzalez thought befriending white girls would stop the other Brooklyn public school students from teasing her about her thick eyebrows and hairy arms.

However, her new friends acted outright, “horribly” racist to certain students. Gonzalez went along with them, but would be nice to the other students in private. After witnessing this behavior, she then decided “if anything was bad, it was being white.”

Now a college freshman at Hunter College, Gonzalez, who is German, Irish and Puerto Rican, identifies as a “multiracial white-Hispanic woman.” She blames “social pressure” for the delayed acceptance of her mixed background, she said in an email interview.

Young people who are multiracial are four times more likely to switch their racial identity than to consistently report one identity, sociologists Steven Hitlin, J.Scott Brown and Glen H. Elder found in their 2006 research, cited by sociologists Kerry Ann Rockquemore, David Brunsma and Daniel J. Delgado in their 2009 piece published in the Journal of Social Issues.

This is part of the multiracial “journey,” according to freelance writer Hannah Gomez, who also works with the advocacy organization We Need Diverse Books. In her 2013 paper “This, That, Both, Neither: The Badging Of Biracial Identity In Young Adult Realism,” she combined evidence from modern fiction and scientific research to identify a three-step process in multiracial identity development. First, individuals are confronted with a situation causing them to reject one side of their race. They then seek a community that does not pressure them to disconnect with one of their sides. Finally, they achieve a sense of empowerment that successfully leads to identifying with a mixed label.

“Structural, systemic racism says that people must be easily defined and sorted into groups, and race is an easy way to do that,” said Gomez in an email interview.

While she added that no one needs to embrace all of her background, individuals are often told to embrace just one, resulting in “a lot of undue stress.”…

Read the entire article here.

Alumna and author Danzy Senna visits high school

The Sagamore: Brookline High School’s student newspaper
Brookline High School, Brookline, Massachusetts
2015-09-29

Sam Klein, Valentina Rojas-Posada and Sofia Tong

Danzy Senna, alumna and author of junior and senior summer reading book Caucasia, came to the high school today for a day of discussions with students and faculty.

Senna, who went to Stanford University and has published two novels, a memoir and a short-story collection said she was very fond of her experiences at the high school.

“I had a very wonderful time here, I was just saying that a lot of the identity that led me that to write this book was formed here,” Senna said.

She had a discussion with the students in A-block classes African American Studies and African American and Latino scholars. She also spoke at an assembly with juniors and seniors during T-block, held a writing workshop and discussion for seniors in Craft of Writing classes during C-block and had a discussion with English teachers during first lunch.

Exclusive Q&A with Senna

What was it like coming back to the school?…

…A-block:

The A-block meeting was held in the MLK room. Senna created an informal environment, joking back and forth with Associate Dean Melanee Alexander and social studies teacher Malcolm Cawthorne while students laughed. Both Alexander and Cawthorne went to the high school with her, and they talked about how their experiences differed from current students. Senna also talked about how inclusive her group of friends at the high school was.

“I had a group where I did not have to choose, where my blackness and mixedness was welcomed and I thrived,” she said.

Senna asked questions about the community at the high school, and whether there were cliques, gangs, or fights. She told a story about a fight she was in while at the high school, going into detail about a black fraternity that had started and how she was involved…

Read the entire article and interview here.