Mixed Race Studies

The Tiger Woods phenomenon: a note on biracial identity

The Social Science Journal
Volume 38, Issue 2, Summer 2001
Pages 333-336
DOI: 10.1016/S0362-3319(01)00118-5

Ronald E. Hall, Professor of Social Work
Michigan State University

Traditional race based models exclude the unique developmental dynamics of biracial Americans such as “Tiger” Woods. Conversely, a substantial portion of the scholarly literature emphasizes social experience rather than physiological attributes as the keystone to individual identity development. In the aftermath biracial Americans are conflicted. In an effort to ensure their psychic health social scientist scholars and practitioners must inculcate a human development across the life span model to accommodate the nation’s increasing level of racial and cultural miscegenation.

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The Mixed Blood in Polynesia

The Journal of the Polynesian Society
Volume 58, Number 2 (June, 1949)
pages 51-57

Ernest Beaglehole
Victoria University College

This paper was prepared as a contribution to a symposium on the position and problems of peoples of mixed blood in the Pacific area held during the Seventh Pacific Science Congress, February, 1949. Other contributors to the symposium discussed the situation in New Zealand and Hawaii. For this reason, though these areas are part of Polynesia, the position of the Maori and Hawaiian mixed bloods are not considered in the present context.

Over the past century and a half race-mixture has been fairly continuous in the Polynesian islands of the Pacific. From the time of their discovery most islands have carried a numerically small alien population which has mixed with the island population. A characteristic frontier society during this period, the alien elements were initially European men—runaway sailors, beachcombers, traders. Only the missionaries brought their wives. The other Europeans mated freely with the hospitable Polynesian islanders. Later intrusive elements were Asiatics, Indians, a few Negroes and a fewT Japanese. With the exception of the Indians, these later-comers also mixed with the indigenous inhabitants. The position today, therefore, is that the population of Polynesia consists of an unknown number of pure-blood Polynesians and an equally unknown number of mixed-bloods. Keesing is of the opinion that at least one-ninth to one-tenth of those who claim pure Polynesian ancestry today are of mixed heredity, and of those who claim to be non-natives, a proportion certainly are of mixed blood.

The number of mixed bloods in Polynesia is difficult to calculate with any accuracy for two reasons. One is the fact that over a century and a half of contact, distant inter-marriages of several generations ago may well have been forgotten, or the intermixture of European blood may have come from passing liaisons which were forgotten as readily…

“So what are you…?”: Life as a Mixed-Blood in Academia

The American Indian Quarterly
Volume 27, Numbers 1 & 2 (Winter/Spring 2003)
pages 369-372
E-ISSN: 1534-1828 Print ISSN: 0095-182X
DOI: 10.1353/aiq.2004.0038

Julie Pelletier, Associate Professor of Indigenous Studies and Director of the Aboriginal Governance Program
University of Winnepeg

My mentor, Loudell Snow, and I were standing in the anthropology department’s shabby little lounge, discussing the merits of French wine. Lou was teasing me for being partial to French wine since I am French American (I have always disliked the term “Franco-American,” which brings to mind bad canned pasta, so I say “French American” instead). “Hey, I thought that you’re an American Indian, but now you are saying you are French? Make up your mind!” Lou and I looked at each other in amazement when my anthropological theory professor interrupted our conversation with this comment. I am not insensitive to the complicated nature of my identity. I was appalled, however, to be addressed in such a way by a man who, in the classroom, reveled in discussions of postmodernity and the permeability of boundaries, including the boundaries of identity. Lou had the presence of mind to point out this contradiction to the professor with a snappy comeback of some kind. This conversation become one of those moments that many of us have: we linger over the memory and come up with one cutting retort after another, none of which come to mind during those stunned, seemingly endless seconds after we have been verbally assaulted.

I am French and Native American, or perhaps I should say Native Canadian, since my father was born in Quebec. Of course, in Canada I am labeled “Métis” a term used to describe people of mixed Indigenous and French ancestry. If my paternal grandfather had been Indian and his wife white, instead of the reverse, I would be a First Nations person. To make matters just a bit more interesting, I am descended from two tribal groups, the Mi’kmaq and the Maliseet. I also have dual Canadian and U.S. citizenship…

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Racial Identities, Genetic Ancestry, and Health in South America: Argentina, Brazil, Colombia, and Uruguay

Palgrave Macmillan
October 2011
272 pages
Includes: 10 pages of figures, 10 pages of tables
5.500 x 8.250 inches
ISBN: 978-0-230-11061-8, ISBN10: 0-230-11061-4

Edited by

Sahra Gibbon, Wellcome Trust Fellow
Department of Social Anthropology
University College London

Ricardo Ventura Santos, Professor of Biological Anthropology and Public Health
Oswaldo Cruz Foundation
also Associate professor of Anthropology
National Museum, Rio de Janeiro, Brazil

Mónica Sans, Associate Professor and Director of the Biological Anthropology Department
University de la Republic in Uruguay

This unique edited collection brings together biologists, geneticists, and social and biological anthropologists to examine the connections between genetics, identity, and health in South America. It addresses a wide range of theoretical issues raised by the rapid changes in the field of genetic sciences. Contributors come from Brazil, Colombia, Argentina, Uruguay, the UK, and the United States, providing a comparative cultural perspective for scholars, researchers, and students.

Table of Contents

• Preface; N.Redclift
• PART I: DOING AND DEFINING “BIO-CULTURAL” ANTHROPOLOGY AS APPLIED TO GENETICS
  • Anthropology, Race, and the Dilemmas of Identity in the Age of Genomics; R.Ventura Santos & M.Chor Maio
  • The Inexistence of Biology Verses the Existence of Social Races: Can Science Inform Society?; S.D.J.Pena & T.S.Birchal
  • Ethics/Bioethics and Anthropological Fieldwork; A.L.Caratini
• PART II: ADMIXTURE MAPPING AND GENOMICS IN SOUTH AMERICA AND BEYOND
  • Admixture Dynamics in Hispanics: A Shift in the Nuclear Genetic Ancestry of a South American Population Isolate; L.Ruiz
  • Pharmacogenetic Studies in the Brazilian Population; G.Suarez-Kurtz & S.D.J.Pena
  • Admixture Mapping and Genetic Technologies; B.Bertoni
  • The Significance of Sickle Cell Anemia within the Context of the Brazilian Government’s ‘Racial Policies’ (1995-2004); P.H.Fry
• PART III: GENETIC ADMIXTURE HISTORY, NATIONHOOD AND IDENTITY IN SOUTH AMERICA
  • Gene Admixture and Type of Marriage in a Sample of Buenos Aires Metropolitan Area; F.R.Carnese
  • Ethnic/Race Self-Adscription, Genetics, and National Identity in Uruguay; M.Sans
  • Forced Disappearance and Suppresion of Identity of Children in Argentina: Experiences after Genetic Identification; V.B.Penchaszadeh
  • Molecular Vignettes of the Columbian Nation: The Place of Race and Ethnicity in Networks of Biocapital; C.A.Barrigan
• Afterward/Commentaries; R.Rapp, T.Disotell, M.Montoya & P.Wade

Playing in the dark/ playing in the light: Coloured identity in the novels of Zoë Wicomb

Current Writing: Text and Reception in Southern Africa
Volume 20, Issue 1, 2008
pages 1-15
DOI: 10.1080/1013929X.2008.9678286

J. U. Jacobs, Senior Professor of English and Fellow
University of KwaZulu-Natal, South Africa

Zoë Wicomb’s three fictional works—You Can’t Get Lost in Cape Town (1987), David’s Story (2000) and Playing in the Light (2006)—all engage with the question of a South African ‘coloured’ identity both under apartheid with its racialised discourse of black and white, and in the context of the post apartheid language of multiculturalism and creolisation. This essay examines the representation of ‘colouredness’ in Wicomb’s writing in terms of the two different conceptions of cultural identity that Stuart Hall has defined: an essential cultural identity based on a single, shared culture, and the recognition that cultural identity is based not only on points of similarity, but also on critical points of deep and significant difference and of separate histories of rupture and discontinuity. The politics of South African ‘coloured’ identity in Wicomb’s works reveals a tension between, on the one hand, acceptance of the complex discourse of colouredness with all its historical discontinuities, and, on the other, the desire for a more cohesive sense of cultural identity, drawn from a collective narrative of the past. In David’s Story the possibility of an essential cultural identity as an alternative to the unstable coloured one is considered with reference to the history of the Griqua ‘nation’ in the nineteenth century. And in Playing in the Light the alternative to colouredness is examined with reference to those coloured people under apartheid who were light enough to pass for white and crossed over, reinventing themselves as white South Africans. The essay approaches coloured identity through the lens of postcolonial diaspora theory, and more specifically, diasporic chaos theory.

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Stuck at the border of the reserve: Self-identity and authentic identity amongst mixed race First Nations women

University of Guelph, Guelph, Ontario, Canada
January 2010
330 pages
Publication Number: AAT NR64501
ISBN: 9780494645017

Jaime Mishibinijima Miller

A Thesis Presented to The Faculty of Graduate Studies of The University of Guelph by for the degree of Doctor of Philosophy

The lowered self-esteem of First Nations people is evident in the disparities in health that exist in comparison with the rest of the Canadian population. High risk behaviors such as alcohol and drug use, and poor decisions relating to health and wellness are the outcome of decades of negative perceptions of self brought on by the lateral violence of colonialism. This research demonstrates how different determinants of First Nations identity (legal and policy based, social and culturally based definitions, and the self-identification ideology) interplay and influence a sense of authenticity which informs self-worth and the ability to realize health and wellness for twelve First Nations women on Manitoulin Island. First Nations identity is multi-layered and for women who only have one First Nations parent, and who often have Bill C-31 Indian status, identity becomes complicated and painful. Using life histories, the research participants demonstrate that an authentic identity is difficult to navigate because of the stigmatization they feel by non First Nations people for being a First Nations woman, and also the lateral violence they experience in their communities for being “bi-racial”, not growing up on their reserve, not knowing language and culture, and often having either Bill C-31 Indian status or no status at all. The medicine wheel is used to explore this topic and a Nanabush story provides the context to understand it.

Purchase the dissertation here.

Cultural identities of people of “mixed” backgrounds: racial, ethnic and national meanings in negotiation

McGill University, Montreal
2005

Sahira Iqbal

A thesis submitted to McGill University in partial fulfillment of the requirements of the degree ofMasters of Arts in Culture and Values in Education.

This qualitative study aims to describe and understand the cultural identities of people of “mixed” backgrounds whose mother comes from one racial, ethnic or national background and whose father comes from another background. In-depth, individual interviews were conducted with nine people of “mixed” backgrounds in order to understand the meanings that particular racial, ethnic or national labels have for them and how those meanings are constructed. My analysis is shaped by the works of Hall (1996, 2003), Taylor (1989, 1992) and Bourdieu (1986, 1990) among others. The participants claimed multiple labels in ambivalent ways. They spoke about what they know or do not know about the culture, connections to people and places, languages and customs, physical features and values. They take on various positionings depending on the discourses that are available and the meanings that they negotiate in their daily encounters. I conclude with the implications the findings may have for policymakers, identity politics and educators and with future research directions.

Read the entire thesis here.

Multiracial Identity: New Models and Frameworks for Describing and Understanding the Experience of Race and Identity

National Conference on Race & Ethnicity (NCORE) 2012
New York, New York
2012-05-29 through 2012-06-02
Date & Time To Be Determined

Charmaine L. Wijeyesinghe, Ed.D, Consultant in Organizational Development and Social Justice Education

For two decades, research on Multiracial people has challenged, advanced, and re-framed how we view race and identity in the United States.  The impact of foundational, as well as new models of Multiracial identity is evident in the content of emerging perspectives on social identity, including Intersectionality. This highly interactive session includes a brief review of ways Multiracial identity has been framed over the past 20 years, including key issues that both support and challenge traditional theories of racial identity development.  A new model of multiracial identity that incorporates aspects of intersectionality is presented and demonstrated as a learning and programming tool.  Interactive discussion allows participants to examine questions often raised by the topic of Multiracial identity on campus, such as: to what extent is racial identity chosen as opposed to assigned? Do racial groups embody aspects of culture, and if so, what is Multiracial culture? To what extent should institutional policies and practices change to accommodate Multiracial people? and What interventions and programs have been successful in meeting the needs of Multiracial students, and what can we learn from our mistakes?

For more information, click here.

Transnational Crossroads: Remapping the Americas and the Pacific

University of Nebraska Press
2012-06-01
504 pages
1 illustration
Paperback ISBN: 978-0-8032-3795-7

Edited by:

Camilla Fojas, Associate Professor and Director of Latin American and Latino Studies
DePaul University

Rudy P. Guevarra, Jr., Assistant Professor, Asian Pacific American Studies, School of Social Transformation, College of Liberal Arts and Sciences
Arizona State University, Tempe

The twentieth century was a time of unprecedented migration and interaction for Asian, Latin American, and Pacific Islander cultures in the Americas and the American Pacific. Some of these ethnic groups already had historic ties, but technology, migration, and globalization during the twentieth century brought them into even closer contact. Transnational Crossroads explores and triangulates for the first time the interactions and contacts among these three cultural groups that were brought together by the expanding American empire from 1867 to 1950.

Through a comparative framework, this volume weaves together narratives of U.S. and Spanish empire, globalization, resistance, and identity, as well as social, labor, and political movements. Contributors examine multiethnic celebrities and key figures, migratory paths, cultural productions, and social and political formations among these three groups. Engaging multiple disciplines and methodologies, these studies of Asian American, Latin American, and Pacific Islander cultural interactions explode traditional notions of ethnic studies and introduce new approaches to transnational and comparative studies of the Americas and the American Pacific.

Multiracial Identity Development

Arlington Public Schools
Clarendon Education Center
2801 Clarendon Boulevard, Suite 308
Arlington, Virginia
2011-11-30, 10:00-12:00 EST (Local Time)

Have you ever wondered about how children from multiracial backgrounds develop their racial identity?  Please join us in welcoming Dr. Ricia Weiner, Ms. Eleanor Lewis, and Ms. Veronica Sanjines, School Psychologists, who will share valuable information with families and school staff about the stages and factors that impact the development of identity in multiracial children.
 
In this exciting session, Dr. Weiner, Ms. Lewis and Ms. Sanjines will review current theories, explain and dispel myths and inaccuracies, and help participants understand external influences in multiracial identity development.  They will also explore the impact of adoption and exposure to multiple languages on this population.  Participants will learn specific factors that support successful and adaptive multiracial identity development.

For more information, click here.