Mixed Race Studies

Toward a Cleaner White(ness): New Racial Identities

The Philosophical Forum
Volume 36, Issue 3 (Fall 2005)
pages 243–277
DOI: 10.1111/j.1467-9191.2005.00203.x

David Ingram, Professor of Philosophy
Loyola University, Chicago, Illinois

The essay critically examines some arguments advanced by Henry Giroux that ‘whiteness’ can be appropriated within pedagogical settings as a positive force in combating racism. I question his assumption that racial identity can be rethought in terms of ethnicity. Nonetheless, I concede that, from a folk-psychological perspective, ethnic and racial ‘identities’ are fluid. Although blurring the distinction between race and ethnicity erases important distinctions between different types of groups, it also tends to deconstruct identity as an inherited and ascriptive—as distinct from voluntarily affirmed—locus of solidarity. Drawing on cognitive psychology, sociology, and cultural studies, I conclude that whiteness is less a form of cultural identity than a structure of power.

Read or purchase he article here.

Voorhees author addresses growing up biracial

South Jersery Sunne.ws
2011-10-17

Sean Patrick Murphy

A Voorhees woman has written a book that she hopes will help parents of biracial children deal with unique challenges.
 
“Color Blind” is life coach Tiffany Rae Reid’s attempt to provide a guide for parents, caregivers, and family members raising biracial children as well as for educators impacting the lives of biracial children.

Originally from northeastern Ohio, Reid’s mother is Hungarian and her father is African American.
 
Raised in a very conservative Hungarian household, Reid had no exposure to her black side…

Read the entire article here.

Race and Ethnicity in Society: The Changing Landscape, 3rd Edition

Cengage Learning
2012
480 pages
ISBN-10: 1111519536; ISBN-13: 9781111519537

Edited by

Elizabeth Higginbotham, Professor of Sociology, Women’s Studies, and Criminology
University of Delaware

Margaret L. Andersen, Edward F. and Elizabeth Goodman Rosenberg Professor of Sociology
University of Delaware

This engaging reader is organized in four major thematic parts, subdivided into thirteen different sections. Part I (“The Social Basis of Race and Ethnicity”) establishes the analytical frameworks that are now being used to think about race in society. The section examines the social construction of race and ethnicity as concepts and experience. Part II (“Continuity and Change: How We Got Here and What It Means”) explores both the historical patterns of inclusion and exclusion that have established racial and ethnic inequality, while also explaining some of the contemporary changes that are shaping contemporary racial and ethnic relations. Part III (“Race and Social Institutions”) examines the major institutional structures in contemporary society and investigates patterns of racial inequality within these institutions. Persistent inequality in the labor market and in patterns of community, residential, and educational segregation continue to shape the life chances of different groups. Part IV (“Building a Just Society”) concludes the book by looking at both large-scale contexts of change, such as those reflected in the movement to elect the first African American president.

• Major themes include coverage showing the diversity of experiences that now constitute “race” in the United States; teaching students the significance of race as a socially constructed system of social relations; showing the connection between different racial identities and the social structure of race; understanding how racism works as a belief system rooted in societal institutions; providing a social structural analysis of racial inequality; providing a historical perspective on how the racial order has emerged and how it is maintained; examining how people have contested the dominant racial order; exploring current strategies for building a just multiracial society.
• Each section includes several pages of analysis that outline the main concepts to be covered, providing a clear initial roadmap for reading and a convenient resource students can use with assignments and while preparing for exams.
• The text’s unique organization according to overarching themes and relevant subtopics, including identity, social construction of race, why race matters, inequality, and segregation, places the articles into a broader context to promote greater understanding.
• This innovative text looks beyond a simple black/white dichotomy and focuses more broadly on an extremely wide range of ethnic groups, providing a much more realistic and useful exploration of key topics that is more relevant and compelling for today’s diverse student population.

Table of Contents

• PART I: THE SOCIAL BASIS OF RACE AND ETHINICITY
  • 1. The Social Construction of Race and Ethnicity
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 1. Howard F. Taylor, “Defining Race”
    • 2. Joseph L. Graves, Jr., “The Race Myth”
    • 3. Abby Ferber, “Planting the Seed: The Invention of Race”
    • 4. Karen Brodkin, “How Did Jews Become White Folks?”
    • 5. Michael Omi and Howard Winant, “On Racial Formation”—Student Exercises
  • 2. What Do You Think? Prejudice, Stereotyping, and Racism
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 6. Matthew Desmond and Mustafa Emirbayer, “American Racism in the Twenty-First Century”
    • 7. Charles A. Gallagher, “Color-Blind Privilege: The Social and Political Functions of Erasing the Color Line in Post Race America”
    • 8. Judith Ortiz Cofer, “The Myth of the Latin Woman: I Just Met a Girl Named Maria”
    • 9. Rainier Spencer, “Mixed Race Chic”
    • 10. Rebekah Nathan, “What a Professor Learned by Becoming a Student”—Student Exercises
  • 3. Representing Race and Ethnicity: The Media and Popular Culture
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 11. Craig Watkins, “Black Youth and the Ironies of Capitalism”
    • 12. Fatimah N. Muhammed, “How to NOT Be 21st Century Venus Hottentots”
    • 13. Rosie Molinary, “María de la Barbie”
    • 14. Charles Springwood and C. Richard King, “‘Playing Indian’: Why Native American Mascots Must End”
    • 15. Jennifer C. Mueller, Danielle Dirks, and Leslie Houts Picca, “Unmasking Racism: Halloween Costuming and Engagement of the Racial Order”—Student Exercises
  • 4. Who Are You? Race and Identity
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 16. Beverly Tatum, interview with John O’Neil, “Why are the Black Kids Sitting Together?”
    • 17. Priscilla Chan, “Drawing the Boundaries”
    • 18. Michael Omi and Taeku Lee, “Barack Like Me: Our First Asian American President”
    • 19. Tim Wise, “White Like Me: Reflections on Race from a Privileged Son”—Student Exercises
• PART II: CONTINUITY AND CHANGE: HOW WE GOT HERE AND WHAT IT MEANS
  • 5. Who Belongs? Race, Rights, and Citizenship
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 20. Evelyn Nakano Glenn, “Citizenship and Inequality”
    • 21. C. Matthew Snipp, “The First Americans: American Indians”
    • 22. Susan M. Akram and Kevin R. Johnson, “Race, Civil Rights, and Immigration Law After September 11, 2001: The Targeting of Arabs and Muslims”
    • 23. Peggy Levitt, “Salsa and Ketchup: Transnational Migrants Saddle Two Worlds”—Student Exercises
  • 6. The Changing Face of America: Immigration
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 24. Mae M. Ngai, “Impossible Subjects: Illegal Aliens and the Making of Modern America”
    • 25. Nancy Foner, “From Ellis Island to JFK: Education in New York’s Two Great Waves of Immigration”
    • 26. Charles Hirschman and Douglas S. Massey, “Places and Peoples: The New American Mosaic”
    • 27. Pew Research Center, “Between Two Worlds: How Young Latinos Come of Age in America”—Student Exercises
  • 7. Exploring Intersections: Race, Class, Gender and Inequality
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 28. Patricia Hill Collins, “Toward a New Vision: Race, Class and Gender as Categories of Analysis and Connection”
    • 29. Yen Le Espiritu, “Theorizing Race, Gender, and Class”
    • 30. Roberta Coles and Charles Green, “The Myth of the Missing Black Father”
    • 31. Nikki Jones, “From Good to Ghetto”
    • 32. Gladys García-Lopez and Denise A. Segura, “‘They Are Testing You All the Time’: Negotiating Dual Femininities among Chicana Attorneys”—Student Exercises
• PART III: RACE AND SOCIAL INSTITUTIONS
  • 8. Race and the Workplace
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 33. William Julius Wilson, “Toward a Framework for Understanding Forces that Contribute to or Reinforce Racial Inequality”
    • 34. Deirdre A. Royster, “Race and The Invisible Hand: How White Networks Exclude Black Men from Blue-Collar Jobs”
    • 35. Pierrette Hondagneu-Sotelo, “Families on the Frontier”.
    • 36. Angela Stuesse, “Race, Migration and Labor Control”—Student Exercises
  • 9. Shaping Lives and Love: Race, Families, and Communities
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 37. Joe R. Feagin and Karyn D. McKinney, ”The Family and Community Costs of Racism”
    • 38. Dorothy Roberts, “Shattered Bonds: The Color of Child Welfare”
    • 39. Kumiko Nemoto, “Interracial Relationships: Discourses and Images”
    • 40. Zhenchao Qian, “Breaking the Last Taboo: Interracial Marriage in America”—Student Exercises
  • 10. How We Live and Learn: Segregation, Housing, and Education
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 41. John E. Farley and Gregory D. Squires, “Fences and Neighbors: Segregation in the 21st Century”
    • 42. Melvin L. Oliver and Thomas M. Shapiro, “Sub-Prime as a Black Catastrophe”
    • 43. Gary Orfield and Chungmei Lee, “Historic Reversals, Accelerating Resegregation and the Need for New Integration Strategies”
    • 44. Heather Beth Johnson and Thomas M. Shapiro, “Good Neighborhoods, Good Schools: Race and the ‘Good Choices’ of White Families”—Student Exercises
  • 11. Do We Care? Race, Health Care and the Environment
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 45. H. Jack Geiger, “Health Disparities: What Do We Know? What Do We Need to Know? What Should We Do?”
    • 46. Shirley A. Hill, “Cultural Images and the Health of African American Women”
    • 47. David Naguib Pellow and Robert J. Brulle, “Poisoning the Planet: The Struggle for Environmental Justice”
    • 48. Robert D. Bullard and Beverly Wright, “Race, Place and the Environment”—Student Exercises
  • 12. Criminal Injustice? Courts, Crime, and the Law
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 49. Bruce Western, “Punishment and Inequality”
    • 50. Rubén Rumbaut, Roberto Gonzales, Goinaz Kamaie, and Charlie V. Moran, “Debunking the Myth of Immigrant Criminality: Imprisonment among First and Second Generation Young Men”
    • 51. Christina Swarns, “The Uneven Scales of Capital Justice”
    • 52. Devah Pager, “The Mark of a Criminal Record”—Student Exercises
• PART IV: BUILDING A JUST SOCIETY
  • 13. Moving Forward: Analysis and Social Action
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 53. Thomas F. Pettigrew, “Post-Racism? Putting Obama’s Victory in Perspective”
    • 54. Frank Dobbins, Alexandra Kalev, and Erin Kelly, “Diversity Management in Corporate America”
    • 55. Southern Poverty Law Center, “Ways to Fight Hate”—Student Exercises

I Am What I Say I Am: Racial and Cultural Identity among Creoles of Color in New Orleans

University of New Orleans
2009-05-15
62 pages

Nikki Dugar

A Thesis Submitted to the Graduate Faculty of the University of New Orleans in partial fulfillment of the requirements for the degree of Master of Arts in History

This paper examines the generational changes in the culture and racial self-identification of Creoles of Color of New Orleans. This study argues that the key to understanding Creole culture is the role that isolationism has played in its history. While White ethnics pursued a path of assimilation, Creoles of Color pursued a path of isolationism. This path served them well during the Jim Crow era, but it suddenly became undesirable during the Black Power era. Now, however, new values of multiculturalism have resurrected Creole identity as a cultural asset.

Table of Contents

• List of Figures
• Abstract
• Introduction
• Historiography
• Early Debate
• Distinctly Creole
• Passing
• Light Skin With Good Hair
• Civil Rights Creoles
• Contemporary Creoles
• American Racial Policy and Ideology
• Multiracial Chic
• Conclusion
• Epilogue
• Vita

List of Figures

• Figure 1. Map depicting the proximity of traditional Creole institutions to each other
• Figure 2. Plan of New Orleans, 1872
• Figure 3. Geographic Distributions and Shifts of the Creole Population in New Orleans, 1800-2000
• Figure 4. North Claiborne Avenue before the construction of Interstate Highway 10, 1966
• Figure 5. North Claiborne Avenue after the construction of Interstate Highway 10, 2009

Introduction

“I‟m too white to be black and too black to be white,” remarked Ronald Ricard, a New Orleans Creole of Color, in an interview in the New Orleans Times-Picayune in 1977. Ricard was expressing a sentiment that many Creoles of Color continue to have about themselves. The feeling of not quite belonging to one race or the other has been an issue for many since the antebellum period. Since that time, the Creole community has gone through many political and social changes, which have affected not only the community‟s structure but also ideas about its racial identity. This study will focus particularly on three generations of Creoles: those who came of age before World War II, here called “Traditional Creoles” (born during the colonial period up to the 1930s); those who matured in the post war years, designated “Civil Rights Creoles” (born between 1940s and 1960s); and “Contemporary Creoles” (born in the 1970s to present day). In comparing these pre- and post-war groups, this study will explore how generational differences exist in how Creoles racially identify themselves.

To complicate matters further, Contemporary Creoles do not share a monolithic racial identity, for older and younger members of this category view certain issues very differently. This is to be expected, because identity is a constantly evolving phenomenon influenced by many external factors. Rather than gloss over their differences, this study will examine them closely in search of trends and patterns that will illuminate the entire history of Creoles of Color in New Orleans.

Primary sources used in this study include newspaper and magazine articles, maps, census data, and interviews conducted by the author. The latter were comprised of written questionnaires and follow-up oral interviews administered between Spring 2008 and Spring 2009. The sixteen interviewees were Creoles of Color, meaning people of mixed French-, African-, Spanish-, and Native-American ancestry, most of whom reside in or have familial ties to Louisiana. On the questionnaires, respondents supplied background information on themselves and family members including name, age, gender, current and previous neighborhood residences, and schools attended. They were then asked their opinions regarding Creoles of Color in New Orleans: what traits define the group, what racial and cultural differences separate Creoles from other African Americans, and what racial identity they and their families claim. After completing the questionnaires, participants were invited to contribute additional details, stories, and comments. These interviews, combined with other primary materials noted above, constitute the core of this research endeavor.

An array of secondary sources also informs this study. Secondary sources include works that examine the development of Creole culture. Sources on New Orleans history are used to place the different generations of Creoles within a historical context. Sources on multiculturalism, American popular culture, and Whiteness studies were also used to discuss the generations of Contemporary Creoles.

On the basis of the aforementioned primary and secondary sources, this study argues that the key to understanding Creole culture is the role that isolationism has played in its history. While White ethnics pursued a path of assimilation, Creoles of Color pursued a path of isolationism. This path served them well during the Jim Crow era, but it suddenly became undesirable during the Black Power era. Now, however, new values of multiculturalism have resurrected Creole identity as a cultural asset…

Read the entire thesis here.

The Marginalization of Afro-Asians in East Asia: Globalization and the Creation of Subculture and Hybrid Identity

Global Tides: Pepperdine Journal of International Studies
Volume 5 (2011)
15 pages
Pepperdine University, Malibu, California

Sierra Reicheneker

This article explores the topic of children born of biracial couplings in East Asia. The offspring of such unique unions face severe discrimination and marginalization. The status and future of this minority is especially salient in primarily homogenous states, such as Korea, Japan, and China, where racism varies from social stigma to institutionalized policies. The article will show that they have yet to create a cohesive group identity; they remain vulnerable to negative self-image and socially imposed isolation. In such nations, progress in equality for Afro-Asians will require key Afro-Asian leaders and public figures taking a stand against prejudices, as well as international pressure, and an increase in the number of biracial people due to globalization, in addition to the growing interconnectedness through New Media. Through these actions a hybrid identity and group mentality will form for the Afro-Asians of East Asia.

“All things are possible until they are proved impossible – and even the impossible may only be so as of now.” – Pearl S. Buck

The growing presence of an Afro-Asian population in Asia, particularly in Korea, Japan and China, has recently come to light in the global media. The homogenous nature of these countries exposes its biracial citizens to psychological marginalization. Despite the frequent trend within marginalized groups to create solidarity through a viable counter-culture, the Afro-Asian populations have not done so. However, with the increase in globalization, leading to larger numbers of biracial people born in these states, as well as their ability to connect through the Internet, this small minority will begin to form a group identity. This is furthered by icon-status Afro-Asians leading the way and acting as beacons of aspiration for all Afro-Asians. In addition, with the help of the international community in applying pressure on governments to change racist policies, an Afro-Asian subculture and hybrid identity is likely to emerge.

A Brief History

The first Afro-Asians were the product of American G.I.s during World War II. Starting in 1946, with the occupation of Okinawa and later mainland Japan, as well as the temporary military government of South Korea, Amerasian—including Afro-Asian—children became a visible reality in East Asia. The products of both prostitution and legally binding marriages, these children were largely regarded as illegitimate. When the military presence returned to America, the distinction between the two was, for all practical purposes, null. As the American military departed, any previous preferential treatment for biracial people ended, and was replaced with a backlash due to the return of ethnically-based national pride.

Korea has the largest Afro-Asian population in the Far East, due to increased interracial relationships during the Korean War (1950-1953). Once again, children were the product of both legitimate marriages and prostitution. After the war, the United States Congress passed acts to allow for immigration of biracial children, including the Amerasian Homecoming Act of 1987. The Korean government strongly supported the emigration of Amerasian children to the United States, considering it a “cost-effective way of dealing with social welfare problems,” as they viewed the children, particularly those from Black fathers, as “institutional burdens.”However, American military men looking to bring their Asian families to the states were heavily discouraged from doing so by their superiors; Marines in particular were threatened with court martial. Despite overwhelming support and willing adoptee families in the United States, the majority of Amerasian children remained in Korea. A staggering amount of mothers abandoned their babies, especially Afro-Asian offspring, either to be raised by distant, maternal relatives or to be sent to orphanages—though this is not the case for all of the Amerasian Koreans.

In China, the Afro-Asian people group is a newer phenomenon. They first began to appear beginning with African-American and African students coming to study in China, first in the city of Beijing and later in other larges cities, such as Nanjing, Hangzhou, and Shanghai. Prominent Afro-Chinese have recently been featured in international news, helping to bring to light the growing Afro-Asian population in China and in East Asia, as a whole…

Read the entire article here.

Institutional Barriers, Marginality, and Adaptation Among the American-Japanese Mixed Bloods in Japan

The Journal of Asian Studies
Volume 42, Number 3 (1983)
pages 519-544
DOI: 10.2307/2055516

William R. Burkhardt, Assistant Professor of Sociology
Ohio University

Guided by the perspective of marginality theory, the author examines the problems that have faced the mixed-blood progeny of Japanese women and American military servicemen who were reared in father-absent homes and institutions in Japan. The group has experienced discrimination according to racial, class, and family background characteristics and has encountered barriers in the areas of education, employment, marriage, and citizenship or legal status. Although culturally Japanese, mixed bloods are often stereotyped by Japanese as cultural oddities or aliens. Black Japanese have been especially victimized by discrimination and negative stereotypes. Although most American-Japanese have accepted their marginal situation with a fate-orientation common among Japanese, some have responded maladaptively with deviant patterns of aggressive or self-destructive behavior. Others have sought emigration, and a few may have “passed” into Japanese society. The author places these findings in the context of existing research on the Burakumin and Korean minorities in Japan, Korean Amerasians, and Eurasians in East and South Asia.

This study examines the extent to which the American-Japanese or Amerasian mixed-blood group in Japan has been in a marginal situation relative to the larger society. This is accomplished by an historical sketch of the problems faced by mixed bloods in Japan; an examination of specific institutional areas in which opportunities have been blocked and marginality has resulted; and a discussion of three types of adaptations to marginal status, which is based on a review of some case examples of mixed bloods. The research is grounded on unstructured interviews with eight American-Japanese mixed bloods, interviews with several Japanese who have had professional or personally intimate relationships with Amerasians, and a review of the existing literature, including the translation of biographical materials published in Japanese.

The focus of the research is on father-absent Amerasians who have spent at least their childhood and adolescence in Japan. As the Japanese government has never officially identified Amerasians as a distinct racial or societal group, there is no accurate way to estimate their total number, which, according to various sources, probably ranges between ten and sixty thousand. The research will not be concerned with mixed-blood children who were adopted at an early age,  usually by families of American military servicemen, or with the several thousand progeny of Japanese women who married U.S. military personnel or civilians and have a family and cultural life that is characteristically American…

In/visible Sight: The Mixed-Descent Families of Southern New Zealand

Bridget Williams Books also Athabasca University Press
June 2009
220 pages
ISBN: 978-1-877242-43-4

Angela Wanhalla, Lecturer in History
University of Otago, New Zealand

Angela Wanhalla starts her story with the mixed-descent community at Maitapapa, Taieri, where her great-grandparents, John Brown and Mabel Smith, were born. As the book took shape, a community emerged from the records, re-casting history and identity in the present.

Drawing on the experiences of mixed-descent families, In/visible Sight examines the early history of cross-cultural encounter and colonisation in southern New Zealand. There Ngäi Tahu engaged with the European newcomers on a sustained scale from the 1820s, encountering systematic settlement from the 1840s and fighting land alienation from the 1850s. The evolving social world was one framed by marriage, kinship networks and cultural practices – a world in which inter-racial intimacy played a formative role.

In exploring this history through a particular group of family networks, In/visible Sight offers new insights into New Zealand’s colonial past. Marriage as a fundamental social institution in the nineteenth century takes on a different shape when seen through the lens of cross-cultural encounters. The book also outlines some of the contours and ambiguities involved in living as mixed descent in colonial New Zealand.

This work is licensed under a Creative Commons License. It may be reproduced for non-commercial purposes, provided that the original author is credited.

Download the entire book here (9.13 MB).

• Front Matter
• Table of Contents
• List of Maps and Tables
• Acknowledgements
• Maps of Key Locations
• Chapter 1. Intimate Histories
• Chapter 2. Pátahi’s Story
• Chapter 3. Interracial Families and Communities
• Chapter 4. Boundary Crossings
• Chapter 5. Fears and Anxieties
• Chapter 6. Racial Categories and Lived Identities
• Chapter 7. Migration Stories
• Chapter 8. In/visible Sight
• Endnotes
• Bibliography
• Index

Natural Ambiguities: Racial Categorization of Multiracial Individuals

Journal of Experimental Social Psychology
Volume 48, Issue 1, January 2012
pages 152–164
DOI: 10.1016/j.jesp.2011.10.005

Jacqueline M. Chen
University of California, Santa Barbara

David L. Hamilton, Professor of Social Psychology
University of California, Santa Barbara

Understanding the perception of multiracial persons is increasingly important in today’s diverse society. The present research investigated the process of categorizing multiracial persons as “Multiracial.” We hypothesized that perceivers would make fewer Multiracial categorizations of multiracials and that these categorizations would take longer than monoracial categorizations. We found support for these hypotheses across six experiments. Experiment 1 demonstrated that perceivers did not categorize morphed Black-White faces as Multiracial with the same frequency with which they categorized Black and White faces as Black and White (respectively), and that categorizations of multiracials as Multiracial took longer than monoracial categorizations. Experiment 2 replicated and extended these effects to real Black-White faces. Experiment 3 showed that these findings generalized to Asian-White faces. We used pixel variance analysis to show that these effects were not due to increased variance among Multiracial faces. The image analysis showed that the Black-White morphs and real biracials were actually less varied than either the Black or White sets of faces. Experiments 4 and 5 demonstrated that cognitive load and time constraints detrimentally affected multiracial, but not monoracial, categorizations. Experiment 6 showed that imbuing monoracial categories were importance decreases use of the Multiracial category. Implications of these findings for understanding perceptions of multiracial persons are discussed.

Highlights

• We investigated the process of categorizing multiracial persons as “multiracial.
• Multiracial categorizations are not as spontaneous as monoracial ones.
• These results are not driven by properties of the multiracial stimuli.
• Perceiving racial dichotomies as meaningful inhibits multiracial categorization.

Read the entire article here.

What being mixed race has taught me

MsAfropolitan: the cosmopolitan African woman
2011-01-26

Minna Salami

It’s a shame that we black people are the ones that analyse and debate race and racism the most. If society was as post-racial as some try to claim, then I believe that it is white people that should be analysing and debating the effects racism has had on the world, whilst black people should be discussing how to heal from the effects racism has had on us…
 
…First of all let me say, in the simplest of summaries, that I think that race is a fallacy, a social and scientific construct, developed by mid-century europeans to justify a financial venture.
 
Nevertheless, racial profiling is now part of our culture so there’s no use denying it. Although I would argue that mixed race people who want to constitute another race are adding another layer to the madness. After all we may accept that racial divides exist, but we can’t build new truths from something that was untrue to start with. But as I’ve said before, we mixed race people have issues. Either way, racial constructions may now appear to be fact, but that’s because people of similar melanin count share similar social experiences.
 
And it is in this light, not in the ‘one-drop-rule’ light, that I am black. That is to say, people with my particular skin tone and genetic make up share the same ancestral history with those with two African or diaspora parents. We share the history of slavery, oppression and colonization. This history is a shared legacy of the black experience…

Read the entire article here.

But Don’t Call Me White: Mixed Race Women Exposing Nuances of Privilege and Oppression Politics

Sense Publishers
September 2011
258 pages
Hardback ISBN: 978-94-6091-692-2
Paperback ISBN 978-94-6091-691-5

Silvia Cristina Bettez, Assistant Professor of Cultural Foundations
School of Education
University of North Carolina, Greensboro

Highlighting the words and experiences of 16 mixed race women (who have one white parent and one parent who is a person of color), Silvia Bettez exposes hidden nuances of privilege and oppression related to multiple positionalites associated with race, class, gender and sexuality. These women are “secret agent insiders” to cultural Whiteness who provide unique insights and perspectives that emerge through their mixed race lenses.  Much of what the participants share is never revealed in mixed—White/of color—company.  Although critical of racial power politics and hierarchies, these women were invested in cross-cultural connections and revealed key insights that can aid all in understanding how to better communicate across lines of cultural difference.

This book is an invaluable resource for a wide range of activists, scholars and general readers, including sociologists, sociologists of education, feminists, anti-oppression/social justice scholars, critical multicultural educators, and qualitative researchers who are interested in mixed race issues, cross cultural communication, social justice work, or who simply wish to minimize racial conflict and other forms of oppression.