Mixed Race Studies

Crossing Boundaries, Claiming a Homeland: The Mexican Chinese Transpacific Journey to Becoming Mexican, 1930s–1960s

Pacific Historical Review
Volume 78, Number 4 (November 2009)
pages 545–577
DOI 10.1525/phr.2009.78.4.545

Julia María Schiavone Camacho, Assistant Professor of History
University of Texa, El Paso

This article follows Mexican Chinese families from Mexico, across the Mexican-U.S. border, to China, and back to Mexico. Settling in northern Mexico in the nineteenth century, Chinese formed multiple ties with Mexicans. An anti-Chinese movement emerged during the Mexican Revolution and peaked during the Great Depression. The Mexican government deported several thousand Chinese men and their Mexican-origin families from Sonora and neighboring Sinaloa, some directly to China and others to the United States, whose immigration agents also deported the families to China. They arrived in Guangdong (Canton) Province but eventually congregated in Macau where they forged a coherent Mexican Chinese enclave. Developing a strategic Mexican nationalism, they appealed for repatriation. The Mexican Chinese “became Mexican” only after authorities compelled them to struggle for years from abroad for the inclusion of their mixed-race families in the nation. They became diasporic citizens and fashioned hybrid identities to survive in Mexico and China.

Whiteness as Stigma: Essentialist Identity Work by Mixed-Race Women

Symbolic Interaction
Volume 22, Number 3 (1999)
Pages 187–212
DOI 10.1525/si.1999.22.3.187

Debbie Storrs, Professor of Sociology
University of Idaho

Historically, in both the social sciences and the general public, racial mixing has been stigmatized. This stigmatization was fueled by whites’ desire to protect their racial privileges as well as the belief that hybridization between “pure” and superior white racial stocks and inferior non-white stocks produces an inferior being. While this view has been challenged within the social sciences, the general public’s sentiment toward racial mixing remains consistently negative. The low interracial marriage rate, particularly among blacks and whites, points to the lack of popular acceptance of racial mixing. This article reveals an unusual and creative reversal of the racial mixing problem by historically stigmatized mixed-race women. The women in this study reject dominant patterns of stigma by reassigning stigma to their European ancestry. Given this reversal, women articulate and embrace non-white identities. This article explains the reversal of the racial mixing problem as well as the identity work of women as they particulate the meaning of race and racial belonging within dominant racial logic. The identification of macro constraints and the illustration of individual agency in the negotiation of identity extends the symbolic interactionist perspective on identity formation.

I didn’t like my skin color, I really didn’t. I’m much too light. I don’t tan… All my brothers and sisters have more color to their skin. I just want pigment? I’m just tired of looking white… I just wish I were darker because I’m so pale. I am very pale
(Jamie, a mixed-race young woman)

For many, the statement above is counterintuitive, perhaps even amusing or bewildering, because of the historical tendency in the United States to stigmatize people of color based on the assumption that whiteness is not only normative but desirable, beautiful, and generally superior to non-whiteness. Using Goffman’s (1963) term, non-white identities are “stigmatized” by the dominant members of society. Jamie’s wish for pigment challenges the somatization of non-whiteness and the long held conception of whiteness. Through an analysis of mixed-race women’s narratives, this research reveals how women…

“What are You?”: Explaining Identity as a Goal of the Multiracial Hapa Movement

Social Problems
Volume 56, Number 4 (November 2009)
Pages 722–745
DOI 10.1525/sp.2009.56.4.722

Mary Bernstein, Associate Professor of Sociology
University of Connecticut

Marcie De la Cruz
Empirical Education Inc.

This article uses the Hapa movement as a case study in order to provide a framework for understanding identity as a goal of social movements and to expand on a theoretical understanding of multiracial social movements. In contrast to current understandings of identity-based movements, this article argues that the Hapa movement seeks simultaneously to deconstruct traditional notions of (mono)racial identities and to secure recognition for a multiracial “Hapa” identity. Movements that have identity as a goal are motivated by activists’ understandings of how categories are constituted and how those categories, codes, and ways of thinking serve as axes of regulation and domination. The Hapa movement simultaneously challenges (mono)racial categories at both the institutional level through targeting the state and at the micro level through challenging the quotidian enactment of race and promulgating a Hapa identity. Activism by mixed-race individuals and organizations constitutes an important challenge to power that has significant implications for racial categorization and classification in contemporary American society.

Biracial Self-Identification: Impact on Trait Anxiety, Social Anxiety, and Depression

Identity
Volume 7, Issue 2
May 2007
pages 103 – 114
DOI: 10.1080/15283480701326018
 
Victoria H. Coleman
Department of Psychology, American University, Washington, D.C.

M. M. Carter
Department of Psychology, American University, Washington, D.C.

Sixty-one Biracial participants were assessed on measures of depression, trait anxiety, and social anxiety to ascertain if their racial identity choice impacted their scores on these psychological measures. Societal pressure to identify as monoracial was also measured to determine if the various racial identity groups perceived these pressures differently and if these pressures were related to the reported quality of psychological functioning. Results indicated that a validated Biracial identity may serve as a protective factor for anxiety and depressive symptoms, whereas Biracial individuals who consider their race to be meaningless or fluid based on situational factors reported significantly higher levels of depression and trait anxiety symptoms than other Biracial individuals. The latter group also reported the least pressure from family to identify as monoracial. Societal pressure from peers to identify as monoracial was found to predict social anxiety and fear of negative evaluation among all Biracial participants

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Brown Skinned White Girls: class, culture and the construction of white identity in suburban communities

Gender, Place & Culture
Volume 3, Issue 2
July 1996
pages 205 – 224
DOI: 10.1080/09663699650021891

France Winddance Twine, Professor of Sociology
University of California, Santa Barbara

Feminist scholars theorizing about whiteness and white identity have not examined the pivotal role that middle-class material privilege, residential segregation and US consumer culture play in the social construction of a racialized cultural identity among the African-descent daughters of Asian-American and European-American mothers. There is a dearth of empirical research by feminist scholars which interrogates the shifts in a racialized gender identity which follow from the interaction between class status, ideological communities and residentially segregated communities. The nascent body of social science scholarship on white identity has assumed that a ‘white’ identity is available only to individuals of exclusively European ancestry. This paper provides a specific case-study of African-descent girls, who have been culturally constructed as ‘white’ girls prior to puberty, only to later construct a non-white ‘black’ or ‘biracial’ identity after moving to a different residential, cultural and ideological community-the Berkeley campus of the University of California. Drawing upon transcripts from 16 taped interviews with African-descent university students, who were attending the University of California at Berkeley, this paper delineates the specific cultural conditions under which a racially neutral or ‘white’ identity is acquired, constructed, and then reconstructed by a segment of the African-descent community, the daughters of Asian and European-American women in economically privileged households in suburban communities. 

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Being Multiracial in a Country that Sees Black and White

Interpolations: A Journal of First Year Writing
Deparment of English, University of Maryland
Fall 2009

Lavisha McClarin
University of Maryland

In America mixed race individuals are becoming more prominent in the media, politics and sports throughout the country. Some of the most popular mixed race individuals that we see everyday include Tiger Woods, Vin Diesel, Mariah Carey, Dwayne “the Rock” Johnson, Derek Jeter, Halle Berry, Alicia Keys and of course President [Barack] Obama. The fact that this population of mixed race individuals is growing at an astounding rate is the reason behind the current discussion on the racial classification of such individuals. Before the 1960s many researchers considered “biracial identity [to be] equivalent to black identity…or a subset of blacks” (Rockquemore 21). This thought continued to exist in the United States by researchers until the 1990s [sic] when “biracial people were [considered] a separate [racial] group” (21). The multiracial movement that has arisen during the 1990s believes that “every person, especially every child, who is multi-ethnic/interracial has the same right as any other person to assert an identity that embraces the fullness and integrity of their actual ancestry” (Tessman 1). Although there are overall positive effects for these individuals from the movement, there are also negative affects that could potentially cause more problems for America’s current racial system. However, despite the negative effects of the movement, there is evidence that shows that this potential transition to a multiracial system in the US has beneficial aspects to it…

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Fade: My Journeys in Multiracial America

Basic Books an imprint of The Perseus Books Group
2006-12-28
302 pages
ISBN: 9780786718825
ISBN-10: 078671882X

Elliott Lewis

Television journalist Elliott Lewis weaves his memoirs as a black-and-white biracial American with the voices of dozens of multiracial people who are challenging how we think and speak about race today. “What are you?” This seemingly ordinary but politically charged question has become a touchstone for debate around race and ethnicity. Now, more than ever, mixed race Americans are calling themselves biracial and multiracial rather than feeling forced to choose only one race. Nearly seven million people checked more than one racial category in the 2000 US census, the first time in history Americans had the option to mark more than one box. With Fade, Lewis offers a comprehensive look at the multiracial state of the union. Here he speaks with dozens of individuals, tackling hot button issues such as the often complicated lives of multiracial people in communities of color, interracial dating, transracial adoption, and the birth of the multiracial movement. The author also shares his own moving — and often humorous — firsthand experiences with race, along with intimate stories from those at the forefront of nationwide efforts to formally recognize the multiracial population.

Mixed Blood: Intermarriage and Ethnic Identity in Twentieth-Century America

University of Wisconsin Press
December 1989
544 pages
6 x 9, 4 tables
Paperback ISBN-10: 0-299-12114-3
Paperback ISBN-13: 978-0-299-12114-3

Paul R. Spickard, Professor of History
University of California, Santa Barbara

Named an “Outstanding Book on Human Rights in the United States” by the Gustavus Myers Center for the Study of Human Rights.

Negotiating Social Contexts: Identities of Biracial College Women

Information Age Publishing
2007
79 pages
Paperback ISBN: 978-1-59311-596-8
eBook ISBN: 9781607527107

Edited by:

Andra M. Basu, Dean of Adult and Professional Studies
Albright College, Reading, Pennsylvania

This book examines the identification choices of a group of biracial college women and explores how these identifications relate to their choices and constructions of different social contexts. It is a qualitative study that draws on recent psychological literature, as well as personal interviews and focus groups with a group of biracial college women. The book includes 1) a review of the relevant literature concerning biracial individuals, 2) a discussion of some of the unique issues facing researchers who work with biracial populations, and 3) an indepth examination of the relationship between identity and different social contexts for a group of biracial women. The book addresses issues critical to educators, counselors, policy makers and researchers who work with biracial students, as well as biracial individuals and their families. For example, it shows how, for this group of biracial college women, identity choices did influence their choices and constructions of social contexts, particularly at the school that they all attended. Yet while identification choices did influence their perceptions about their social contexts, other factors such as social barriers also influenced them. Family members played a role in their identification choices as well, but siblings were found to be more influential than parents. In addition, the book demonstrates how educators and biracial mentors had a significant impact on this particular group of biracial women. The implications of these findings for parents, educators and future researchers are considered, as the number of biracial individuals living in the United States continues to grow.

Working with Multiracial Students: Critical Perspectives on Research and Practice

Information Age Publishing
2006
Paperback: 1-59311-250-5
Hardcover: 1-59311-127-4

Edited By:

Kendra R. Wallace
University of Maryland, Baltimore County

Working with Mixed Heritage Students offers a collection of writings that bridges the social science and educational literature related to mixed heritage identity development and schooling in diverse contexts. As such, it is the first book of its kind to provide a direct focus on multiracial/ethnic identity and formal education in the United States based on the scholarship of educational researchers. The two common threads linking the chapters are: the flexible, yet situated nature of ethnic and racial identities among mixed heritage students; and the importance of theorizing social contexts when interpreting and representing identity, community, and belonging. In addition to exploring general themes of identity development, Working with Mixed Heritage Students addresses theoretical and methodological issues in conducting research on topics related to mixed heritage students, as well as implications for teacher preparation and educational practice. Ultimately, the authors brought together in this volume share a focus on recently mixed heritage students of first, or second, or third generation multiracial and multiethnic descent. This diversity of perspectives on such a complex topic creates a tension within the book, one that naturally emerges through interdisciplinary collaboration. But it is hoped that this tension is just one of many that will lead to further reflection, dialogue, and action by researchers and educators working with like populations.