Mixed Race Studies

The Lure of Whiteness and the Politics of “Otherness”: Mexican American Racial Identity

University of Texas, Austin
2004
185 pages

Julie Anne Dowling

Dissertation Presented to the Faculty of the Graduate School of the The University of Texas at Austin In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy

Using a “constructed ethnicity” (Nagel 1994) approach, this project employs multiple methods to explore the racial identification of Mexican Americans. The U.S. Census has grappled with appropriate strategies for identifying the Mexican-ancestry population for over a century, including the use of a “Mexican” racial category in 1930. I examine historical documents pertaining to the 1930 Census and the development of the “Mexican” racial classification, as well as how Mexican Americans in the League of United Latin American Citizens (LULAC) constructed “White” racial identities in their efforts to resist such racialization. I then explore contemporary Mexican American identity as reflected in current racial self-reporting on the U.S. Census. Finally, I conduct fifty-two in-depth interviews with a strategic sample of Mexican Americans in five Texas cities, investigating how such factors as socioeconomic status, racial composition of neighborhood, proximity to the U.S.-Mexico border, social networks, nativity/migration history, Spanish language fluency, physical appearance, and political attitudes affect their racial and ethnic identifications. Results indicate a complex relationship between personal histories and local community constructions of identity that influences racial identification.

Table of Contents

• List of Tables
• List of Figuresxii
• Chapter 1: Latinos and the Question of Race
• Chapter 2: Modernity and Texas Racial Politics in the Early Twentieth Century, LULAC and the Construction of the White Mexican
• Chapter 3: The “Other” Race of Mexican Americans: Exploring Racial Identification in the 1990 and 2000 U.S. Censuses
• Chapter 4: “Where’s Hispanic?” Mexican American Responses to the Census Race Question
• Chapter 5: What We Call Ourselves Here: Mexican American Racial and Ethnic Labeling in Texas
• Chapter 6: Just An(other) Shade of White? Making Meaning of Mexican American
• Whiteness on the Census.
• Appendix A: Census 1990 Race Question
• Appendix B: Census 2000 Race Question
• Bibliography
• Vita

Chapter 1: Latinos and the Question of Race

Introduction

The roots of this dissertation can be traced to a qualitative study I began as an undergraduate, interviewing persons of “biracial” mixed Mexican-Anglo heritage like myself. During the course of this research that became the basis for my master’s thesis, I discovered that according to the U.S. Census, Latinos are not a racial group. This did not fit my experience growing up in Texas where I found myself torn between two different worlds, one white and one brown.

This disjuncture between government classification and self-identification, between federal definitions and regional definitions of race, is at the heart of my project. The goal of this dissertation is to explore the historical roots of the census classification of Mexican Americans as “White,” and to examine who rejects this classification, identifying as “Other” race. Are there significant differences between these groups? What factors play into how Mexican Americans label themselves? And what are the meanings of these labels?

The most common “other race” response given on the racial identification question of the 1990 U.S. Census was a Hispanic identifier—Hispanic, Latino or a nationality such as Mexican, Puerto Rican, or Cuban (U.S. General Accounting Office 1993). While approximately 51% of Mexican Americans in the 1990 census identified as “White” on the racial identity question, an almost equal proportion (47%) identified as “Other.” In 2000, the numbers were similar with 48% of Mexican Americans identifying as “White” and 46% as “Other.” It is clear that a substantial number of Mexican Americans view themselves as a racial group outside of the current census classifications of White, Black, Native American, and Asian American…

Read the entire dissertation here.

Reflections of a Racial Queer

Multicultural Perspectives
Volume 12, Issue 2, 2010
pages 107-112
DOI: 10.1080/15210960.2010.481213

Aurora Chang-Ross
Beloit College, Beloit, Wisconsin

In this article, I reflect on my personal experiences of racial queerness. In an effort to speak my secrets, I explore my identity production as a Multiracial person by critically examining my positionality throughout various key stages in my life. I present Multiracial microaggressions –those accumulated moments that underscore my racial queerness and argue that these phenomena, while taxing, also confer agency. I propose a conceptual framework that incorporates both queer theory and borderlands theory as a potential framework from which to study how Multiracial individuals are positioned as racial queers. I argue that queerness, for the Multiracial individual, may denote both deviance (from the monoracial norm) and a unique individuality (stemming from one’s Multiracial background). By offering my testimonial as a racial queer and introducing the racial queer conceptual framework, I come a bit closer to naming my experience as a Multiracial individual and providing a space from which others can do the same.

Read or purchase the article here.

An Exploration of Factors Influencing Multiracial/Multiethnic Identity Development: A Qualitative Investigation

University of St. Thomas, Saint Paul, Minnesota
2012-05-12

Anesh S. Patel

A Doctoral Project Presented to the Graduate School of Professional Psychology in Partial Fulfillment of the Requirements for the Degree of Doctor of Psychology

As of 2000, one in forty Americans identified themselves as multiracial/multiethnic (Lee & Bean, 2004), with 70% of the multiracial/multiethnic population younger than thirty-five years of age (U.S. Census Bureau, 2001). Population trends predict that the multiracial population will continue to increase, possibly reaching 21% of the population by the year 2050 (Smith & Edmonston, 1997). With the burgeoning number of multiracial/multiethnic individuals in our society, it is important for counseling psychologists to understand the ways in which they identify with race/ethnicity, and how that identification is formed.
 
This qualitative study was designed to explore the lived experiences of a multiracial/multiethnic individual’s life to in order to better understand their process of racial identification/ethnic identification and thus identity for the express purpose of enhancing therapeutic interventions with this population. The way in which experiences were explored was through addressing the following questions: What are the influencing factors on identity development in multiracial/multiethnic individuals? What, if any, implications do these factors have for the practice of psychology when working with mixed race/ethnicity individuals?
 
This study revealed three themes that most strongly influenced identity development in the eight participants. The first theme that arose was influential people as participants highlighted social and family groups that made an impact on participants overall sense of belonging. Secondly, the theme of influential moments arose, which joined together experiences in participant’s lives that made them stop and think specifically about their different races/ethnicities. It could be defined for some as their “eureka moment” in their identity selection process. The final theme that emerged from the eight interviews was influential cultural experiences. This theme ranged from specific college courses taken by individuals to pressure around learning cultural rituals, either way, it was experiences in their lives directly linked to increasing knowledge and understanding of one’s specific culture/racial/ethnic group.

Read the entire project here.

Biracial and monoracial infant own-race face perception: an eye tracking study

Developmental Science
Published online: 2012-09-07
DOI: 10.1111/j.1467-7687.2012.01170.x

Sarah E. Gaither
Department of Psychology
Tufts University

Kristin Pauker, Assistant Professor of Psychology
University of Hawaii

Scott P. Johnson, Professor of Psychology
University of California, Los Angeles

We know that early experience plays a crucial role in the development of face processing, but we know little about how infants learn to distinguish faces from different races, especially for non-Caucasian populations. Moreover, it is unknown whether differential processing of different race faces observed in typically studied monoracial infants extends to biracial infants as well. Thus, we investigated 3-month-old Caucasian, Asian and biracial (Caucasian-Asian) infants’ ability to distinguish Caucasian and Asian faces. Infants completed two within-subject, infant-controlled habituation sequences and test trials as an eye tracker recorded looking times and scanning patterns. Examination of individual differences revealed significant positive correlations between own-race novelty preference and scanning frequency between eye and mouth regions of own-race habituation stimuli for Caucasian and Asian infants, suggesting that facility in own-race face discrimination stems from active inspection of internal facial features in these groups. Biracial infants, however, showed the opposite effect: An ‘own-race’ novelty preference was associated with reduced scanning between eye and mouth regions of ‘own-race’ habituation stimuli, suggesting that biracial infants use a distinct approach to processing frequently encountered faces. Future directions for investigating face processing development in biracial populations are discussed.

Read or purchase the article here.

‘Brown babies’ long search for family, identity

Indianapolis Recorder
2011-11-23

Stephanie Siek

(CNN) — Daniel Cardwell’s obsession consumed three decades of his life and $250,000 of his money, he estimates. His energy has been devoted to answering one basic question: “Who am I?”

Cardwell was a “brown baby”—one of thousands of children born to African-American GIs and white German women in the years after World War II. Inter-racial relationships still weren’t common or accepted among most in the United States or Germany, and they weren’t supported by the military brass, either.

Couples were often split apart by disapproving military officers. Their children were deemed “mischlingskinder”—a derogatory term for mixed race children. With fathers forced to move way, the single mothers of the African-American babies struggled to find support in a mostly white Germany and were encouraged to give their kids up.

Thousands of the children born from the inter-racial relationships were put up for adoption and placed in homes with African-American military families in the United States or Germany. Images of black, German-speaking toddlers with their adoptive American families were splashed across the pages of Jet and Ebony magazines and African-American newspapers.

Their long-forgotten stories have recently been shared in new films, “Brown Babies: The Mischlingskinder Story,” which was released last summer and “Brown Babies: Germany’s Lost Children,” which aired on German television this fall…

…For the thousands of children who are now adults and seeking their biological families, time is running out. Henriette Cain, a “brown baby,” from Rockford, Illinois, knows this all too well.

“People’s mothers are passing away, their fathers are passing away, and people are starting to wonder who they are,” Cain said from her home. “Now even we are passing away, and it’s a story that needs to be told.”

Since beginning her search in the 1970s, the 59-year-old retiree has been fortunate — she located and met her biological sister, who was living in Darmstadt, Germany, and her biological mother, who had married a white U.S. soldier and moved to Virginia. The family now enjoys a close relationship. She tracked down her biological father, as well, but he died before they could meet…

Read the entire article here.

I’m Chocolate, You’re Vanilla: Raising Healthy Black and Biracial Children in a Race-Conscious World

Jossey-Bass
May 2000
304 pages
Paperback ISBN: 978-0-7879-5234-1

Marguerite A. Wright

A child’s concept of race is quite different from that of an adult. Young children perceive skin color as magical—even changeable—and unlike adults, are incapable of understanding adult predjudices surrounding race and racism. Just as children learn to walk and talk, they likewise come to understand race in a series of predictable stages.

Based on Marguerite A. Wright’s research and clinical experience, I’m Chocolate, You’re Vanilla teaches us that the color-blindness of early childhood can, and must, be taken advantage of in order to guide the positive development of a child’s self-esteem.

Wright answers some fundamental questions about children and race including:

• What do children know and understand about the color of their skin?
• When do children understand the concept of race?
• Are there warning signs that a child is being adversely affected by racial prejudice?
• How can adults avoid instilling in children their own negative perceptions and prejudices?
• What can parents do to prepare their children to overcome the racism they are likely to encounter?
• How can schools lessen the impact of racism?
• With wisdom and compassion, I’m Chocolate, You’re Vanilla spells out how to educate black and biracial children about race, while preserving their innate resilience and optimism—the birthright of all children.

Table of Contents

• THAT MAGICAL PLACE: RACE AWARENESS IN THE PRESCHOOL YEARS
  • Chocolate and Vanilla: How Preschoolers See Color and Race
  • How Preschoolers Begin to Learn Racial Attitudes
  • When to Be Concerned That Race Is a Problem for Preschoolers
  • Raising the Racially Healthy Preschooler
• THE WANING OF RACIAL INNOCENCE: THE EARLY SCHOOL YEARS
  • Shades of Brown and Black: How Early Grade-Schoolers See Color and Race
  • Black Children’s Self-Esteem: The Real Deal
  • How School Influences Children’s Awareness of Color and Race
• REALITY BITES: RACE AWARENESS IN MIDDLE CHILDHOOD AND ADOLESCENCE
  • Fading to Black and White: How Children in the Middle Years See Race
  • How School Influences Older Children’s Ideas About Race
  • Preparing for Adolescence: The Lines are Drawn
  • A Healthy High School Experience: You Can Make the Difference
• Epilogue
• Appendix: Stages of Race Awareness
• Notes
• About the Author
• Index

Living in Ambiguity with Carl Olsen

Mixed Race Radio
2012-09-05, 16:00Z (12:00 EDT, 09:00 PDT)

Tiffany Rae Reid, Host

Carl Olsen
Colorado State Univeristy

Carl is a regular guest on Mixed Race Radio and self- identifies as Japanese and White. Originally Carl was going to discuss his experience being marked as white on a traffic ticket (that I got for speeding…).

Now however, I have invited Carl on to the show to discuss his thesis entitled, “Living in Ambiguity: Perceptions of Mixed Race and the Mixed Race Experience at Colorado State University.”

In addition, Carl is  conducting interviews with CSU students who self identify as having two or more races, checked the multiracial box on the admission form, and/or self-identify as mixed/multi/biracial.  Hopefully, this data will help Carl to  develop a model for creating a “Mixed Race Resource Center” of some sort, modeled after centers such as Black/African-American Cultural Centers, Asian/Pacific American Cultural Centers, etc. Carl is also serving as the advisor for SHADES of CSU, the mixed-race student organization on campus.

Carl has a perception survey to administer, and it’s one question: When you think of a mixed race/biracial/multiracial individual, what 5 words or phrases would you use to describe them?

I thought we could help him.

Play in your default player here.

“What About the Children?” The Psychological and Social Well-Being of Multiracial Adolescents

The Sociological Quarterly
Volume 47, Issue 1 (February 2006)
pages 147–173
DOI: 10.1111/j.1533-8525.2006.00041.x

Mary E. Campbell, Associate Professor of Sociology
University of Iowa

Jennifer Eggerling-Boeck
University of Wisconsin–Madison

We used the National Longitudinal Study of Adolescent Health (Add Health) to examine the social and psychological well-being of multiracial adolescents. Using two different measures of multiracial identity, we investigated the ways in which these adolescents compare to their monoracial counterparts on five outcomes: depression, seriously considering suicide, feeling socially accepted, feeling close to others at school, and participating in extracurricular activities. We found that multiracial adolescents as a group experience some negative outcomes compared to white adolescents, but that this finding is driven by negative outcomes for those with American Indian and white heritage. We found no consistent evidence, however, that multiracial adolescents as a group face more difficulty in adolescence than members of other racial and ethnic minority groups. The results were similar, whether the multiracial population is defined by self-identification or by their parents’ racial identifications.

Read or purchase the article here.

When Half Is Whole: Multiethnic Asian American Identities

Stanford University Press
September 2012
248 pages
Cloth ISBN: 9780804775175
Paper ISBN: 9780804775182

Stephen Murphy-Shigematsu
Stanford University

“I listen and gather people’s stories. Then I write with the hope to communicate something to people, that they gain something of value by reading these stories. I tell myself that this is something that isn’t going to be done unless I do it, just because of who I am. It’s a way of making my mark, to leave something behind—not that I’m planning on going anywhere, right now.”

So begins Stephen Murphy-Shigematsu in this touching, introspective, and insightful exploration of mixed race Asian American experiences. The son of an Irish American father and Japanese mother, Murphy-Shigematsu has devoted his life to understanding himself as a product of his diverse roots. Across twelve chapters, his reflections are interspersed among profiles of others of biracial and mixed ethnicity and accounts of their journeys to answer a seemingly simple question: Who am I?

Here we meet Margo, the daughter of a Japanese woman and a black American serviceman, who found how others viewed and treated her, both in Japan and the United States, in conflict with her evolving understanding of herself. Born in Australia and raised in San Francisco, Wei Ming struggled with making sense of her Chinese and American heritage, which was further complicated when she began to realize she was bisexual. Rudy, the son of Mexican and Filipino parents, is a former gang member and hip hop artist who redirected his passion for performance into his current career as a professor of Asian Pacific American Studies. Other chapters address issues such as mixed race invisibility, being a transracial adoptee, hapa identity, beauty culture and authenticity testing, and more.

With its attention on people who have been regarded as “half” this or “half” that throughout their lives, these stories make vivid the process of becoming whole.

Contents

• Prologue
• 1. Flowers Amidst the Ashes
• 2. We Must Go On
• 3. For the Community
• 4. English, I Dont Know!
• 5. Bi Bi Girl
• 6. I Am Your Illusion, Your Reality Your Future
• 7. Grits and Sushi
• 8. I Cut across Borders as If They Have No Meaning
• 9. Victims No More
• 10. American Girl in Asia
• 11. Found in Translation
• Epilogue
• Notes
• Recommended Readings
• About the Author

Questioning Being Black and White in Canada

Canadian Dimension: for people who want to change the world
2012-08-24

Denise Hansen

“Canadians have a favourite pastime, and they don’t even realize it. They like to ask—they absolutely love to ask—where you are from if you don’t look convincingly white. They want to know it, they need to know it, simply must have that information. They just can’t relax until they have pin-pointed, to their satisfaction, your geographic and racial coordinates. They can go almost out of their minds with curiosity, as when driven by the need for food, water, or sex, but once they’ve finally managed to find out precisely where you were born, who your parents were, and what your racial makeup is, then, man, do they feel better. They can breathe easy and get back to the business of living.” —An except from Lawrence Hill’s Black Berry, Sweet Juice: On Being Black and White in Canada

Lawrence Hill dubs it The Question and, indeed, for most black/white mixed Canadians The Question has become a reoccurring topic of conversation fielded in classrooms, workplaces, out with new friends, in busy line-ups and crowded bars…most any public place. Most commonly asked in the form of “where are you from?”, “what’s your background?”, or put ignorantly simply as “what are you?”, The Question has become a defining aspect of the black/white mixed race experience for people of black and white descent living in Canada.

But is The Question just harmless curiosity? Or does The Question unconsciously reveal deeply held racial assumptions, sometimes even racist values? Either way, The Question puts race centre stage in a society where, ironically, the topic is often avoided, evaded at best. Is it time to take The Question as an opportunity to educate Canadians about issues of mixed race and blackness?…

…“People are socialized to uncritically accept racial categories. They want to know who mixed race people are affiliated with, perhaps as a guide to how they can engage with them,” explains Professor Leanne Taylor who studies multiracial and multiethnic identities at Brock University. Taylor adds that in Canada the idea of mixed race has even been commodified and exported internationally as the lived reality of what multiculturalism is—the message (falsely) being: ‘look at all these beautiful, mixed people as a symbol of how well people are getting along in Canada’….

Read the entire essay here.