Mixed Race Studies

Beautiful stereotypes: the relationship between physical attractiveness and mixed race identity

Identities: Global Studies in Power and Culture
Volume 19, Number 1, 2012-01-01
pages 61-80
DOI: 10.1080/1070289X.2012.672838

Jennifer Patrice Sims

The idea that mixed race individuals are physically attractive is a commonly accepted stereotype. Past research in which whites (Australians and British) and Asians (Japanese) were asked to rate the attractiveness of a racially heterogeneous group of faces has shown that mixed race phenotype was judged the most attractive. In this study, I examine whether there is empirical evidence for this Biracial Beauty Stereotype in the United States. Using the data from the National Longitudinal Survey of Adolescent Health, I examine self and interview ratings of respondents’ physical attractiveness and, in an extension of the previous literature, conduct multinomial logistic regressions to ascertain whether level of attractiveness is associated with different racial identification choices for mixed race individuals. My results indicate that there is in fact a belief in mixed race individuals’ superior beauty in America; but, with regard to identity, beauty is not associated with identity for all mixed race groups.

Read or purchase the article here.

Afua Hirsch: Our parents left Africa – now we are coming home

The Guardian
2012-08-25

Afua Hirsch, West Africa Correspondent

As a child in London, Afua Hirsch was embarrassed by her African roots. Then, in February, she became a ‘returnee’, choosing to live in her parents’ birthplace, Ghana. Her story is echoed across the continent: attracted by economic opportunity and a new sense of optimism, the African diaspora is starting to come back.

When I was a teenager, my mother overheard me telling my peers that I was Jamaican, a clearly absurd statement from a half-Ghanaian, half-English girl whose first name is one of the most common in a major African language.

My mother, born and raised in Ghana, was mortified. Although in part I was living out the now well-documented struggle of mixed race youngsters to grasp their identity, mainly I was just embarrassed. It wasn’t cool to be African in those days and in my ignorant teenage way, I was acting out a much bigger crisis of confidence, one that had been swallowing Africans and spitting them out as permanent economic migrants in Europe and America ever since the end of colonialism…

…For my mother, that was the wake-up call she needed to organise our first trip to the west African land of her birth, an essential re-education in our roots. In 1995, we visited the Ghanaian capital, Accra, for the first time. I remember the usual things that people comment on when visiting equatorial African nations for the first time – the assault of hot air when stepping off the plane, which I confused with engine heat, the smell of spice and smoked fish on the air, and – most significantly for me – the fact that everyone was black. It sounds obvious but I had never really seen officials in uniform – immigration authorities, police, customs officers – with black skin. I don’t think I had realised that there was a world in which black people could be in charge…

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Dwanna L. Robertson: Indian Identity Still Controversial

Indian Country Today Media Network
2012-08-21

Carol Berry

If she’d planned to tackle some of the most contentious issues in Indian country, a Mvskoke (Creek) sociologist couldn’t have done a better job.

Blood quantum, lineal descent, tribal membership, federal recognition, sovereignty—all came under the scrutiny of Dwanna L. Robertson, a Ph.D. candidate at the University of Massachusetts and contributor to Indian Country Today Media Network, who spoke at the American Sociological Association’s (ASA) annual meeting August 17-20 in Denver that drew some 6,000 members.

Robertson addressed the Indigenous Peoples session of the ASA meeting on the topic “A Necessary Evil: Framing an American Indian Legal Identity.” She described interviews with 30 Natives, only half of whom had legal identities in terms of tribal enrollment or other federal validation.

“Native American people is the only race in America that has to prove that they’re Indian,” she quoted one study participant. “If you’re black and you say, ‘I’m black,’ and nobody will question it. If you’re white, you say, ‘I’m white” and nobody questions it, but if you’re Indian they want to see your CDIB [Certificate of Degree of Indian Blood] card. ‘Well, you say you’re Indian (but) let’s see your card.”…

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An Exploration of Healthy Adjustment in Biracial Young Adults

Univesity of California, Davis
2008
175 pages

Tamu Corrine Nolfo

A DISSERTATION Submitted in partial satisfaction of the requirements for the degree of DOCTOR OF PHILOSOPHY in Human Development

Given the historically negative views of interracial marriages and mixed race children proliferating the popular American social consciousness, it is legitimate to question whether mixed race youth can achieve healthy psychosocial development in this country, and if so, what are the factors that contribute to positive outcomes despite adverse or hostile sociopolitical circumstances?

There were a total of 30 participants in this study: 13 male and 17 female, ages 22-26, living in various regions of the United States, who had one parent who identified as White/Caucasian and one who identified as Asian/Asian American, Black/African American, or Hispanic/Latino/a. The participants were free of a history of felony convictions, substance abuse and suicide attempts. They completed both an informational questionnaire and a 90-minute telephone interview.

Results of the study highlighted that biracial individuals are not doomed because of their dual heritage, despite this emphasis in earlier research. It is entirely possible to be well adjusted in a number of respects: meeting personal expectations; attainment of close family and other social relationships; comfortable with ethnic/racial identity; bicultural competence and sense of inclusion in desired community(ies); social justice; and sense of self-efficacy in raising own multiracial child(ren).

There is not agreement from the participants on a set formula for success, but overriding themes include having a loving and supportive family that preferably stays intact; connections with all of one’s cultural heritage, but not necessarily with family or community members who are belittling or disrespectful; egalitarian messages that neither promote self-oppression nor self-superiority; opportunities to explore, normalize and celebrate the mixed race experience; and the freedom to self-define over time and context, even when these choices are not congruent with family or community expectations.

All individuals, families and communities in this study demonstrated the ability to both support and hinder healthy biracial development. Results did not differ with regard to demographic nuances of gender, racial composition, socio-economic status (SES), or geographic location.

Read the entire dissertation here.

Uncertainty and evolution: Contributions to identity development for female college students who identify as multiracial/biracial-bisexual/pansexual

Iowa State University
2008
322 pages
Publication Number: AAT 3310805
ISBN: 9780549596066

Alissa Renee King

A dissertation submitted to the graduate faculty partial fulfillment of the requirements for the degree DOCTOR OF PHILOSOPHY

In this study, I explored how female college students who identify as multiracial/biracial-bisexual/pansexual made meaning of their racial and sexual identities, how they described their identity development process, and the ways in which college contributed to their identity formation. Utilizing a proposed model of biracial-bisexual identity development and the ecology of student development model as foundations for this study, I sought to better understand the experiences both before and during college, and the impacts of those two environments on the processes of racial and sexual identity formation for the female college students in this study. Findings, based on in-depth interviews, revealed that the females in this study were impacted in different ways during the pre-college experience and during college, with influences coming from family, peers, and the school setting before college. The themes during the college experience at the time of the interviews were related to Trying On new labels, Negotiating Self within a variety of spaces, and Finding Fit in places where the participants felt safe and supported. Findings also revealed that context had the biggest impact on identity development and that racial and sexual identity were primarily separate processes rather than intersecting experiences. I offered contributions to biracial-bisexual identity models and I shared recommendations for current practice and future research to better serve females in both secondary and post-secondary institutions who identify as multiracial/biracial-bisexual/pansexual.

Purchase the dissertation here.

“Not Half But Double”: Exploring Critical Incidents in the Racial Identity of Multiracial College Students

Journal of College Student Development
Volume 53, Number 4, July/August 2012
pages 524-541
DOI: 10.1353/csd.2012.0054

Angela H. Kellogg, Director of Academic Advising and Career Services
University of Wisconsin, Stevens Point

Debora L. Liddell, Associate Professor and Program Coordinator of the Higher Education and Students Affairs Program
University of Iowa

This qualitative study explored how critical incidents shape multiracial students’ understanding of race and identity at predominantly White institutions. Participants included 14 multiracial undergraduate students from two institutions in the Midwest. Four categories of critical incidents were identified from the data: (a) confronting race and racism, (b) responding to external definitions, (c) defending legitimacy, and (d) affirming racial identity. The incidents took many forms and occurred in many contexts. The majority of incidents involved interactions with other students, underscoring the influence of peers. The study also suggests implications for higher education practice and research.

In Loving v. Virginia (1967), the Supreme Court struck down restrictions against interracial marriages. Now- just four decades later, multiracial individuals represent one of the fastest growing segments of the population in the United States. According to the 2010 United States Census, 9 million (3%) of respondents indicated membership in two or more racial groups. Accordingly, a growing number of multiracial youth are enrolling in colleges and universities across the United States (Roberts, 2003). In addition to their rising numbers, multiracial students are becoming more visible and vocal as a group, evidenced by the number of multiracial student organizations, programs, and services appearing on campuses nationwide (Wong & Buckner. 2008).

Despite their growing presence, there is still much to he learned about the ways that multiracial identity is understood by students within the unique context of colleges and universities. Institutions of higher education are rich sites for studying identity (Chickering & Reisser, 1993). and provide multiracial students with ample opportunities to explore and reflect on their racial heritage, prompting them to think about their identity in different ways (Renn, 1998, 2004). Literature indicates that some multiracial college students feel pressured to choose one race, and at times have the sense of being “misperceived. misrepresented, miscategorized, and misunderstood” by faculty, staff, and peers (Cortes, 2000, p. 10). However, much of the previous college student research has been conducted with the underlying assumption that the identity processes of multiracial students are the same as for monoracial students, instead of recognizing the unique needs and developmental processes of multiracial students.

In recent decades, various theories and models have been developed to explain the identity development processes of multiracial persons. Early models of multiracial identity development were grounded in model of Black racial identity (Cross, 1971, 1991). and depicted racial identity as occurring in a series…

Constructing Dialogue, Constructing Identites: Mixed Heritage Identity Construction in “Half and Half”

Georgetown University
2009-04-16
55 pages

Anissa Jane Sorokin

A Thesis Submitted to the Faculty of the Graduate School of Arts and Sciences of Georgetown University in partial fulfillment of the requirements for the degree of Master of Arts in Language and Communication

This paper examines how mixed heritage authors featured in the book Half and Half use constructed dialogue, also known as reported speech, to construct their identities as bi-ethnic, bi-racial, and bi-cultural individuals. Constructed dialogue, which is often representative of previous social interactions, functions frequently as a tool for identity construction in a literary form, strongly suggesting that mixed heritage identity is in many ways formed through talk. Through constructed dialogue, narrators can explain how what was said has contributed to who they feel they are, and often allows them to portray themselves as agents who take an active role in forming identities. Authors use constructed dialogue to convey stances that signal distance from a group, alignment with a group, or a sense of living a dual-culture identity. The analysis of constructed dialogue in Half and Half adds to an understanding of how mixed heritage narrators see themselves in relation to the world around them, and vividly highlights the role words may play in the constructions of their identities.

Table of Contents

• 1. INTRODUCTION
• 2. LITERATURE REVIEW
  • 2.1 Defining Reported Speech
  • 2.2 Reported Speech as a Misnomer
  • 2.3 Layers of Voices in Constructed Dialogue
  • 2.4 Reported Speech and Identity Construction
  • 2.5 The Importance of Context
  • 2.6 What is Autobiography?
  • 2.7 Some Notes on Ethnicity, Race, and Mixed Heritage People
• 3. METHODOLOGY
  • 3.1 What Kind of a Book is Half and Half?
  • 3.2 Data Collection and Analysis
• 4. DATA ANALYSIS AND DISCUSSION
  • 4.1 What Are You? Where Are You From?
  • 4.2 Questioning Authenticity
  • 4.3 Identifying as the Other: Early Experiences with Racial Name-Calling
  • 4.4 Constructing Mixed Heritage Identity Through Linguistic Features
• 5. CONCLUSION
• BIBLIOGRAPHY

Read the entire thesis here.

Race and Identity in Barack Obama’s Dreams from My Father: A Collection of Critical Essays

Edwin Mellen Press
June 2012
308 pages
ISBN10:  0-7734-1601-3; ISBN13: 978-0-7734-1601-7

Edited by:

Michael A. Zeitler, Associate Professor of English
Texas Southern University, Houston

Charlene T. Evans, Professor of English
Texas Southern University, Houston

This book examines significant aspects of President Barack Obama’s Dreams from My Father both in relation to the African American literary tradition and to the context of the relevant historical and cultural productions that inform it. The authors view the book a work of literature and compare it to other works by black authors such as Toni Morrison, Frederick Douglass, and Ralph Ellison among others. Some authors contest the idea that the book was written during a pre-political stage in President Obama’s life because it was released to coincide with his first political campaign in Chicago, Illinois in the mid-1990’s. For autobiographical reasons the book is important because it shows various aspects of President Obama’s upbringing, and put in his own words his experience of being black in America. There is also a discussion of why he chose the less Americanized Barack when he went into college, rather than the homogeneous, whitened name Barry, which was the name he preferred in grammar school (out of being teased by other children)—and how he chose this name precisely because it constructed his identity as antithetical to the dominant paradigms of whiteness that he had been confined to while growing up in Hawaii. One article even describes President Obama’s father being ostracized from Kenyan politics after a coup d’etat forced a leader out of power who he had publically supported, which lead the family to America. It also tells the story of a turgid paternal influence on the young Barack Obama, where caught in a vicious cycle of perpetually working for his father’s approval, he spiraled into low self-esteem, which may have fueled his political ambitions later in life (as overcompensation for a lack of fatherly approval).

Table of Contents

• Foreword / Molefi Kete Asantei
• Acknowledgements
• Introduction / Michael A. Zeitler
• A Knot to Bind Our Experiences Together: Storytelling in Barack Obama’s Dreams from My Father and Critical Race Theory / Erin Ponton Fiero
• No Apology for the Show: Performance and Oratorical Self-Creation in Obama, Douglass, and Ellison / Granville Ganter
• Slumming and Self-Making in Barack Obama’s Dreams from My Father / David Mastey
• In Search of My Father’s Garden: Kenya as the Focal Point for the Study of a New Kind of Narrative in African American Autobiography / Claire Joly
• An Image of Africa: Race and Identity in Barack Obama’s Rewriting of Conrad’s ‘Heart of Darkness’ / Michael Zeitler
• Obama, Ellison, and the Search for Identity / Rita Saylors
• Voices of His Mothers: Feminist Interventions and Identity in Barack Obama’s Dreams from My Father / Letizia Guglielmo
• Queer Coherence: Loss and Hybridity in Barack Obama’s Dreams from My Father / Patricia Harris Gillies
• The Search for Race and Masculine Identity in Barack Obama’s Dreams from My Father / Dolores Sisco
• Beyond Race: Racial Transcendence in Jean Toomer’s Cane and Barack Obama’s Dreams from My Father / Charlene T. Evans
• Glorious Burdens: A Lacanian Reading of Racial Passing, Inheritance, and Paternal Desire in Obama’s Dreams from My Father / Nicholas Powers

Introducing the Mix-d: Professionals’ Pack

Mix-d:
2012-07-13

Everything you need to work confidently with the mixed-race subject.

The Mix-d: Professionals’ Pack is an essential guide for teachers, facilitators, mentors and professional carers.

The pack will equip you, your staff and organisation with the resources and knowledge to deal confidently with all aspects of the mixed-race topic…

For more information, click here.

Multiple Identification and Risks: Examination of Peer Factors Across Multiracial and Single-Race Youth

Journal of Youth and Adolescence
Volume 41, Number 7 (July 2012)
pages 847-862
DOI: 10.1007/s10964-012-9750-2

Yoonsun Choi
The School of Social Service Administration
University of Chicago

Michael He
The School of Social Service Administration
University of Chicago

Todd I. Herrenkohl
Social Development Research Group, School of Social Work
University of Washington, Seattle

Richard F. Catalano
Social Development Research Group, School of Social Work
University of Washington, Seattle

John W. Toumbourou
School of Psychology
Deakin University, Geelong, Victoria, Australia

Multiracial youth are thought to be more vulnerable to peer-related risk factors than are single-race youth. However, there have been surprisingly few well-designed studies on this topic. This study empirically investigated the extent to which multiracial youth are at higher risk for peer influenced problem behavior. Data are from a representative and longitudinal sample of youth from Washington State (N = 1,760, mean age = 14.13, 50.9% girls). Of those in the sample, 225 youth self-identified as multiracial (12.8%), 1,259 as White (71.5%), 152 as Latino (8.6%), and 124 as Asian American (7.1%). Results show that multiracial youth have higher rates of violence and alcohol use than Whites and more marijuana use than Asian Americans. Higher levels of socioeconomic disadvantage and single-parent family status partly explained the higher rates of problem behaviors among multiracial youth. Peer risk factors of substance-using or antisocial friends were higher for multiracial youth than Whites, even after socioeconomic variables were accounted for, demonstrating a higher rate of peer risks among multiracial youth. The number of substance-using friends was the most consistently significant correlate and predictor of problems and was highest among multiracial youth. However, interaction tests did not provide consistent evidence of a stronger influence of peer risks among multiracial youth. Findings underscore the importance of a differentiated understanding of vulnerability in order to better target prevention and intervention efforts as well as the need for further research that can help identify and explain the unique experiences and vulnerabilities of multiracial youth.

Read the entire article here.