Mixed Race Studies

Hybridity and Miscegenation

Chapter in The Wiley Blackwell Encyclopedia of Gender and Sexuality Studies
Online ISBN: 9781118663219
Published Online: 2016-04-21
2 pages
DOI: 10.1002/9781118663219.wbegss321

Leigh H. Edwards, Associate Professor of English
Florida State University

Hybridity and miscegenation refer to race mixing. Both terms came into popular usage during the nineteenth century in the United States in the context of race slavery and scientific racism. Since the 1980s, hybridity has been used more broadly in postcolonial theory to refer to cultural mixture that can critique colonization.

Read or purchase the chapter here.

Anti-Miscegenation Laws

Chapter in The Wiley Blackwell Encyclopedia of Gender and Sexuality Studies
Online ISBN: 9781118663219
Published Online: 2016-04-21
5 pages
DOI: 10.1002/9781118663219.wbegss617

Sally L. Kitch, Regents’ Professor, Women and Gender Studies
Arizona State University

Anti-miscegenation (racial mixing) laws have been enacted around the world throughout history. In mainland British colonies and the United States such laws regulated marriages between persons of different races, primarily between blacks and whites, from 1634 to 1967, when the Supreme Court declared them an unconstitutional mechanism for maintaining white supremacy in Loving v. Virginia. That decision exposed the faulty legal reasoning that exempted interracial marriages from the usual protections provided to marriage and citizenship on the grounds that miscegenation was illicit. British New World island colonies did not enact anti-miscegenation laws, but they did regulate the rights of mixed-race progeny. Often overlooked in discussions of these and other anti-miscegenation laws and policies are their inherent gender biases and their protection of white male prerogatives as a keystone of the doctrine of white supremacy.

Read or purchase the chapter here.

The NFL has effectively blackballed Colin Kaepernick

The Washington Post
2017-03-23

Kevin B. Blackistone, Visiting Professor
Philip Merrill College of Journalism
University of Maryland

A week before Christmas 1996, Craig Hodges, who twice during his 10 NBA seasons was the league’s best three-point shooter, filed a federal lawsuit against the NBA. He charged that the league colluded to end his career four seasons earlier.

Hodges contended the league was upset that he showed up at the White House with Michael Jordan and his other teammates from the 1991 NBA champion Bulls draped in a dashiki — a traditional West African tunic popularized here during the Black Power movement — and exercised utter audacity by presenting their host, President George H.W. Bush, with a two-page letter calling for the plight of people of color and the poor in this country to be prioritized in Bush’s domestic agenda.

A week into 1998, the court dismissed Hodges’s complaint. His career effectively died when the Bulls waived him following their second championship in 1992.

But Hodges’s story was revived with the advent of this NFL offseason’s free agency period. He’s been reincarnated in Colin Kaepernick. To be sure, Kaepernick managed the 17th-best quarterback rating last season among starters while coming back from injury. His touchdown percentage was 13th best, better than Washington’s Kirk Cousins, who wound up in the Pro Bowl and with a new franchise-tag contract worth $24 million next season. His interception percentage was sixth, just behind Aaron Rodgers and just ahead of MVP Matt Ryan…

Read the entire article here.

Residential Racial Diversity: Are Transracial Adoptive Families More Like Multiracial or White Families?^*

Social Science Quarterly
Volume 97, Issue 5 (November 2016)
Pages 1189–1207
DOI: 10.1111/ssqu.12242

Rose M. Kreider, Chief
Fertility and Family Statistics Branch
Social, Economic and Housing Statistics Division
United States Census Bureau, Washington, D.C.

Elizabeth Raleigh, Associate Professor of Sociology
Carleton College, Northfield, Minnesota

^*The views expressed on statistical and methodological issues are those of the authors and do not necessarily represent the views of the U.S. Census Bureau. Doctors Kreider and Raleigh contributed equally to this publication.

• Objective: The purpose of this article is to examine whether and how the residential racial diversity of transracially adopted children (i.e., nonwhite children adopted by white parents) varies from those of biological children in white monoracial families and biological children in mixed-race families.
• Method: Using the restricted access 2009 American Community Survey, we take advantage of the large number of adoptive families not only to investigate differences among these families, but also to explore whether racial socialization within transracial adoptive families varies by the race and nativity of the child.
• Results: We show that the context of racial socialization for transracially adopted children is more similar to that of white children in monoracial families than that of children in mixed race families.
• Conclusion: This article adds a quantitative, nationally representative picture of the context of racial socialization for specific groups of transracially adopted children, complementing existing research published in this area.

Read or purchase the article here.

Multiracial Faculty Members’ Experiences in the Academy

University of California, Los Angeles
Graduate School of Education and Information Studies
2017-01-31

Jessica C. Harris, PhD, Assistant Professor
Department of Higher Education & Organizational Change
University of California, Los Angeles
310-794-4982

Jessica Harris, PhD, from the Graduate School of Education and Information Studies at the University of California, Los Angeles (UCLA) is conducting a research study to explore multiracial tenured/tenure track faculty members’ experiences within the academy.

Why is this study being done?

This research will qualitatively explore the academic experiences of mixed race faculty working in U.S. institutions of higher education. While the experiences of monoracial faculty of color are documented in extant literature, there exist no studies, to my knowledge, of the experiences of mixed race faculty in the academy. The study will focus on participants’ experiences with tenure and advancement, teaching, research, service, and other important issues that must be explored in order to better inform inclusive practices that help to recruit and retain mixed race faculty and increase diversity within and across institutions.

What will happen if I take part in this research study?

If you volunteer to participate in this study, the researcher will ask you to do the following:

• Fill out an online demographics questionnaire.
• Participate in an approximately 60-minute individual interview conducted by the lead researcher and/or a graduate student researcher that the lead researcher supervises.
• Individual interviews will take place via Skype, telephone, or the communication software preferred by the participant. The researcher will conduct the interview in a private room.
• Questions within the interview may relate to participants’ experiences with the tenure and advancement process, teaching, pedagogical approach, and research.

How long will I be in the research study?

The demographic form will take about 15 minutes to complete. The individual interview will last approximately 60 minutes. The total time you will dedicate to this research is about 75 minutes. Given the time that lapses between filling out the demographic questionnaire and setting up an interview for the research, you may be an enrolled participant in this research anywhere from a few days to several months.

Are there any potential risks or discomforts that I can expect from this study? Are there any potential benefits if I participate?

Your participation should cause no more discomfort than you would experience in your everyday life. Participation may prove cathartic for participants. The information obtained from the study will help educators and campus leaders gain a better understanding of multiracial peoples’ experiences on the college campus. This will guide inclusive practices on campus. Your identifiable information will not be shared unless (a) it is required by law or university policy, or (b) you give written permission.

Will information about me and my participation be kept confidential?

Any information that is obtained in connection with this study and that can identify you will remain confidential. It will be disclosed only with your permission or as required by law. Confidentiality will be maintained by means of storing information with identifiers in a locked file cabinet in the lead researcher’s office- transcripts, audio files, and demographics forms will be stored under a numerical pseudonym. Your name will only be linked by a numerical code key that will be kept in a separate file cabinet and will only be accessible to two individuals, the lead researcher and the graduate research assistant. Finally, when information is reported out (via publications and conference presentations) all participants and institutions will be given pseudonyms. Other information will be reported back in general, broad categories, e.g. southern institution rather than an institution in Atlanta. All information will be kept in a secure and locked location for use in future research and destroyed within 10 years of the first interview.

What are my rights if I take part in this study?

• You can choose whether or not you want to be in this study, and you may withdraw your consent and discontinue participation at any time.
• You may refuse to answer any questions that you do not want to answer and still remain in the study.

Who can I contact if I have questions about this study?

• The research team: If you have any questions, comments or concerns about the research, you can talk to the one of the researchers. Please contact: Jessica C. Harris at jharris@gseis.ucla.edu or 310-794-4982.
• UCLA Office of the Human Research Protection Program (OHRPP):
  If you have questions about your rights while taking part in this study, or you have concerns or suggestions and you want to talk to someone other than the researchers about the study, please call the OHRPP at (310) 825-7122 or write to:

UCLA Office of the Human Research Protection Program
11000 Kinross Avenue
Suite 211, Box 951694
Los Angeles, California 90095-1694

Sorry, but the Irish were always ‘white’ (and so were Italians, Jews and so on)

The Washington Post
2017-03-22

David Bernstein, George Mason University Foundation Professor
George Mason University School of Law, Arlington, Virginia

Immigrants after their arrival in Ellis Island by ship in 1902. (Ullstein Bild via Getty Images)

“Whiteness studies” is all the rage these days. My friends who teach U.S. history have told me that this perspective has “completely taken over” studies of American ethnic history. I can’t vouch for that, but I do know that I constantly see people assert, as a matter of “fact,” that Irish, Italian, Jewish and other “ethnic” white American were not considered to be “white” until sometime in the mid-to-late 20th century, vouching for the fact that this understanding of American history has spread widely.

The relevant scholarly literature seems to have started with Noel Ignatiev’s book “How the Irish Became White,” and taken off from there. But what the relevant authors mean by white is ahistorical. They are referring to a stylized, sociological or anthropological understanding of “whiteness,” which means either “fully socially accepted as the equals of Americans of Anglo-Saxon and Germanic stock,” or, in the more politicized version, “an accepted part of the dominant ruling class in the United States.”

Those may be interesting sociological and anthropological angles to pursue, but it has nothing to do with whether the relevant groups were considered to be white…

Read the entire article here.

Identity Crisis

Washington Independent Review of Books
2017-03-10

Helene Meyers, Professor of English
Southwestern University, Georgetown, Texas

The “white Jewish” question posed in The Human Stain.

Emma Green of the Atlantic started a firestorm recently with the article “Are Jews White?” Taking for granted that Ashkenazi Jews have assimilated to whiteness, Green used the white Jewish question to wonder whether the rise of the so-called “alt-right” (read racist, misogynist white supremacists) is upending Jewish security in the U.S.

Green’s provocative title question caused quite a bit of tumult on Twitter. Predictably and understandably, Jews of color replied, with much amusement and some angst, “No.” Some white Jews responded, “No,” as well, citing anti-Semitism and/or Jewish distinctiveness. For once, this group agreed with the likes of David Duke, who tweeted in all caps “NO — JEWS ARE NOT WHITE.” Some white Jews and blacks unequivocally replied, “Yes,” citing white privilege as decisive.

While the answers to Green’s question from Jewish-American literature are all over the map, Philip Roth’s The Human Stain brilliantly depicts the continuing effects of “so arbitrary a designation as race” on those who choose or are assigned the off-whiteness of Jewishness…

Read the entire essay here.

Blackness Behind White Skin

Mixed Roots Stories
2017-03-22

Kenneth Miks

Professor: Now everyone stand up

Class: [shuffling around to stand up]

Professor: Take a look around at all the Black men standing around you.

Class:[Everyone begins looking around awkwardly]

Professor: Now, everyone sit down, but all the black men remain standing…

It is in this very moment I begin to panic. My mind starts to race at a 100mph and I begin to nervously look around as I see everyone sitting down, but all the black men standing tall. “Do I keep standing?…

Read the entire article here.

“We are eggrolls and hotdogs”: Mixed race Asians at the University of Pennsylvania

University of Pennsylvania
2016
140 pages

Amy L. Miller

A dissertation in Higher Education Presented to the Faculties of the University of Pennsylvania in Partial Fulfillment of the Requirements for the Degree of Doctor of Education

The purpose of this dissertation is to explore the identity development of mixed race Asian students, also known as Hapas, and the influence of college environments of their perceptions of self. More specifically, this study will use Narrative Inquiry to gain insight into the lives and experiences of 20 Hapa students at the University of Pennsylvania (Penn). In order to uncover the shared experience of Hapas on this college campus and to discern any specific activities or aspects of university life that contributed to their identity development while at Penn, I conducted 20 one-on-one interviews. I also conducted one focus group with 8 of the participants in order to observe the interactions between the students. This topic is relevant to student affairs administrators and faculty because of the rapidly changing demographics in the United States. Some projections estimate that by 2050, mixed race Asian people will represent the largest Asian constituency in the country, thus potentially changing the face of our campuses.

Read the entire dissertation here.

Protection Spell

University of Arkansas Press
2017-03-01
102 pages
5 ½ × 8 ½
Paper ISBN: 978-1-68226-028-9

Jennifer Givhan, Poet & Novelist

In Protection Spell Jennifer Givhan explores the guilt, sadness, and freedom of relationships: the sticky love that keeps us hanging on for no reason other than love, the inky place that asks us to continue revising and reimagining, tying ourselves to this life and to each other despite the pain (or perhaps because of it). These poems reassemble safe spaces from the fissures cleaving the speaker’s own biracial home and act as witnesses speaking to the racial iniquity of our broader social landscape as well as to the precarious standpoint of a mother-woman of color whose body lies vulnerable to trauma and abuse. From insistent moments of bravery, a collection of poems arises that asks the impossible, like the childhood chant that palliates suffering by demanding nothing less than magical healing: sana sana colita de rana, si no sanas hoy, sanas mañana (the frog who loses his tail is commanded to grow another). In the end, Givhan’s verse offers a place where healing may begin.