The Racial Middle On-line Survey

Posted in Identity Development/Psychology, New Media, Social Science, United States, Wanted/Research Requests/Call for Papers on 2013-04-16 03:27Z by Steven

The Racial Middle On-line Survey

On behalf of Dr. Reanne Frank and Dr. Jennifer Jones of The Ohio State University, we invite you to take part in our research study, which concerns the development of racial identity among multiracials. There are no foreseeable significant direct benefits to you by participating in this research. However, we do hope that this research will provide you with the opportunity to engage in meaningful reflection about your identity. Furthermore, it is our hope that this research will benefit society in general by advancing our awareness and understanding of the experience of race in contemporary society.
 
If you agree to participate in our research, we ask that you complete an informational survey and family history to the best of your ability. Completing the survey and family history will take approximately 20 minutes. You must be at least 18 years of age to participate in this study.

If you would like to complete this research study, please click the link below to participate.

https://casosu.qualtrics.com/SE/?SID=SV_es5b7nJjyMlPOn3
  
As a reward to participating in the survey, we offer you the opportunity to participate in a raffle to win an Amazon gift certificate for $50.
 
If you are asked and agree to participate in a follow-up interview, we will provide you with an additional small honorarium of $20.00 in exchange for your participation.
 
For more information about this research study, please contact Dr. Jennifer Jones at jones.4155@osu.edu. For questions about your rights as a participant in this study or to discuss other study-related concerns or complaints with someone who is not part of the research team, you may contact Ms. Sandra Meadows in the Office of Responsible Research Practices at 1-800-678-6251.

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“‘Tubbee’ and His Nieces: A Colloquy on White Men, Choctaw Women, Intermarriage and ‘Indianness’ in the

Posted in History, Literary/Artistic Criticism, Media Archive, Native Americans/First Nation, Papers/Presentations, United States, Women on 2013-04-16 03:10Z by Steven

“‘Tubbee’ and His Nieces: A Colloquy on White Men, Choctaw Women, Intermarriage and ‘Indianness’ in the Choctaw Intelligencer, 1851”

Southeastern Oklahoma State University
Native American Symposium
2005-Proceedings of the Sixth Native American Symposium
pages 21-30

Richard Mize

The Choctaw Intelligencer’s editorial commentary varied greatly when it came to ChoctawChickasaw relations with the United States in 1849-1852. The most poignant opinions expressed in the Intelligencer, published in Doaksville, Choctaw Nation, came from letter writers and centered on the roles of men and women and what it meant to be “Indian.” Spanish, British and French colonialists had disrupted traditional gender roles of all Southeastern tribes centuries before. By 1851, traditional roles were being turned on their heads in Indian Territory. Traditional Choctaws reacted with hostility to the gender bias imposed by American missionaries and the patriarchal role foisted on men accustomed to a tradition of matrilineal property rights and autonomy. Later in the 1850s, civil war threatened between traditionalists and proponents of assimilation, with social tension exacerbated by sharp increases in the number of white intruders. Concepts of race, likewise, were in flux. Americans and many elite natives considered “mixed bloods” to be above “full bloods,” but below whites. “Tubbee” and his nieces and other native writers touched on all of these issues in letters to the editor of the Choctaw Intelligencer in 1851. The words in the letters are themselves artifacts of native literacy, considered then as the most important mark of “progress.” Historian Jill Lepore observed that Indian literacy, among nineteenth-century Americans as well as pro-assimilation natives, “most of all, marked the line between savagery and civilization…

Read the entire paper here.

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Re-Visioning Wildfire: Historical Interpretations of the Life and Art of Edmonia Lewis

Posted in Biography, History, Literary/Artistic Criticism, Media Archive, Native Americans/First Nation, Papers/Presentations, United States, Women on 2013-04-16 01:50Z by Steven

Re-Visioning Wildfire: Historical Interpretations of the Life and Art of Edmonia Lewis

Southeastern Oklahoma University
Native American Symposium
2005-Proceedings of the Sixth Native American Symposium
pages 31-39

Julieanna Frost
Concordia University

As a feminist historian, one of my major goals is to reclaim the histories of women and to broadcast the diversity of the female experience. In many ways creating a multicultural curriculum is a form of political activism for me. Regarding inclusive history, I strongly agree with Gloria Joseph, who stated that learning history “will help to shatter the prevailing mythology that inhibits so many from acting more decisively for social change and to create a more just society and viable future for all.” My first brief introduction to Edmonia Lewis came in the article “Object Into Subject: Some Thoughts on the Work of Black Women Artists” by Michelle Cliff, which was included in the anthology Making Face, Making Soul: Creative and Critical Perspectives by Feminists of Color. This piece created a desire for me to learn more about the life and work of Wildfire Mary Edmonia Lewis (ca. 1843 – ca. 1911).

In art encyclopedias and critiques, Lewis is often noted as the first African American female sculptor. To be more accurate, her father was African American and her mother was Anishinabe. Orphaned as a child, she was raised among her mother’s people. The majority of her work was accomplished between 1866 and 1876. Her art has primarily been read as a representation of her Black heritage, ignoring her strong connection to her Native American heritage. In an attempt to rectify this oversight, this paper will examine how her Anishinabe ancestry influenced Lewis’s life and artwork, and explain why scholars tend to ignore this ancestry.

Much of Lewis’s early life and later life went unrecorded. It is believed that she was born near Albany, New York around 1843 and named Wildfire. Her father was a free Black and her mother was Anishinabe. Lewis also had a brother, Sunrise. It appears that Lewis spent most of her early years with the Anishinabe. In an interview, Lewis related,

Mother was a wild Indian and was born in Albany, of copper color and with straight black hair. There she made and sold moccasins. My father, who was a Negro, and a gentleman’s servant, saw her and married her … Mother often left home and wandered with her people, whose habits she could not forget, and thus we were brought up in the same wild manner. Until I was twelve years old, I led this wandering life, fishing and swimming … and making moccasins.

In 1849, Lewis’s mother died and her maternal aunts took her in and raised her. Lewis recalled, “when my mother was dying, she wanted me to promise that I would live three years with her people, and I did.”…

…One reason Lewis is viewed as an African American artist is based upon the social construction of race, as it existed during her lifetime. Dating back to the 17th century, laws that affected Africans and a small number of Native Americans were passed in the English colonies that made slavery an inheritable condition that passed from mother to child. To make the institutionalization of slavery complete, most English colonies outlawed intermarriage between whites and “colored” people by the 18th century. In addition, the legal system did not recognize marriages between “colored” people, although such common law arrangements existed from the colonial period when Blacks and Indians were utilized as indentured servants and later as slaves for life. Nash noted that, “institutions created by white Americans have disguised the degree of red-black intermixing by defining the children of mixed red-black ancestry as black and using the term mulatto in many cases to define half-African, half-Indian persons.” This typology served the economic interests of the ruling class, since classifying these people as Black typically bestowed slave status upon them. Additionally, this classification decreased the population of Native American nations because whites did not acknowledge Black Indians as belonging to the tribe. In contrast to the white practice of racial classification, most of the Native American nations granted full tribal membership to mixed race people if the mother was a member of the tribe. At the time of her birth the Anishinabe also accepted mixed-bloods into the tribe. Although Lewis had an Anishinabe mother and lived among this nation during her formative years, white society classified her as black…

Read the entire paper here.

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A Foot in Both Worlds: Asian Americans’ Perceptions of Asian, White, and Racially Ambiguous Faces

Posted in Articles, Asian Diaspora, Identity Development/Psychology, Media Archive, Social Science, United States on 2013-04-16 01:29Z by Steven

A Foot in Both Worlds: Asian Americans’ Perceptions of Asian, White, and Racially Ambiguous Faces

Group Processes & Intergroup Relations
Volume 11, Number 2 (April 2008)
pages 182–200
DOI: 10.1177/1368430207088037

Eve C. Willadsen-Jensen
University of Colorado, Boulder

Tiffany A. Ito, Professor of Psychology and Neuroscience
University of Colorado, Boulder

Past research on racial perception has often focused on responses from White participants, making it difficult to determine the role of perceiver race in the perception of others. Similarly, studies examining perceptions of individuals whose racial category membership is unclear have not systematically examined responses from non-Whites. This was addressed by showing Asian participants pictures of Whites, Asians, and racially ambiguous White-Asian faces. Event-related potentials were recorded to measure early attention responses. Participants initially oriented more to outgroup White than ingroup Asian or racially ambiguous faces. Shortly after that, they showed sensitivity to the racial context in which the faces were presented, more deeply processing ingroup Asian and racially ambiguous faces when they were seeing lots of other Asians, but more deeply processing outgroup White and racially ambiguous faces when they were seeing lots of other Whites. Still later, responses were more sensitive to the objective physical properties of the faces, with racially ambiguous faces differentiated from both Whites and Asians. These results demonstrate the fluidity of racial processing, and when compared to responses obtained from White participants, show how perceiver race and racial context influences attention to racial cues.

Read the entire article here.

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Suicidal Ideation in Hispanic and Mixed-Ancestry Adolescents

Posted in Identity Development/Psychology, Latino Studies, Media Archive, Social Work, United States on 2013-04-16 01:14Z by Steven

Suicidal Ideation in Hispanic and Mixed-Ancestry Adolescents

Suicide and Life-Threatening Behavior
Volume 31, Number 4 (December 2001)
pages 416-427

Rene L. Olvera, Associate Professor of Psychiatry
University of Texas Health Science Center, San Antonio

This survey examined differences in suicidal ideation, depressive symptomatology, acculturation, and coping strategies based on ethnicity. The author gathered data from a self-report questionnaire administered to students in an ethnically diverse middle school (grades 6-8, N = 158). Hispanic (predominantly Mexican American) and mixed-ancestry adolescents displayed significantly higher risk of suicidal ideation compared to Anglo peers, even when socioeconomic status, age, and gender were controlled for. Suicidal ideation was associated with depressive symptoms, family problems, lower levels of acculturation, and various coping strategies. Using multivariate analysis, Hispanic ancestry, depressive symptoms, family problems, and the use of social coping remained in the model.

Read or purchase the article here.

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Transcending Blackness: From the New Millennium Mulatta to the Exceptional Multiracial [Gaither Review]

Posted in Articles, Book/Video Reviews, Communications/Media Studies, Media Archive, United States, Women on 2013-04-15 04:38Z by Steven

Transcending Blackness: From the New Millennium Mulatta to the Exceptional Multiracial [Gaither Review]

MXDWELL
2013-02-17

Renoir Gaither

MXDWELL is a versatile online news source that celebrates and redefines the mixed experience by presenting a variety of cultural and artistic news, while promoting diversity as a vital aspect of our community.

Behind her behemoth title, “Transcending Blackness: From the New Millennium Mulattato the Exceptional Multiracial,” author Ralina L. Joseph carries on the business of dissecting multiracial representation in American popular culture with acuity and zeal.

The result is a study that cedes little to those who decry that race no longer matters in American society. Over the past few decades a groundswell of scholarly attention has sprouted on the subject of multiraciality. And hybridity and critical mixed-race theorists continue to stake claims on the theoretical landscape. Professor Joseph acquires her piece of theoretical real estate through interdisciplinary analysis of mixed-race characters in contemporary film, fiction and television, in particular, representations of mixed-race African Americans. Joseph tackles a multitude of cavernous issues surrounding such representations, ever delving into the intersectionality of race, gender, sexuality and class, and the many codes in which the latter are inscribed on mixed-race representation…

Read the entire review here.

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The Identity Development of Multiracial Youth. ERIC/CUE Digest, Number 137

Posted in Identity Development/Psychology, Media Archive, Papers/Presentations, United States on 2013-04-15 02:33Z by Steven

The Identity Development of Multiracial Youth. ERIC/CUE Digest, Number 137

Education Resources Information Center (ERIC)
ERIC Identifier: ED425248
November 1998
9 pages

Wendy Schwartz

In the past several decades, individuals have been responding more actively to political and personal pressures to identify with a specific group that shares their background. For many people of mixed racial, ethnic, and cultural heritage, making such an identification is complicated. It is important for society to foster the positive development of these individuals, and it is even more important for educators and counselors to know how best to serve the special developmental and educational needs of multiracial students. A key factor in the lives of multiracial children is how they are labeled by themselves, their families, and society in general. A model of the identity development of multiracial children and youth has been proposed by W. Poston (1990). This model suggests that families may foster identity choices for their children that encompass “human,” “multiracial,” and “monoracial” options. At present, many of the important official tallies of individuals in the United States allow for only one racial or ethnic designation. However, in the year 2000, the U.S. Office of Management and Budget will allow individuals to identify themselves with as many racial designations as appropriate. By 2003, schools will also have to change the ways in which students report race, and this may affect the way in which multiracial students see themselves. Individuals who are socialized as multiracial usually benefit from their heritage, but there are disadvantages to being multiracial. One of the disadvantages is the complicated nature of the identity development process for multiracial youth. Another pressure on multiracial youth is societal racism in general and bias against interracial marriage in particular. Given the existence of the prejudices, it is likely that educators and counselors will also harbor some of these ideas, even unconsciously. It is important that educators and counselors consider their personal views carefully to ensure that they do not further complicate the development of the multiracial student’s identity. Learning about and respecting the beliefs, attitudes, and concerns of multiracial students is crucial for educators.

Read the entire paper here.

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Racial Theories in Context (Second Edition)

Posted in Anthologies, Books, Health/Medicine/Genetics, History, Law, Media Archive, Philosophy, Politics/Public Policy, Religion, Slavery, Social Science, United States on 2013-04-15 00:05Z by Steven

Racial Theories in Context (Second Edition)

Cognella
2013
224 pages
Paperback ISBN: 978-1-60927-056-8

Edited by:

Jared Sexton, Associate Professor of African American Studies and Film & Media Studies
University of California, Irvine

This book presents a critical framework for understanding how and why race matters — past, present, and future. The readings trace the historical emergence of modern racial thinking in Western society by examining religious, moral, aesthetic, and scientific writing; legal statutes and legislation; political debates and public policy; and popular culture. Readers will follow the shifting ideological bases upon which modern racial theories have rested, from religion to science to culture, and the links between race, class, gender, and sexuality, and between notions of race and the nation-state.

The authors of Racial Theories in Context discuss the relationship of racial theories to material contexts of racial oppression and to democratic struggles for freedom and equality:

  • First and foremost in this discussion is the vast system of racial slavery instituted throughout the Atlantic world and the international movement that sought its abolition.
  • Continuing campaigns to redress racial divisions in health, wealth, housing, employment, and education are also examined.
  • There is a focus on the specificity of racial formation in the United States and the centrality of anti-black racism.
  • The book also looks comparatively at other regions of racial inequality and the construction of a global racial hierarchy since the 15th century CE.

Contents

  • Introduction / Jared Sexton
  • A Long History of Affirmative Action—For Whites / Larry Adelman
  • The Cost of Slavery / Dalton Conley
  • Statement on Gender Violence and the Prison-Industrial Complex / INCITE! Women of Color Against Violence and Critical Resistance
  • Introduction To Racism: A Short History / George M. Fredrickson
  • Rape and the Inner Lives of Black Women in the Middle West / Darlene Clark Hine
  • Understanding the Problematic of Race Through the Problem of Race-Mixture / Thomas C. Holt
  • The Sexualization of Reconstruction Politics / Martha Hodes
  • The Original Housing Crisis / Derek S. Hoff
  • The American Dream, or a Nightmare for Black America? / Joshua Holland
  • The Hidden Cost of Being African American / Michael Hout
  • Slavery and Proto-Racism in Greco-Roman Antiquity / Benjamin Isaac
  • Colorblind Racism / Sally Lehrman
  • The Wealth Gap Gets Wider / Meizhu Lui
  • Sub-Prime as a Black Catastrophe / Melvin L. Oliver and Thomas M. Shapiro
  • Unshackling Black Motherhood / Dorothy E. Roberts
  • Is Race -Based Medicine Good for Us? / Dorothy E. Roberts
  • Understanding Reproductive Justice / Loretta J. Ross
  • The History of the Idea of Race / Audrey Smedley
  • The Liberal Retreat From Race / Stephen Steinberg
  • “Race Relations” / Stephen Steinberg
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What’s Black and White and Black Or White?: The Effects of Category Assignment on the Evaluation of and Memory for Multi-raced Faces

Posted in Dissertations, Identity Development/Psychology, Media Archive, United States on 2013-04-14 22:34Z by Steven

What’s Black and White and Black Or White?: The Effects of Category Assignment on the Evaluation of and Memory for Multi-raced Faces

University of Colorado
2007
85 pages
ISBN: 9780549508632

Eve C. Willadsen-Jensen

A thesis submitted to the Faculty of the Graduate School of the University of Colorado in partial fulfillment of the requirement for the degree of Doctor of Philosophy Department of Psychology

This paper examines the effect of social categorization, from the initial category assignment to perceiver evaluations and memory, on a racially ambiguous target. In a series of 3 studies, racial categorization at the initial stage of person perception was manipulated by providing a race cue prior to viewing racially-ambiguous faces. The studies demonstrated that categorization of an ambiguous target lead to differences in the initial processing of the face as well as evaluation and memory. Racially ambiguous faces were evaluated in a manner consistent with the race cue. In Studies 1 and 2, racially ambiguous faces cued with the word “Black” primed more biased responses than racially ambiguous faces cued with the word “White”. This difference was reflected in participants’ event-related potentials (Study 2) with larger initial attention to faces primed by “Black” followed by a shift in attention to faces primed by “White”. This pattern was for both ambiguous and unambiguous faces. The pattern continued into memory effects (Study 3) with better memory for “White” than “Black” cued faces. These results demonstrate how initial category assignment during early face processing affects the entire person perception process.

Purchase the dissertation here.

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Race and Ethnic Relations in the Twenty-First Century: History, Theory, Institutions, and Policy

Posted in Anthologies, Anthropology, Books, Health/Medicine/Genetics, Law, Media Archive, Philosophy, Politics/Public Policy, Social Science, United States on 2013-04-14 19:44Z by Steven

Race and Ethnic Relations in the Twenty-First Century: History, Theory, Institutions, and Policy

Cognella
2011
436 pages
Paperback ISBN: 978-1-93555-160-7

Edited by:

Rashawn Ray, Assistant Professor of Sociology
University of Maryland, College Park

This book examines the major theoretical and empirical approaches regarding race/ethnicity. Its goal is to continue to place race and ethnic relations in a contemporary, intersectional, and cross-comparative context and progress the discipline to include groups past the Black/White dichotomy. Using various sociological theories, social psychological theories, and subcultural approaches, this book gives students a sociohistorical, theoretical, and institutional frame with which to view race and ethnic relations in the twenty-first century.

Table of Contents

  • Race and Ethnic Relations in the Twenty-First Century / Rashawn Ray
  • The Embedded Nature of ‘Race’ Requires a Focused Effort to Remove the Obstacles to a Unified America / Dr. James M. Jones
  • PART 1 THE SOCIOHISTORICAL CONTEXT OF RACE
    • The Science, Social Construction, and Exploitation of Race / Rashawn Ray
    • Science of Race
      • The Evolution of Racial Classification / Tukufu Zuberi
    • Social Construction of Race
      • Racist America: Racist Ideology as a Social Force / Joe R. Feagin
    • Exploitation of Race
      • White Racism and the Black Experience / St. Clair Drake
  • PART 2 THEORETICAL AND CONCEPTUAL PERSPECTIVES
    • Racial Attitudes Research: Debates, Major Advances, and Future Directions / Rashawn Ray
    • Individual and Structural Racism
      • Racial Formation: Understanding Race and Racism in the Post-Civil Rights Era / Michael Omi and Howard Winant
      • From Bi-racial to Tri-racial: Towards a New System of Racial Stratification in the U.S.A. / Eduardo Bonilla-Silva
    • The Social Psychology of Prejudice and Perceived Discrimination
      • Race Prejudice as a Sense of Group Position / Herbert Blumer
      • Reactions Toward the New Minorities of Western Europe / Thomas F. Pettigrew
    • Racial Attitudes and Public Discourses
      • Racial Attitudes and Relations at the Close of the Twentieth Century / Lawrence D. Bobo
    • Race, Gender, and Sexuality
      • Getting Off and Getting Intimate: How Normative Institutional Arrangements Structure Black and White Fraternity Men’s Approaches Toward Women / Rashawn Ray and Jason A. Rosow
    • Colorism, Lookism, and Tokenism
      • “One-Drop” to Rule them All? Colorism and the Spectrum of Racial Stratifi cation in the Twenty-First Century / Victor Ray
    • Assimilation Perspectives: Group Threat Theory, Contact Theory, and Ethnic Conflict
      • The Ties that Bind and Those that Don’t: Toward Reconciling Group Threat and Contact Theories of Prejudice / Jeffrey C. Dixon
    • Citizenship, Nationalism, and Human Rights
      • Citizenship, Nationalism, and Human Rights / Shiri Noy
  • PART 3 THE CUMULATIVE PIPELINE OF PERSISTENT INSTITUTIONAL RACISM
    • The Cumulative Pipeline of Persistent Institutional Racism / Rashawn Ray
    • Individual and Structural Racism
      • A Different Menu: Racial Residential Segregation and the Persistence of Racial Inequality / Abigail A. Sewell
    • Education
      • Cracking the Educational Achievement Gap(s) / R. L’Heureux Lewis and Evangeleen Pattison
    • The Labor Market, Socioeconomic Status, and Wealth
      • Are Emily and Greg More Employable than Lakisha and Jamal? A Field Experiment on Labor Market Discrimination / Marianne Bertrand and Sendhil Mullainathan
      • Black Wealth/White Wealth: Wealth Inequality Trends / Melvin L. Oliver and Thomas M. Shapiro
      • The Mark of a Criminal Record / Devah Pager
    • The Criminal Justice System
      • Toward a Theory of Race, Crime, and Urban Inequality / Robert J. Sampson and William Julius Wilson
    • The Health Care System
      • Root and Structural Causes of Minority Health and Health Disparities / Keon L. Gilbert and Chikarlo R. Leak
  • PART 4 CONFRONTING THE PIPELINE: SOCIAL POLICY ISSUES
    • Engaging Social Change by Embracing Diversity / Rashawn Ray
    • When Is Affirmative Action Fair? On Grievous Harms and Public Remedies / Ira Katznelson
    • Engaging Future Leaders: Peer Education at Work in Colleges and Universities / Alta Mauro and Jason Robertson
    • What Do We Think About Race? / Lawrence D. Bobo
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