Mixed Race Studies

Controversy: Race and Sexuality on the American Frontier (FRO 100.023)

Goucher College, Baltimore, Maryland

Angelo Robinson, Associate Professor of English

“Am I Black or White? Am I Straight or Gay? CONTROVERSY?”  Since its founding, and long before recording artist Prince penned these lyrics in the 1980s, America has been a space and a place demanding and mandating polarized definitions of race and sexuality. This course will examine the reasoning behind and ramifications of these dichotomies from the Colonial Period to the present in genres that include literature, film, and music.  We will also explore how these binaries affect people who identify as biracial and bisexual.

This discussion-based course requires intensive reading, viewing, and listening and will foster your critical thinking and analytical writing.  Topics of discussion will include the “one-drop rule,” the slavery debate, miscegenation, racial passing, segregation, integration, interracial desire, and sexual passing.  Special attention will be given to individuals who and organizations that refuse to follow racial and sexual dictates. Authors will include Thomas Jefferson, Harriet Jacobs, Mark Twain, Nella Larsen, James Weldon Johnson, Ralph Ellison, June Jordan, James Baldwin, Audre Lorde, Stevie Wonder, Prince, Adrienne Rich, E. Lynn Harris, and Barack Obama.

The Morbid Proclivities and Retrogressive Tendencies in the Offspring of Mulattoes

The Journal of the American Medical Association
Volume 20, Number 1 (1893-01-07)
pages 1-2
DOI: 10.1001/jama.1893.02420280009001

W. A. Dixon, M.D.

Read in the Section of Diseases of Children, at the Forty-third Annual Meeting of the American Medical Association, held at Detroit, Mich., June 7, 1892.

Observations extending over a period of more than thirty years have thoroughly impressed the conviction upon my mind that the offspring of mulattoes are the subjects of constitutional diseases to a greater degree than are those of unmixed blood, and that when confined strictly to their own class, they scarcely reach the fourth generation in descent, by reason of disease and sterility.

I have often wondered if others have had occasion to notice this feature in mulatto life, or whether the conclusions at which I have arrived are false and unwarranted from being based upon observations confined to a local district, yet rich in examples that go far to establish the view propounded. I believe that there is not much to be found in current medical writings upon the subject. Our locality is on the border between the free and the slave States of fifty years ago and more. It…

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Lest we forget: the children they left behind: the life experience of adults born to black GIs and British women during the Second World War

The University of Melbourne
1999
177 pages

Janet Baker

An estimated 22,000 children were born in England during the Second World War as a result of relationships between British women and American GIs. Of these children, around 1,200-1,700 were born to African American servicemen. These figures are estimates only; the actual number of births will never be known.

The research study is based on personal interviews with eleven members of this cohort. The interviews explore their life experience and examines their sense of identity as ex-nuptial children, of mixed-race parentage, who had no contact with and usually little information about their GI fathers. Of the eleven mothers, over half were married with at least one other child at the time of the birth. Nine participants/respondents were raised by their mother or her extended family. Two were institutionalised. At the time of the interviews all of the respondents were either searching for, or had found, their black GI fathers.

This is a qualitative study which aims to bear witness to the lived experience of this cohort and to analyse the meaning individuals gave to their experience. Data collection involved personal interviews with the eleven participants. The data was then subject to a thematic analysis and the major themes and issues identified. Content analysis was undertaken using a constructivist approach.

The interviews are presented as elicited narrative relayed through an interpretive summary. Consistency was maintained by using common questions organised within a loose interview framework. The findings were organised around the major conceptual issues and themes that emerged from the case summaries. Common themes, including resilience, racial identity, self esteem and stress were identified.

The researcher has professional qualifications as a social worker and clinical family therapist. She has ten years experience in the field of adoption, including the transracial placement of Aboriginal and overseas children in Australian families. She is also a member of the researched cohort. Issues arising when the researcher is also a member of the researched cohort are discussed in the methodology.

The experience of this cohort suggests that despite the disadvantages of their birth, they fared better than expected. The majority demonstrated high levels of resilience, successfully developing a sense of identity that incorporated both the black and white aspects of their racial heritage. However, for some this success was only achieved at considerable personal cost, with several participants reporting relatively high levels of stress and/or stress related symptoms, such as anxiety, mental illness and heart disease.

A thesis submitted in fulfillment of the requirements for the degree of Master of Social Work in the School of Social Work, Faculty of Arts, University of Melbourne

Table of Contents

• Declaration of Authorship
• Acknowledgments
• Some Wartime Quotations
• 1. Introduction
  • 1.1 Historical Context
    • 1.1.1 Segregation
    • 1.1.2 Tensions Between Black and White Americans
    • 1.1.3 Sex between Black and White
    • 1.1.4 ‘Brown babies’
  • 1.2 Links to Contemporary Welfare Issues
    • 1.2.1 Transracial Child Placement
    • 1.2.2 Rights of Access to Birth Information
  • 1.3 Aims of the Research
• 2. Research Design and Methodology
  • 2.1 Introduction
  • 2.2 Logic of the Approach
  • 2.3 The participants
  • 2.4 Data Collection
  • 2.5 Analysis and Interpretation of the Data
    • 2.5.1 Analysis
    • 2.5.2 The place of the literature review
  • 2.6 Role of the Researcher
  • 2.7 Validity
  • 2.8 Ethical Issues
    • 2.8.1 Assistance with Searches
• 3. Review of the Literature
  • 3.1 Introduction
    • 3.1.1 Sexual relationships between black men and white women
    • 3.1.2 Race and illegitimacy as stigma
    • 3.1.3 Identity Formation
    • 3.1.4 Stress, resilience and coping
  • 3.2 Conclusion
• 4. Findings
  • 4.1 Introduction
  • 4.2 Case studies
    • 4.2.1 Participant 1
    • 4.2.2 Participant 2
    • 4.2.3 Participant 3
    • 4.2.4 Participant 4
    • 4.2.5 Participant 5
    • 4.2.6 Participant 6
  • 4.3 Participant Summaries
• 5. Summary and Discussion of Findings
  • 5.1 Themes and Issues:
    • 5.1.1 Sex between black and white
    • 5.1.2 Race and Illegitimacy as Stigma
    • 5.1.3 Identity Formation and Children of Mixed-race
    • 5.1.4 Grief and Loss
    • 5.1.5 Stress, Resilience and Coping
    • 5.1.6 Impact of search for birth father on identity formation
  • 5.2 Implications for Social Work Practice
  • 5.3 Conclusion
• 6. Bibliography
  • Appendix 1: Glossary of Terms
  • Appendix 2: Participant’s Stories (continued)
    • 6.1.1 Participant 7
    • 6.1.2 Participant 8
    • 6.1.3 Participant 9
    • 6.1.4 Participant 10
    • 6.1.5 Participant 11
  • 6.2 Summary
• Appendix 3: Interview Schedule
• Appendix 4: Letter to Tracing Services
• Appendix 5: Letter of Support from TRACE.
• Appendix 6: Letter of Support From ‘War Babes’ (UK)
• Appendix 7: Letter to Participants (1)
• Appendix 8: Letter to Participants (2)
• Appendix 9: Letter to Participants (3)
• Appendix 10: Consent to Take Part in Research Project
• Appendix 11: Letter to Post Adoption Resource Centre
• Appendix 12: Response from Post Adoption Resource Centre

Introduction

The following study provides an account of the lived experience of the adult children of wartime relationships between British women and African American servicemen during the Second World War. It is a qualitative study that seeks to explore the meaning of that experience and in particular how the research participants see themselves—as black, white or mixed-race.

The exploration of these issues took place in the context of a personal interview with each of eleven respondents, which explored the meaning they gave to their life experience as children of black GI fathers raised with no contact, until they reached middle-age, with their birth fathers or their African American heritage. A particular focus of the interviews was the extent to which this experience impacted on their sense of self-identity as children of mixed British and African American parentage. As all of the participants were searching for, or had found their birth fathers the significance of their search, in terms of its impact on their sense of personal identity, was also explored.

The experience of this cohort can only be clearly understood in the historical context of the Second World War and in particular the impact of the decision by America to send black troops to England. An overview of the major social and historical issues impacting on the life experience of this cohort follows…

Read the entire dissertation here.

Where Do We Come From?

Discover
2003-05-01

Kathleen McGowan

Photography by Katy Grannan

A new generation of DNA genealogists stand ready to unearth our ancestors. We may not like what they find.

Brent Kennedy’s 19th-century ancestors stare out from his photo albums with dark eyes, high cheekbones, olive skin, and thick black hair—a genetic riddle waiting to be solved. It comes as no surprise that Elvis Presley, Ava Gardner, and Abraham Lincoln may be among their kin, yet the members of this tribe have never fitted properly into American racial categories. Depending on the census taker or tax man, they were classified as white, “free persons of color,” or mulatto, often drifting across the color line as they moved from county to county.

Kennedy calls himself a Melungeon, but no one knows exactly what that means. There are perhaps as many as 200,000 Melungeons in the United States today, all descended from a mysterious colony of olive-skinned people who lived for centuries in the foothills of the Appalachians. Some say the Melungeons can be traced back to Portuguese sailors, shipwrecked in the 16th century, or to colonial-era Turkish silk workers. Others point to Gypsies, to Sir Francis Drake’s lost colony of Roanoke, or to the ancient Phoenicians. It’s not even clear where the word Melungeon comes from: It might be derived from the French mélange or even a corruption of an Arabic or Turkish term for “cursed souls.”…

…In the United States, where the proverbial drop of blood was once enough to distinguish a freeman from a slave, telling such stories is far more than a pastime. Less than a century ago, for instance, the Melungeons’ hazy racial status was enough to win them a long list of enemies. Virginia townspeople once hauled them into court for attempting to vote and hung them for marrying white women. One crusading Virginia state registrar launched a campaign in the 1930s and 1940s to hunt down all Melungeons and reclassify them as “colored.”

The term Melungeon was a slur until recent decades. “The Melungeons were always some other family who lived over on the other ridge,” says Jack Goins, a retired glass cutter and television technician who has spent decades researching his ancestors. Darlene Wilson, a 50-year-old administrator and history teacher at Southeast Community College in Kentucky, says that when she was a teenager in the 1960s, working at a lunch counter in Norton, Virginia, her boss made her scrub the booth after the Melungeons had finished eating.

Growing up in Wise, Virginia, Brent Kennedy had no clue that he was related to those shy-looking people who kept to themselves up in the Appalachian hills. He didn’t look particularly Gaelic, with his cornflower blue eyes and bronze skin, but Melungeon roots were something polite people didn’t talk about. After he began his genealogical research in the late 1980s, one great-aunt torched a collection of family photos and letters, and other relatives stopped speaking to him.

When Kennedy approached scholars with his questions, they couldn’t be bothered. Anthropologists and historians like Virginia DeMarce of the Bureau of Indian Affairs in Washington, D.C., had already settled the Melungeon question, they said. Kennedy’s people were an insular group like the Louisiana Red Bones and the South Carolina Brass Ankles. They were a “triracial isolate” with white, American Indian, and African-American blood—a footnote in history.

So Kennedy did his own research instead. His book, The Melungeons: The Resurrection of a Proud People, is part memoir, part manifesto. It draws on his family story and genealogy to show how the Melungeons, like African-Americans and American Indians, have been victims of vicious racism—and how they have struggled to protect themselves through assimilation. Kennedy’s thesis became a rallying cry for many Melungeons, but historians scoffed at his less-than-rigorous approach. Kennedy “essentially invented a ‘new race,'” DeMarce wrote in the National Genealogical Quarterly in 1996, a “historically nonexistent oppressed minority that belies his own ancestry.”…

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The Triracial Experience in a Poor Appalachian Community: How Social Identity Shapes the School Lives of Rural Minorities

Ohio University
June 2005
176 pages

Stephanie Diane Starcher

A dissertation presented to the faculty of the College of Education of Ohio University In partial fulfillment of the requirements for the degree Doctor of Education

This study investigates the ways racial labeling and the stigmas associated with a poor rural community influence the life circumstances of a group of triracial families living in Appalachia. Qualitative interviewing techniques are used as a way of understanding what is going on in the daily lives of participating triracial families. The data reveal that markers of distinctiveness associated with race, class, and place shape the identities of participants, which, in turn, influence their school experiences. Participants who identify with the African-American sociocultural group experience a “caste-like” status because of the compounding effect of racial stigmas and stereotypes of place and class. Faced with such oppressive life conditions, participants report that social advancement is nearly impossible. The values of competition, achievement, and securing an ever higher standard of living that are promulgated by the school compete with participants’ version of what constitutes the “good life” in this rural setting. Students must often choose between the beliefs of their own culture and those advanced by the school. Participants report that community members who do not share these multiple markers of distinctiveness are less likely to experience such cultural conflict and the same degree of marginalization at school.

Read the entire dissertation here.

Biohistorical approaches to “race” in the United States: Biological distances among African Americans, European Americans, and their ancestors†

American Journal of Physical Anthropology
Special Issue: Race Reconciled: How Biological Anthropologists View Human Variation
Volume 139, Issue 1 (May 2009)
pages 58-67
DOI: 10.1002/ajpa.20961

Heather J.H. Edgar, Research Assistant Professor of Anthropology and Curator of Human Osteology, Maxwell Museum of Anthropology
University of New Mexico, Albuquerque

†Author’s: Note: This study explores the effects of cultural concepts of race on changes in subpopulations in the United States. While some aspects of biology may correlate with cultural constructions of race, use of the term “race” here does not imply its biological validity under any definition. When not otherwise indicated, the words “race” or “racial” are used in this article to describe social categories.

Folk taxonomies of race are the categorizations used by people in their everyday judgments concerning the persons around them. As cultural traditions, folk taxonomies may shape gene flow so that it is unequal among groups sharing geography. The history of the United States is one of disparate people being brought together from around the globe, and provides a natural experiment for exploring the relationship between culture and gene flow. The biohistories of African Americans and European Americans were compared to examine whether population histories are shaped by culture when geography and language are shared. Dental morphological data were used to indicate phenotypic similarity, allowing diachronic change through United States history to be considered. Samples represented contemporary and historic African Americans and European Americans and their West African and European ancestral populations (N = 1445). Modified Mahalanobis’ D² and Mean Measure of Divergence statistics examined how biological distances change through time among the samples. Results suggest the social acceptance for mating between descendents of Western Europeans and Eastern and Southern European migrants to the United States produced relatively rapid gene flow between the groups. Although African Americans have been in the United States much longer than most Eastern and Southern Europeans, social barriers have been historically stronger between them and European Americans. These results indicate that gene flow is in part shaped by cultural factors such as folk taxonomies of race, and have implications for understanding contemporary human variation, relationships among prehistoric populations, and forensic anthropology.

Read or purchase the article here.

Growing Up Mixed, Blended In The New American Family

National Public Radio
Tell Me More
2011-03-29

Michel Martin, Host

New census figures show that the number of mixed-race Americans has grown by nearly 50 percent in the last ten years. And that rise in number is most pronounced in the South. Census data also reveals that 17 percent of kids in the U.S live in blended families. In Tell Me More’s weekly parenting conversation, host Michel Martin explores the experiences of mixed-race and blended families. Weighing in on the discussion is Suzy Richardson, founder of the website, MixedandHappy.com, Karyn Langhorne Folan, author of Don’t Bring Home A White Boy: And Other Notions That Keep Black Women from Dating Out and NPR editor Davar Ardalan.

Read the transcript here. Listen to the story here (00:17:41).

More Iowans identifying as mixed race

The Daily Iowan
The Independent Daily Newspaper for the University of Iowa Since 1868
2011-04-19

Alison Sullivan

Photo: Christy Aumer/The Daily IowanSophomore Tevin Robbins poses in the window of the second floor at the Afro-American Cultural Center on April 5. Robbins is currently majoring in psychology but has switched his major from engineering to better accompany other areas of his life.

University of Iowa student Tevin Robbins sat lounging on the couch at the UI’s Latino Native American Cultural Center with friend, Michael Harbravison, on a Friday evening.

Robbins’ light coffee-crème complexion is juxtaposed by his hair — a thick, rusty-red mass sitting on top of his head.

“I don’t even know what type of skin color I am,” Robbins said. The 19-year-old, part Cherokee, African American, and white, makes the statement not out of confusion but merely the inability to choose.

Robbins is one among an increasing number of Iowans who identify as more than one ethnicity, according to data from the 2010 U.S. Census released in March. The number is still small—fewer than 2 percent of Iowans identified themselves as more than one race—but it is a 68 percent jump from 2000.

Growing up for Robbins was difficult because of his complexion. Too light, he said, to pass as African American, but dark enough to not pass as white. He never felt accepted in any one “group.”

“Why do I have to choose to identify as something?” he said. “I’m not one ethnicity.”

The 2010 census was the first time researchers were able to use the comparable data. In Johnson County, there has been a 77 percent increase. And at the University of Iowa, 223 students identified as two or more ethnicities in the fall of 2010—an increase from the 133 students in 2009, when the UI first began collecting such data.

Overall, the census shows a 60 percent increase in minorities in Iowa.

“This is a group whose choices have changed,” said Mary Campbell, a UI associate professor of sociology.

Campbell said roughly 40 years ago, people who had more than one ethnicity faced the pressures to identify with a single one, but now, social change has eased such constraints…

Read the entire article here.  View the slideshow here.

The Octoroon: A Play, In Four Acts

First Performed at the Winter Garden Theatre
New York, New York
December, 1859

Dion Boucicault, ESQ (1820-1890)

Text from James A. Cannavino Library, Marist University, Poughkeepsie, New York

Read the entire play here.

NHUM3031 Passing: (Re)Constructing Identity

The New School
Fall 2009

Tracyann Williams, Instructor

Passing: (Re)Constructing Identity: “Passing,” a term traditionally used to describe fair-skinned Blacks posing as whites, is, in fact, part of a broader cultural phenomenon that has its origins in the pursuit of “the American Dream.” For the sake of economic comforts, racially, ethnically, and sexually diverse individuals submerge certain aspects of their identity in order to “pass” into the community of “whiteness.” Passing comes with obvious advantages, but for some, great personal sacrifice. We read Helen Fremont’s memoir detailing the ethnic (and religious) journey taken by her parents, Nella Larsen’s multilayered novel Passing, and Diane Wood Middlebrook’s biography of gender-crossing jazz musician Billy Tipton. We examine how particular individuals become white while whiteness remains unattainable by others. We draw on “whiteness studies,” an interdisciplinary field that decenters hegemonic markers connected to white dominance, and through this lens, we explore the racial, ethnic, and sexual biases embedded in our culture that have propelled individuals to reinvent themselves. At the dawn of the 21st century, these biases are supposedly less potent. We test this assumption by examining passing in the contemporary context.