Mixed Race Studies

Multiethnic Multiracial Experience (Ethnic Studies 199)

University of Oregon
Winter 2010

Anselmo Villanueva, Ph.D.

This course will focus on the multiracial multiethnic experience in the United States, with particular emphasis on the Northwest. This course will provide students with a framework to understand this experience. The course will cover the history and background of the mixed race experience, anti-miscegenation laws and practices, research, identity models, resources, and case studies. The topic of trans-racial adoption will also be included in this course.

Traditionally, the multiracial experience has been defined as literally “Black” and “White” – people, relationships, and marriages that have been between White and African American people. This course will also include the experiences of multiple relationships and people, such as Asian and Latino, Black and Asian, and so on. Multiethnic relationships will also be included, such as Chinese and Korean.

Students will develop a broad understanding of the multiracial multiethnic experience. In the process, students will also have the opportunity to examine their own culture, ethnic identity, and background. Students will also examine attitudes and beliefs related to the mixed race experience.

For more information, click here.

VIS409 Mixed Race Women’s Memoirs

Antioch University, Midwest
Winter 2010

This course is designed as a multidisciplinary exploration of race, gender, and identity utilizing oral and written narratives of Black-white mixed race women from the mid-nineteenth century to the present as source material. Drawing from elements of cultural studies, African American studies, American studies, and women’s studies, students will construct critical and historical contexts for self-identity and perceptions of that identity in women of interracial descent.

Bruno Mars in Ascension

New York Times
2010-10-05

Jon Caramanica

When history books address the pop seismology of the early 21st century, a chapter will have to be set aside for a discussion of the Sheraton Waikiki in the late 1980s. That’s where Bruno Mars, then just a few years old, performed as part of a tourist-trap family band, singing doo-wop, Elvis and more. He even made a cameo as a baby Elvis in the 1992 film “Honeymoon in Vegas,” appearing as a bouffant-haired tyke in a blue jumpsuit, with a fierce hip shake.

“I can’t believe that’s my past,” Mr. Mars said in an interview before his first solo New York performance, a sold-out show at the Bowery Ballroom in late August. “I wish I could tell you me and my rock band were traveling around, strung out. No, we were a family band. Straight Partridge Family.”

Still, there’s something to be said for learning a wide repertory at a young age, and also to feel no shame in people-pleasing. It’s made Mr. Mars, 24, one of the most versatile and accessible singers in pop, with a light, soul-influenced voice that’s an easy fit in a range of styles, a universal donor. There’s nowhere he doesn’t belong…

…But his placelessness hasn’t always been an asset. Born Peter Gene Hernandez, Mr. Mars is primarily of Puerto Rican and Filipino descent, which proved to be an obstacle in his industry dealings. “I was always like, girls like me in school, how come these labels don’t like me?” he said.

An early record deal with Motown went nowhere. Race was always a concern. “Sadly, maybe that’s the way you’ve got to look at it,” he said. “I guess if I’m a product, either you’re chocolate, you’re vanilla or you’re butterscotch. You can’t be all three.” He named his debut EP, released this year, “It’s Better if You Don’t Understand”—a taunt.

“Don’t look at me—listen to my damn music,” he said. “I’m not a mutant.”…

Read the entire article here.

What Are You? Voices of Mixed-Race Young People

Henry Holt and Company and imprint of MacMillan
June 1999
288 pages
6 1/8 x 9 1/4 inches
Hardcover ISBN: 978-0-8050-5968-7, ISBN10: 0-8050-5968-7

Pearl Fuyo Gaskins

Awards: American Library Association Best Books for Young Adults; IRA Notable Books for a Global Society; Books for the Teen Age, New York Public Library; NCSS-CBC Notable Trade Book in the Field of Social Studies; Booklist Editors’ Choice

In the past three decades, the number of interracial marriages in the United States has increased by more than 800 percent. Now over four million children and teenagers do not identify themselves as being just one race or another.

Here is a book that allows these young people to speak in their own voices about their own lives.

What Are You? is based on the interviews the author has made over the past two years with mixed-race young people around the country. These fresh voices explore issues and topics such as dating, families, and the double prejudice and double insight that come from being mixed, but not mixed-up.

Curriculum corner

The Daily of The University of Washington
2010-10-01

Laurel Christensen

Despite talk of budget cuts, swelling classes and disappearing instructors, the UW is offering more than 50 new courses this quarter. These are a few unique courses now available to students…

…Intergenerational Roots: A Mixed Heritage Family Oral History Project

Offered through the School of Social Work, Intergenerational Roots: A Mixed Heritage Family Oral History Project forgoes papers and exams to explore the history of mixed-heritage families directly by interviewing people of mixed race.

Instructor Theresa Ronquillo hopes that the course will teach students new skills in art, public relations, history, interviewing and event planning, as well as to help students understand the issues faced by the mixed-heritage community.

“I consider this very much a student-driven course, so while I am here to provide structure and guidance, my expectation is for participating students to take on the challenge and just go with it,” said Ronquillo.

Open to all students, this 1-credit course takes no more than 12 students per quarter.

Ronquillo hopes to work with students who have, “a willingness to learn new skills and [to] develop [and] engage in a creative, dynamic learning community.”

Taken over three quarters, this class is designed to be continuous, culminating in an oral history art exhibit at the end of the year. Each quarter can also be taken individually.

“Fall quarter will focus on student outreach, curriculum development and networking with potential university and community partners,” said Ronquillo. Winter and spring quarters will be more focused on interviewing, community art and event planning…

Read the entire article here.

Perceptions of Multiracial Individuals: Categorization Effects on the Race Continuum

Society for Personality and Social Psychology 2011 Annual Meeting
San Antonio, Texas
Poster Session G100
Saturday, 2011-01-29
18:15-19:45 (Local Time), Room TBD

Jacqueline M. Chen
University of California, Santa Barbara

David L. Hamilton, Professor of Psychology
University of California, Santa Barbara

We used a psychophysical approach to studying the categorization of biracials. The point-of-subjective-equality (PSE), or the exact ratio of minority-to-white background that is equally likely to be categorized as White or minority, differed for Asian-White and Black-White biracials. Only the PSE for Asian-White biracial suggested hypodescent.

For more information, click here.

Essayist and Poet Paisley Rekdal to Read From Works at Ithaca College

Ithaca College
Clark Lounge, Egbert Hall
2010-10-05, 19:30 (Local Time)

ITHACA, NY — Essayist and poet Paisley Rekdal will give a free public reading from her works on Tuesday, Oct. 5, at Ithaca College. Her presentation, part of the Distinguished Visiting Writers Series, will be held at 7:30 p.m. in Clark Lounge, Egbert Hall.

The daughter of a Chinese-American mother and an American father of Norwegian heritage, Rekdal is the author of “The Night My Mother Met Bruce Lee,” a collection of personal essays in which she confronts the difficulty of negotiating her biracial identity. She has also published three collections of poetry and will have a hybrid photo-text memoir that combines poems, nonfiction and fiction with photography, coming out from Tupelo Press in 2011.

Rekdal currently teaches at the University of Utah. She has been honored for her writing with a Village Voice Writers on the Verge Award, a Pushcart Prize, National Endowment for the Arts and Fulbright fellowships, the University of Georgia Press’s Contemporary Poetry Series Award and the Laurence Goldstein Poetry Prize from Michigan Quarterly Review.

For more information, click here.

Diversity That Matters: A Commitment to Social Justice

CCCC: Supporting and promoting the teaching and study of college composition and communication
2009-06-04

Annette Harris Powell, Assistant Professor of English
Bellarmine University

I teach at a university with a mission grounded in the Catholic Intellectual tradition of faith and reason and focused on the examined life as a way to encourage students to be discerning. We also teach students to become critically engaged in social justice issues that support global sustainability as it embraces “cross-cultural and inter-faith awareness and diversity.” Yet, I frequently get the following student responses to readings:

“I really can’t relate to this experience; it’s very different.”
“These kinds of things don’t really happen here.” Or,
“I don’t really understand why they live like this.”

Commentary such as this is nothing new to me—majority students, in particular, have always been somewhat resistant when asked to reflect on the limits of their own experiences. They continue to be skeptical of, or indifferent to diversity and multiculturalism. This view is doubly complicated by the apparent shifting dynamics of race in this age of “change.” There is growing popular discourse about the imminence of a post-race era. Increasing numbers of both majority students and students of color are now more resistant to “diversity talk,” often asserting that they see no need in dredging up history—“it’s a different day.” The civil rights movement was successful—there is so much more access today…

…Though it’s difficult to say with certainty what accounts for the above responses, economic and class demographics are, I suspect, one indicator. Recently, some scholars (See Jared Sexton’s Amalgamation Schemes: Antiblackness and the Critique of Multiracialism and Catherine R. Squires’s Dispatches From the Color Line: The Press and Multiracial America) have critiqued multiracialism and its attendant ambiguity as “bridges between the races.” Squires argues that “this ambiguity is about exoticism and intrigue, providing opportunities for consumers to fantasize and speculate about the Other with no expectations of critical consideration of power and racial categories.” This re-positioning of race by many Americans contributes to the conception of race as fluid and neutral. This view is acontextual and ahistorical—race and its underlying societal meaning can be manipulated so that “choice” (the decision to belong/not belong, to be fluid, to move in/out) will maintain the current paradigm of inequality. In the May 29, 2009 issue of The Chronicle Review, Rainier Spencer, a professor of anthropology argues that “what popular wisdom tells us is the supposed twilight of how Americans have thought about race is merely a minor tweaking of the same old racial hierarchy that has kept African-Americans at the bottom of our paradigm since its very inception. Multiracial ideology simply represents the latest means of facilitating and upholding that hierarchy—while claiming quite disingenuously to be doing the opposite” (B5). I would suggest that students and scholars in the field question this facile conception of race…

Read the entire article here.

Colorblind parents could handicap their biracial kids

The Grio
2010-09-16

Jennifer H. Cunningham

When he was still a toddler, Rebecca Romo’s son, Emilio asked her why his skin was darker than hers.

The now 8-year-old Emilio, who is of Mexican and African-American heritage, also went through a stage where he hated his hair, telling his mother that he wished it was straight and blonde instead of curly and brown.

Romo realized that Emilio had been exposed to — and possibly internalized — what many perceive to be a normal standard of appearance. It was a standard that didn’t look like him.

“I had to reinforce a positive image that curly hair was beautiful,” said Romo, Mexican-American sociology doctoral student at University of California, Santa Barbara. “I would have to constantly tell him that. I realized that I had to start with him very young in fostering a positive self-image.”…

…Non-African-American mothers with biracial children can struggle not only with issues like hair and skin tone, but also with intangible matters, like fostering a sense of African-American identity or heritage in their children. And that can be especially difficult for single, non-African-American mothers.

“To me, honesty and being straightforward is really critical,” said G. Reginald Daniel, Ph.D, professor of sociology at the University of California, Santa Barbara. “When a child raises a question, it needs to be addressed immediately.”

Daniel said it is key that parents address their children’s questions about race, racial differences and racism in an empathetic manner, but also in a way that the child can understand. They may believe that by not addressing the child’s query that they are shielding the child or sharing their pain. But in reality, ignoring their concerns can do the exact opposite…

Read the entire article here.

Damn Near White: An African American Family’s Rise from Slavery to Bittersweet Success

University of Missouri Press
October 2010
192 pages
15 illustrations, bibliography index
ISBN-10: 0826218997
ISBN-13: 978-0826218995

Carolyn Marie Wilkins, Professor
Berklee College of Music, Boston, Massachusetts

Carolyn Wilkins grew up defending her racial identity. Because of her light complexion and wavy hair, she spent years struggling to convince others that she was black. Her family’s prominence set Carolyn’s experiences even further apart from those of the average African American. Her father and uncle were well-known lawyers who had graduated from Harvard Law School. Another uncle had been a child prodigy and protégé of Albert Einstein. And her grandfather [J. Ernest Wilkins] had been America’s first black assistant secretary of labor.

Carolyn’s parents insisted she follow the color-conscious rituals of Chicago’s elite black bourgeoisie—experiences Carolyn recalls as some of the most miserable of her entire life. Only in the company of her mischievous Aunt Marjory, a woman who refused to let the conventions of “proper” black society limit her, does Carolyn feel a true connection to her family’s African American heritage.

When Aunt Marjory passes away, Carolyn inherits ten bulging scrapbooks filled with family history and memories. What she finds in these photo albums inspires her to discover the truth about her ancestors—a quest that will eventually involve years of research, thousands of miles of travel, and much soul-searching.

Carolyn learns that her great-grandfather John Bird Wilkins was born into slavery and went on to become a teacher, inventor, newspaperman, renegade Baptist minister, and a bigamist who abandoned five children. And when she discovers that her grandfather J. Ernest Wilkins may have been forced to resign from his labor department post by members of the Eisenhower administration, Carolyn must confront the bittersweet fruits of her family’s generations-long quest for status and approval.

Damn Near White is an insider’s portrait of an unusual American family. Readers will be drawn into Carolyn’s journey as she struggles to redefine herself in light of the long-buried secrets she uncovers. Tackling issues of class, color, and caste, Wilkins reflects on the changes of African American life in U.S. history through her dedicated search to discover her family’s powerful story.