Mixed Race Studies

The Flemish Bastard and the Former Indians: Métis and Identity in Seventeenth-Century New York

The American Indian Quarterly
Volume 34, Number 1 (Winter 2010)
pages 83-108
E-ISSN: 1534-1828 Print ISSN: 0095-182X
DOI: 10.1353/aiq.0.0087

Tom Arne Midtrød, Professor of History
University of Iowa

In 1709 the English Board of Trade recommended the settlement of three thousand Palatine migrants on the Hudson and Mohawk rivers in New York. The officials expressed confidence that these colonists would not only produce naval stores for the fleet but also intermarry with the Indians “as the French do” and lay the foundation for an expanding fur trade. They knew well that French Canadians had long mingled with Indians and produced children of mixed ancestry, or métis. What they perhaps did not know was that New York had long had métis of its own.

Compared to Canada, New York never had a large métis population, and some historians have commented upon the social distance between Dutch and Indians. Nevertheless, intimacy resulting in métis children does not seem to have been uncommon in this colony. Dutch observers charged Indians with lack of sexual restraint, and liaisons between Dutch men and Native women sometimes worried the authorities. In 1638 the Dutch council prohibited adultery with blacks and Indians and at least occasionally took legal action. Manor lord and patroon Kiliaen van Rensselaer warned his nephew Arent van Curler and forbade his tenants from sleeping with Indian females. Sexual promiscuity with Indian women was among the charges levied against provincial secretary Cornelis van Tiehnoven by his political enemies in the 1640s. Prosecutions of colonists impregnating Indian women are known from the early English period.

Native people probably thought these relations should involve a degree of reciprocity and mutual obligation. Historians have stressed that many Native peoples saw marriage and other intimate relations as means of incorporating outsiders, and an early Dutch observer alluded to the existence of this practice among Native traders in New Netherland…

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Questions for Benjamin Todd Jealous: Race Matters

The New York Times
2009-07-30

Deborah Solomon

As the new head of the National Association for the Advancement of Colored People, can you tell us how your organization plans to respond to the case of Henry Louis Gates Jr., the Harvard professor who was recently arrested for disorderly conduct at his own home — charges that have since been dropped — after he reportedly chewed out a cop who suspected him of burglary?
Our local volunteers are already engaged with the Cambridge Police Department, as we are with police departments across this country. The next step is passing the End Racial Profiling Act in Congress. Racial profiling is a constant drumbeat in this country. It’s a form of humiliation that strikes like lightning on a daily basis, and that is part of what Professor Gates was responding to. It’s hard to be in your house, told you’re a burglary suspect and then when you are no longer a suspect, told you are the problem…

…As the son of a white father and a black mother, do you refer to yourself as black?
Yes, without qualification…

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Obama Census Choice: African-American

The Huffington Post
2010-04-02

Mark S. Smith

WASHINGTON — He may be the world’s foremost mixed-race leader, but when it came to the official government head count, President Barack Obama gave only one answer to the question about his ethnic background: African-American.

The White House confirmed on Friday that Obama did not check multiple boxes on his U.S. Census form, or choose the option that allows him to elaborate on his racial heritage. He ticked the box that says “Black, African Am., or Negro.”…

…Obama the community activist and then politician always self-identified as African-American, and he now wears the mantle of America’s first black president with pride…

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Measurement Uncertainty in Racial and Ethnic Identification Among Adolescents of Mixed Ancestry: A Latent Variable Approach

Structural Equation Modeling: A Multidisciplinary Journal
Volume 17, Issue 1 (January 2010)
pages 110 – 133
DOI: 10.1080/10705510903439094

Allison J. Tracy
Wellesley Centers for Women

Sumru Erkut
Wellesley Centers for Women

Michelle V. Porche
Wellesley Centers for Women

Jo Kim
Wellesley Centers for Women

Linda Charmaraman
Wellesley Centers for Women

Jennifer M. Grossman
Wellesley Centers for Women

Ineke Ceder
Wellesley Centers for Women

Heidie Vázquez Garca
Wellesley Centers for Women

In this article, we operationalize identification of mixed racial and ethnic ancestry among adolescents as a latent variable to (a) account for measurement uncertainty, and (b) compare alternative wording formats for racial and ethnic self-categorization in surveys. Two latent variable models were fit to multiple mixed-ancestry indicator data from 1,738 adolescents in New England. The first, a mixture factor model, accounts for the zero-inflated mixture distribution underlying mixed-ancestry identification. Alternatively, a latent class model allows classification distinction between relatively ambiguous versus unambiguous mixed-ancestry responses. Comparison of individual indicators reveals that the Census 2000 survey version estimates higher prevalence of mixed ancestry but is less sensitive to relative certainty of identification than are alternate survey versions (i.e., offering a “mixed” check box option, allowing a written response). Ease of coding and missing data are also considered in discussing the relative merit of individual mixed-ancestry indicators among adolescents.

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Who Counts & Who’s Counting? 38th Annual Conference National Association for Ethnic Studies Conference

National Association for Ethnic Studies, Inc.
2010-04-08 through 2010-04-10
L’Enfant Plaza Hotel
Washington, D.C.

Dr. Larry Shinagawa, NAES 2010 Conference Chair

Our theme of “Who Counts and Who’s Counting” signals the importance of Washington, D.C. as a physical, cultural, and social nexus for policy decisions that will shape the 21st Century. With the 2010 Census signaling the dramatic changes that are affecting all ethnic and racial communities in the United States, who is doing the counting and how we construct the discourse and policies of who counts will be central to the future of all residents of the United States and will shape global relations around the world. We hope you will participate in this important dialogue; welcome to NAES 2010 in Washington, D.C.!

A paritial tenative program is below (All times are local EDT):

Session II – Thursday 10:30 – 10:45
Whiteness studies
Heidi Cooper, Emily Drew, Zaid Mahir

Racial classifications and stereotypes
Jamelia Bastien, Bonazzo Claude, Jacco van Sterkenburg

Session III – Thursday 13:30 – 14:45
Black identities
Janet Awokoya, Anne Brubaker, Yanyi Djamba, Mizaba Abedi

Defining Race
Tiffany King, Arturo Nunez, Maisha Wester

Session IV – Thursday 15:00 – 16:15
Beyond the binary of race
Kaysha Corinealdi, José Luis Morín, Jodie Roure

Session IX – Saturday 09:00 – 10:15
European Identities
Daniel Carawan, Jon Keljik, Elizabeth Onasch, Samantha Pockele

The race in “mixed” race? Reiterations of power and identity
Sue-Je Gage, Rainier Spencer, Nicole Truesdell

3 Questions: Melissa Nobles on the U.S. Census

MIT News
Massachusetts Institute of Technology
2010-04-01

Melissa Nobles, Arthur and Ruth Sloan Professor of Political Science
Massachusetts Institute of Technology

As America’s decennial headcount gets under way, an MIT political scientist discusses the history of race and ethnicity in the U.S. Census

April 1 marks National Census Day, the official date of this year’s U.S. Census. To help put the census in context, MIT News spoke with Associate Professor of Political Science Melissa Nobles, whose teaching and research interests span the comparative study of racial and ethnic politics, and issues of retrospective justice. Her book, “Shades of Citizenship: Race and the Census in Modern Politics” (Stanford University Press, 2000), examined the political origins and consequences of racial categorization in demographic censuses in the United States and Brazil.

Q. You’ve noted in your book that the initial impetus for census-taking was political, and yet the earliest censuses also included racial categories. Why are race and ethnicity included in the U.S. Census?

A. Census-taking in the U.S. is as old as the Republic. The U.S. Constitution mandates that an “actual enumeration” be conducted every 10 years to allow for representational apportionment. The initial impetus for census taking was political. Yet the earliest censuses also included racial categories. The inclusion of these categories offers important insights into the centrality of racial and ethnic identifications in American political, economic and social life. This centrality continues to this day…

…The 1850 census first introduced the category “mulatto,” at the behest of a southern physician, in order to gather data about the presumed deleterious effects of “racial mixture.” Post-Civil War censuses, which continued to include the “mulatto” category, reflected the enduring preoccupation with “racial mixing.”..

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Biracial Identity Development and Recommendations in Therapy

Psychiatry (Edgemont)
Volume 5, Number 11 (November 2008)
pages 37-44

Raushanah Hud-Aleem, DO
Department of Psychiatry
Boonshoft School of Medicine, Wright State University, Dayton, Ohio

Jacqueline Countryman, MD, Assistant Professor of Psychiatry
Department of Psychiatry
Boonshoft School of Medicine, Wright State University, Dayton, Ohio

Identity development is an important area with which therapists who work with children should be familiar. The number of biracial children in the United States is increasing, and although this may not be the reason that a child presents for therapy, it is an area that often should be explored. This article will review the similarities and differences between Black and White racial identity development in the United States and address special challenges for the biracial child. Recommendations for treatment in therapy are reviewed.

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Biracial residents boxed in on U.S. census

MSNBC
2010-03-31

Mara Schiavocampo, Digital Correspondent
NBC Nightly News

We’ve asked viewers to tell us how their community has changed since the last census. One viewer from outside Olympia, Washingtonwrote in to tell the story of how diverse her community has become. NBC’s Mara Schiavocampo reports.

Racial Identity and Academic Performance: An Examination of Biracial Asian and African American Youth

Journal of Asian American Studies
Volume 2, Number 3 (October 1999)
pages 223-249
E-ISSN: 1096-8598 Print ISSN: 1097-2129
DOI: 10.1353/jaas.1999.0023

Grace Kao, Professor of Sociology, Education, and Asian American Studies
University of Pennsylvania

In the last three decades since the last anti-miscegenation laws were repealed, the United States has witnessed an increase in the number of multiracial persons, prompting a growing awareness of multiracial families.  The U.S. Census recently considered whether to add a multiracial category to the 2000 Census. Despite growing interest in the biracial population, there is little research on their psychological and socioeconomic outcomes. Does biracial status confer a relative disadvantage in psychological adaptation as early theorists warned? In turn, do biracials benefit in their socioeconomic outcomes relative to their ethnic counterparts? Using a nationally representative data set of youth (the National Education Longitudinal Study of 1988), this article examines whether biracial youths encounter greater psychological difficulties as previous theorists suggest. I also examine whether the school outcomes of biracials more closely resemble that of their minority or white counterparts.

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Revising Race: How Biracial Students are Changing and Challenging Student Services

Journal of College Student Development
Volume 51, Number 2 (March/April 2010)
pages 115-134
E-ISSN: 1543-3382 Print ISSN: 0897-5264
DOI: 10.1353/csd.0.0122

Patricia E. Literte, Assistant professor of sociology
California State University, Fullerton

This research investigates the relationship between biracial college students and race-oriented student services (e.g., Office of Black Student Services). These services are organized around conventional understandings of race that assume there are five, discrete racial categories, namely, Black/African American, Latino/a, White, Asian American, and Native American. Drawing on interviews (n = 60) with students and administrators at two universities, this article examines the problems that arise when students’ racial identities are incongruent with universities’ views of race. This study can assist practitioners in the development of services on campuses that are characterized by increasingly fluid racial terrains in the post–Civil Rights era.

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