Mixed Race Studies

Being Raced, Acting Racially: Multiracial Tribal College Students’ Representations of Their Racial Identity Choices

University of New Mexico, Albuquerque
September 2010
208 pages

Michelle Rene Montgomery

DISSERTATION Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Language, Literacy, and Sociocultural Studies

In recent years, many studies have clearly documented that mixed-race people are currently engaged in the process of self validation (DaCosta. 2007; Dalmage, 2003; McQueen, 2002; Root, 1996 & 2001; Spencer, J, M., 1997; Spencer, R., 2006a; Thorton, 1992). There is not a lot of empirical research that examines how schools influence the racial identity of multiracial students, in particular mixed-race students that identify as Native American. Even more troubling is the lack of literature on experiences of mixed-race students using racial identity choice as a social and political tool through race discourse and actions. The aim of this qualitative case study was to look at the relationship between the racial agency of multiracial students and the larger white supremacist social structure. The research questions addressed in this study are as follows: (1) How do the formal and informal schooling contexts shape the identity choices of multiracial students? (2) How do the identity choices of multiracial students conform to an/or resist the racialized social system of the United States?

This study was conducted at a tribal college in New Mexico with selected mixed-race participants who identified as Native American, or acknowledged Native American ancestry. At the time of data collection, the school enrollment was 513 students, representing 83 federally recognized tribes and 22 state recognized tribes. The presence of a multi-racial body of students created a unique contributing factor of multiracial participants for a broader understanding of mixed-race experiences in cultural and traditional learning environments. The study was conducted using qualitative case study methodology of mixed-race students interviewed in the last weeks of the fall semester (pre-interview) and once during the last few weeks of the spring semester (post interviews). Mixed-race students were asked to discuss nine group sessions during the spring semester their lived experiences that influenced their identity choices. The sample for this study represented mixed-race participants from various tribal communities. In an eight-month time period of the study, nine participants were interviewed and participated in-group sessions. Of the nine total in sample, two were male, seven were female; three were Native American/white, two were black/white/Native American, three were Hispanic/white/Native American, and one were Hispanic/Native American.

From my analysis of the nine participants’ mixed-race experience, three overarching themes emerged: (a) racial(ized) self-perceptions, (b) peer interactions and influences, and (c) impact on academic experiences. Of the nine participants, how a students’ race was asserted, assigned, and reassigned appears to be determined by being mixed-race with black versus white or non-black. According to the participants, this particular tribal college did not provide a supportive or welcoming environment. As a result, students were highly stratified based on experiences tied to their phenotype and racial mixture; the more “black” they appeared, the more alienated they were. In the classroom, there was often a divide between black/Native mixed-race students versus white/Native mixed-race students, similar to the differences between monoracial white and black student experiences. As a result of dissimilar experiences based on mixedness, there were group association conflicts during their schooling experiences that included feeling vicitimized when their whiteness did not prevail as an asset or being alienated due to blackness. The study also found a clear distinction between the mixed-race black experience versus the mixed-race with white experience based on phenotypic features. Overall, mixed-race with black schooling experiences indicated situations of racial conflict. The findings of this study have policy implications for tribal colleges and other institutions to develop programs and services to help mixed-race students identify and bond with their learning environments.

Table of Contents

• CHAPTER 1 INTRODUCTION
  • Introduction
  • Statement of the Problem
  • Purpose of the Study
  • Significance of the Study
  • Research Questions
  • Definition of Key Terms
  • Overview of Methodology
  • Limitations of the Study
• CHAPTER 2 LITERATURE REVIEW
  • Introduction
    • The Politics of Multiracialism
    • Empirical Research On The Identity Politics of Multiracial Students40
• CHAPTER 3 METHODS
  • Focus of the Research
  • Research Design
  • Research Participants
  • Setting
  • Portrait of Participants
  • Data Collection
  • Data Analysis
  • Ethics
  • Validity
  • Trustworthiness
• CHAPTER 4 ANALYSIS OF MIXED-RACE EXPERIENCES
  • Theme One: Racial(ized) Self-Perceptions
    • Identity Politics of Blood Quantum
      • Black/Native American Experience
      • Non-Black/Native American Experience
    • Summary
    • Self-Perceptions of Race Being Asserted, Negotiated and Redefined
      • Non-Black/Native American Experience
      • Black/Native American Experience
      • Non-Black/Native American Experience
        • Black/Native American Experience
        • Non-Black/Native American Experience
    • Disadvantages: Mixed-race Identity Choice
      • Black/Native American Experience
      • Non-Black/Native American Experience
    • Advantages: Mixed-race Identity Choice
      • Non-Black/Native American Experience
    • Summary
  • Theme Two: Peer Interactions and Influences
    • Perceivable Differences
      • Non-Black/Native American Experience
      • Black/Native American Experience
    • Summary
    • Surviving the Losses
      • Non-Black/Native American Experience
      • Black/Native American Experience
    • Summary
  • Theme Three: The Impact on Academic Experiences
    • The Role of Tribal Colleges
    • Schooling Experiences
      • Black/Native American Experience
      • Non-Black/Native American Experience
    • Summary
• CHAPTER 5 DISCUSSION
  • Discussion
    • Major Findings
      • Research Question #1
      • Research Question #2
    • Summary
    • Recommendations
      • Administrators
      • Faculty and Staff
      • Future Research
      • Conclusion
• APPENDICES
• APPENDIX A CONSENT TO PARTICIPATE IN RESEARCH
• APPENDIX B PARTICIPANT DEMOGRAPHIC QUESTIONNAIRE
• APPENDIX C FIRST PARTICIPANT INTERVIEW
• APPENDIX D SECOND PARTICIPANT INTERVIEW
• REFERENCES

Chapter 1: Introduction

Introduction

Dark brown skin with wavy hair, I am accustomed to being asked, “What are you?” Often I am mistaken for being reserved despite my easy, sincere grin. My facial expression perhaps does not show what I have learned in my life: reluctant people endure, passionate people live. Whether it is the glint of happiness in my eyes or what I call “using laughter to heal your soul,” my past experience as a mixed-race person has been significantly different from my current outlook on life. I am at ease with my lived experiences, very willing to share and even encouraging others to probe more into my racialized experience. Like many mixed-race people, I experienced an epiphany: disowning a need to belong and disengaging from the structure of race has given me the confidence to critique race discourse.

I identify as Native American with mixed-race heritage. I am mixed-race black/white, Native American, and mixed-race Korean/Mongolian. My father is mixedrace black/white and Native American, and my mother is mixed-race Korean/Mongolian. We are enrolled members of the Haliwa Saponi Tribe. When I was growing up, my father taught me that I am a multiracial person. So, I can personally relate to the idea that monoraciality does not fit my multiracial identity or those of other multiracials in our socalled “melting pot” society.

However, countless numbers of times I have been raced in ways that have forced me to choose a group association. My own experiences illustrate how racial designation and group association plays itself out in society, including in classroom learning environments. My siblings and I grew up in a predominantly mixed-race Native American community in northeastern North Carolina that included black, Native American, and white ancestry. I attended a rural high school that contained mixed-race black/Native American, mixed-raced white/Native American, monoracial blacks, and monoracial white students. It was not unusual for mixed-race black/Native American and monoracial blacks to create close group associations, which were exhibited through social interactions that occurred when sitting together in the cafeteria, classrooms, or in designated lounging areas around campus. However, mixed-race white/Native American students, especially those who seemed phenotypically white, did not want to be associated with monoracial black students. Most mixed-race white/Native American students created group associations with monoracial white students. As a brown complexioned multiracial person in this racially polarized environment, I was placed in a situation where I had to choose a group association to keep mixed-race black/Native American and monoracial black students from viewing me as acting white. On the other hand, the mixed-raced white/Native Americans and monoracial whites viewed my actions as acting black.

Because of my Korean and Mongolian ancestry, I was not perceived phenotypically as a true member of the black or Native American groups. My Koreanness caused friction between me and the monoracial black and mixed-race black/Native American groups with which I most commonly associated because it gave me an inroad to the white/r groups that they did not have. Because I did not acknowledge and challenge my advantage, I allowed myself to be used as an agent of racism. This happened in a number of ways. For instance, monoracial white and mixed-race Native American groups asked me to sit with them in the cafeteria, but they did not invite monoracial blacks and mixed-race black/Native Americans. And I accepted their invitation. As a consequence, the group with which I most associated viewed me as a race traitor, as a racial fraud. And I felt like one, too. I am ashamed that I actively participated in the denigration of blacks, which is the most denigrated part of my own ancestry. A multiracial person with black ancestry who accepts not being identified as black in an effort to subvert white privilege (i.e., resisting racial categorization as a way of challenging the notion of race) can actually be reinforcing it, as was the case for me. The problem is how the context and meaning of being a race traitor or committing racial fraud arises out of and is bounded by the social and political descriptions of race. Both social and political constructs are then used as a justification for policing the accuracy of racial identification or political alliance. In most instances, being cast as a race traitor, or as an alleged racial fraud, is a constitutive feature of the dynamics of the informal school setting, and is further developed in the formal schooling setting Since racial identity is a social and political construct, it requires meaning in the context of a particular set of social relationships. In a tribal college setting, the identity politics of blood quantum often influences the multiracial experience of students (i.e., learning environment…

Read the entire dissertation here.

Love with a Proper Stranger: What Anti-Miscegenation Laws Can Tell Us About the Meaning of Race, Sex, and Marriage

Hofstra Law Review
Volume 32, Issue 4 (2004)
pages 1663-1679

Rachel F. Moran, Michael J. Connell Distinguished Professor of Law
University of California, Los Angeles

True love. Is it really necessary?
Tact and common sense tell us to pass over it in silence,
like a scandal in Life’s highest circles.
Perfectly good children are born without its help.
It couldn’t populate the planet in a million years,
it comes along so rarely.

–Wislawa Szymborska

If true love is for the lucky few, then for the rest of us there is the far more mundane institution of marriage. Traditionally, love has sat in an uneasy relationship to marriage, and only in the last century has romantic love emerged as the primary, if not exclusive, justification for a wedding in the United States. In part, the triumph of love reflects a society increasingly committed to an ethic of individualism, including individualism of the romantic variety, so that marriage is no longer presumptively a tool for the State to advance the general welfare. In the quest for individual liberation, women have gained access to education and employment that increasingly emancipates them from dependency on a husband to achieve economic security.

Because marriage has grown to be a matter of personal choice, the number of restrictions on permissible partners has steadily declined. Even so, some official regulation persists, and we can learn as much about the meaning of matrimony by looking at who is excluded as by looking at who is eligible. To that end, I want to explore the lessons of anti-miscegenation laws, state statutes that once prohibited interracial marriage. At one time, these statutes were widespread, but they were not identical in their coverage. The laws universally targeted relationships between Blacks and Whites, and a number of the provisions, particularly those in Western states, banned unions between Asians and Whites. A few restricted intermarriage with Native Americans, but none mentioned Latinos. The laws had a remarkable longevity. Even though individuals enjoyed increasing freedom to choose a mate free of state and community interference, these statutes remained valid until 1967 when the United States Supreme Court struck them down as unconstitutional in Loving v. Virginia.

Although anti-miscegenation laws generally have been analyzed as racial legislation, they also can tell us a great deal about intimacy. These provisions have certainly been used to define and entrench racial difference, but they are also a means to set the boundaries of sexual decency and marital propriety. Here, I will use the comparative experience of Blacks, Asians, Native Americans, and Latinos to illustrate some of the laws’ implications for race and identity. I will then place the statutes in the context of larger developments regarding the regulation of sex and marriage to show how they reflected anxieties about wayward lust and forbidden desire.

I. THE ROLE OF ANTI-MISCEGENATION LAWS IN RACIAL SEPARATION AND STRATIFICATION

In the American mythology of racial segregation, there is an assumption that racial groups have always lived separately and that there is an almost natural inevitability about this arrangement. In fact, in the earliest years of settling the American colonies, Black slaves often worked side by side with White indentured servants. In these close, cooperative arrangements, interracial attraction was by no means a rarity. Relationships across the color line complicated social boundaries between Black and White, slave and free. Whites who, at least as a formal matter, had freely chosen a temporary contract of hard labor did not seem so very different from Blacks who had been sold into prevented race-mixing that undermined both the sanctity of free White labor and the legitimacy of Blacks’ status as property.

As the institution of slavery was consolidated, anti-miscegenation laws assumed another valuable purpose. They defined a racial hierarchy in which Whites were free and Blacks were not. Although many statutes banned both interracial marriage and fornication, White male slaveholders regularly flouted the laws. They could demand sex from their Black female slaves and inflict terrible punishment, including rape and sale on the auction block, if the women resisted. A former Virginia slave remembers the fate of another slave woman named Sukie:

“Ole Marsa was always tryin’ to make Sukie his gal.” One day when she was making lye soap and he approached her, “she gave him a shove an’ push his hindparts down in de hot pot o’ Soap. Soap was near to bilin’, an’ it burn him near to death. . . Marsa never did bother slave gals no mo’.” But a few days later Sukie was sent to the auction block.

In fact, interracial sex was so common that a new dilemma arose: How should the mixed-race offspring be identified? Traditionally, a child’s status was based on the father’s heritage, but a patrilineal rule would mean that most children of Black and White origin would be White and free. Such a result would once again complicate the line between Black and White, slave and free, as masters who enjoyed their license with female slaves produced emancipated mulattoes, not subject to the control of White owners and potentially loyal to Black mothers still in bondage. The solution was to change the rule of descendible privilege. Instead of determining a child’s status based on the father’s identity, a matrilineal principle of identity would be applied. Moreover, a one-drop rule evolved to ensure that even remote African ancestry identified a child as Black, not White. The children of sex across the color line would be Black and nearly always slaves. They could be emancipated only if their White father and master chose to do so, and they could never escape their Blackness…

…While anti-miscegenation laws were used to define racial difference and create racial hierarchy between Blacks and Whites in colonial America and later the antebellum South, the statutes served a distinct function when applied to Asian immigrants who arrived on the West Coast, particularly California, in the mid- to late 1800s. The Chinese were the first to arrive in substantial numbers in the middle of the nineteenth century when gold was discovered. Under the immigration laws, the Chinese were treated as sojourners, laborers who came temporarily to work and then returned to their home country. This migrant labor force was overwhelmingly male. In 1852, only seven of 11,794 Chinese were female. By 1870, Chinese men outnumbered Chinese women by a margin of 14 to 1.8 Because the men were here to sweat but not to stay, the United States government made clear that as unassimilable, non-White foreigners, they were ineligible for citizenship. Federal officials discouraged immigration of Chinese women because they did not want the sojourners to put down roots, form families, and produce children who would be Americans by birth….

…In contrast to Blacks and Asians, anti-miscegenation laws were seldom applied to Native Americans and never mentioned Latinos. The reasons for the lenient treatment of Latinos and Native Americans are quite similar. In both cases, these groups first came into contact with Whites when frontiers were being settled. At the outset, Whites had much to gain by forming friendly alliances with Indian tribes or Mexican natives. On occasion, these alliances could be cemented through intermarriage. Consider, for example, the Anglo settlers who arrived in northern Mexico to make their fortunes in the early to mid-1800s. Mexico, newly freed from Spanish rule, hoped to capitalize on the sparsely populated furthermost reaches of its territory by attracting foreign investors. However, Mexican officials did not want Anglos simply to come to their country, exploit the land, and leave with their fortunes. Instead, the government wanted to encourage permanent settlement, and an excellent way to do this was to reward those who put down roots there. As a result, Mexico offered naturalization opportunities and corresponding trade advantages to Anglos who married Mexican women. Indeed, the expectation was that Anglo settlers would be loyal to Mexican wives, not manipulate or abandon them after using them to personal advantage. In a diary of his Western travels, Matt Field, a journalist for the New Orleans Picayune, made these expectations clear to his readers when he described the sad tale of Maria Romero, who fell in love with a charming but dissolute Anglo adventurer who deserted her and her child by him. As Field wrote, “when subsequently she heard that [her lover] had designedly abandoned her, and had gone forever back to the United States, her reason failed, and poor Maria, the beauty of Taos, became a lunatic.” Maria had clearly expected marriage, not betrayal. In keeping with the commitment to permanent settlement in Mexico, the children of mixed marriages often spoke Spanish, observed Mexican cultural traditions, and Hispanicized their non-Spanish surnames…

Read the entire article here.

Indian Voices Creates a Bureau of Black Indian Affairs

Indian Voices
July/August 2011

Rose Davis, Publisher
Indian Voices

At last a true Separate But Equal—For the Good of the People

The Dawes Rolls (a census, used by the BIA [Bureau of Indian Affairs] to determine identity of Tribal members and citizens) came into existence in the 1890’s. It was a time of “Separate but Equal” and this “flawed U.S. policy” became the basis for the Full-Blood/By-Blood vs. Freedman (no Indian Blood counted) rating system for Tribal Membership. US Dawes Rolls Enumerators using Separate but Equal techniques left the Freedman with an identity crisis which continues to this day.

The policy of using Separate but Equal data gathering techniques negated the U.S governments requirement in the 1866 treaties that Blacks be treated as equal citizens.

No one other than Phil Fixico has aggressively championed the cause of addressing and reversing this issue. As a Seminole Maroon descendant he has written, lectured, networked and labored exhaustively to bring this issue into the social consciousness. The resulting Bureau of Black Indian Affairs is his “brain child.” He has generously offered the project to the collective consciousness of the Indigenous community and has stated that he will take no part in it’s operation or management. As a networking partner Indian Voices humbly takes on the task of launching the first Bureau of Black Indian Affairs in this July/August 2011 issue…

Read the entire article here.

Persistent Borderland: Freedom and Citizenship in Territorial Florida

Texas A&M University
August 2007
295 pages

Philip Matthew Smith

A Dissertation by Philip Matthew Smith Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of requirements for the degree of DOCTOR OF PHILOSOPHY in History

Florida’s Spanish borderland was the result of over two hundred and fifty years of cooperation and contention among Indians, Spain, Britain, the United States and Africans who lived with them all. The borderland was shaped by the differing cultural definitions of color and how color affected laws about manumission, miscegenation, legitimacy, citizenship or degrees of rights for free people of color and to some extent for slaves themselves.

The borderland did not vanish after the United States acquired Florida. It persisted in three ways. First, in advocacy for the former Spanish system by some white patriarchs who fathered mixed race families. Free blacks and people of color also had an interest in maintaining their property and liberties. Second, Indians in Florida and escaped slaves who allied with them well knew how whites treated non-whites, and they fiercely resisted white authority. Third, the United States reacted to both of these in the context of fear that further slave revolutions in the Caribbean, colluding with the Indian-African alliance in Florida, might destabilize slavery in the United States.

In the new Florida Territory, Spanish era practices based on a less severe construction of race were soon quashed, but not without the articulate objections of a cadre of whites. Led by Zephaniah Kingsley, their arguments challenged the strict biracial system of the United States. This was a component of the persistent borderland, but their arguments were, in the end, also in the service of slavery and white patriarchy.

The persistent border included this ongoing resistance to strict biracialism, but it was even more distinct because of the Indian-African resistance to the United States that was not in the service of slavery. To defend slavery and whiteness, the United States sent thousands of its military, millions of its treasure, and spent years to subdue the Indian-African alliance and to make Florida and its long shorelines a barrier to protect whiteness and patriarchy in the Deep South.

TABLE OF CONTENTS

• ABSTRACT
• ACKNOWLEDGMENTS
• TABLE OF CONTENTS
• LIST OF FIGURES
• LIST OF TABLES
• CHAPTER
• I INTRODUCTION
  • The problem
  • An imaginary line
• II FLORIDA’S BORDERS
  • First-contact Florida.
  • First Spanish Period, 1565-1763
  • British Period, 1763-1784
  • Second Spanish Period, 1784-1821
  • The Adams-Onís Treaty, 1818-1821
• III A NEW TERRITORY
  • “The Province is as yet such a Blank”
  • First impressions
  • “warm climates are congenial to bad habits.”
  • “There is such a heterogeneous mass here.”
  • Who was in Florida?
  • Appendages and sustenance
  • Who can be a citizen?
  • “no law except the law of force”
  • “the retreat of the opulent, the gay and the fashionable.”
  • Citizenship, lotteries and matrimony
  • Color, race, and subjection of the borderland
• IV OPPORTUNITIES IN A CARRIBEAN PLACE
  • Borderland or profitable periphery
  • Unlocking the economy
  • Infrastructure
  • “In a Spanish street”
  • “The sickness rages here.”
  • “an added peculiar charm”
• V INDIAN LANDS AND CARIBBEAN THREATS
  • “ – the land was not theirs, but belonged to the Seminoles”.
  • Natural and unnatural connections
  • “apprehensions of hostilities on our southern border”
  • “a separate and distinct people.”
  • “most exposed, but important frontiers of the Union”
  • “apply force to a much greater extent.”
  • “the horrors of St. Domingo enacted over again in earnest”
• VI WHITE ADVOCATES
  • Liberty for people of color
  • Zephaniah Kingsley, Jr. and Anna Madigigine Jai
  • Kingsley’s arguments
  • “this species of our population”
  • “the grand chain of security”
  • “the materials of our own dissolution”
  • Colonization versus naturalization
  • The difference between biracial and multi-tier slavery
  • Memorial to Congress of 1833
  • Leaving Florida for Haiti
  • Other signers
  • Another white advocate
  • Legacy of white advocacy
• VII BLACK CITIZENS
  • Free blacks in Florida
  • Slavery laws and manumission
  • Free black rights reduced
  • Free blacks resist
  • Mixed families, white allies
  • Parents and children
  • The good old flag of Spain
• VIII CONCLUSION
  • Summary
  • True to our native land
  • The defining feature
  • The insecure Deep South
• REFERENCES
• APPENDIX A
• APPENDIX B
• VITA

LIST OF FIGURES

1. La Florida, 1584
2. Drake’s attack on St. Augustine, May 28 and 29, 1586
3. Spanish missions in Florida, 1680
4. Castillo de San Marcos, St. Augustine
5. Fuerte Negro
6. East Florida, 1826
7. Florida, 1834
8. Kingsley home, Fort George Island
9. Anna’s house, Fort George Island
10. Former slave dwellings on Fort George Island
11. Ruins of Fort George Island slave dwellings

LIST OF TABLES

• 1 Northeast Florida Non-Indian population
• 2 Non-Spanish immigration to Florida during Second Spanish Period
• 3 Population of St. Augustine during the Second Spanish Period
• 4 Percent free blacks to slaves in 1830
• 5 Percent free blacks to slaves in 1860
• 6 Pre-emancipation census
• 7 Free blacks in households, 1830
• 8 Memorial signers’ households, 1830 and 1840
• 9 Free blacks as a percent of total population during antebellum years
• 10 Population of Nassau, Duval and St. Johns counties
• 11 Black baptisms in St. Augustine, 1784-1821
• A-1 1820 United States Census
• A-2 1830 United States Census
• A-3 1840 United States Census
• A-4 1850 United States Census
• A-5 1860 United States Census
• A-6 1840 Florida Census
• A-7 1850 Florida Census
• A-8 1860 Florida Census

Read the entire dissertation here.

Does Gates DNA Data Make Black Indians an Urban Legend? Or Does Eating Out of the Same Pot Still Matter?

Indian Voices
July/August 2011
page 7

Phil Wilkes Fixico

I am Phil Wilkes Fixico a Seminole Maroon Descendant who was featured in the Smithsonian Institution’s book and exhibit entitled “IndiVisible” African-Native American Lives. My personal and family’s genealogy was researched by Kevin Mulroy, Ph.D. of UCLA. Dr. Mulroy is recognized as the worlds’s leading authority on Seminole Maroons. I am pleased that Bruce Twyman, Ph.D. and author of “The Black Seminole Legacy and North American Politics’ has done a survey targeting the general public’s views about African- Native Americans and Dr. Henry Louis Gates DNA studies.

The problem that I have with Dr. Gates’ attempts to end the myth that there is a goodly some of African-Americans with Native American ancestry is that he bases his findings totally on DNA results. He then “quotes a quote” by advising African Americans to Seek the White Man as their correct blood ancestor…

Read the entire article here.

Long Lance

National Film Board of Canada
1986
Running Time: 00:55:00

Bernie Dichek, Director

Was he a black man, a white man, or an Indian chief? This documentary looks at legendary and fascinating impostor Chief Buffalo Child Long Lance. In the early 1900s, he garnered international acclaim as a soldier, journalist, writer, photographer, bon vivant and movie star. But despite his very public life, his origins remain a mystery. Based on a book by Donald Smith, this film outlines Long Lance’s almost unbelievable life story.

For more information, click here.

Tribal Kulturkampf: The Role of Race Ideology in Constructing Native American Identity

Seton Hall Law Review
Volume 35, Number 4 (2005)
pages 1241-1260

Carla D. Pratt, Associate Professor of Law
Pennsylvania State University

I. INTRODUCTION

“Law is embroiled in the politics of identity. It names parties, defines their speech and conduct, and assigns their rights and duties. Its judgments declare, enjoin, and award the tangible and intangible benefits of race and racial privilege.” Law has been deeply involved in the politics of defining racial identity. The rule of hypo-descent, also known as the “one-drop rule,” was codified as law in many states in an effort to define the group of people who were black and therefore subject to the deprivation of liberty through the institution of slavery and later subject to social, economic, and educational subjugation through Jim Crow. Although the rule has been repealed from the statutory compilations of law in those states that once had such a rule, it continues to operate on a cognitive and cultural level in American law and society. On a social and cultural level, most Americans still perceive anyone with known African ancestry and the skin coloration, hair texture, or facial features that serve as evidence of African ancestry, to be “black” or African American.

Unbeknownst to many, the rule of hypo-descent still operates in law on a structural level, particularly with respect to federal Indian law and the law of some Native American tribes. Within some Native American tribes, the rule is still covertly operating to construct Native American identity. In the struggle to preserve their very existence, some Native American tribes have subscribed to the basic assumptions of the dominant culture, including the assumption that whiteness is to be prized and non-whiteness devalued on a scale relative to the degree of color of one’s skin, with blackness constituting the most devalued state of being.

Few extant cases are more illustrative of law embroiled in the politics of racial identity than the case of Davis v. United States, which the United States Supreme Court recently declined to review. Davis was brought by two groups of people who are members of a federally recognized Indian tribe called the Seminole Nation of Oklahoma. These groups, or “bands” of people, as they are commonly referred to in Indian discourse, are known as the Dosar-Barkus and Bruner bands of the Seminole Nation. They brought a lawsuit in federal court seeking to obtain treatment equal in nature and degree to the treatment received by other members of their tribe. Specifically, they sought to participate in certain tribal programs that are funded by a judgment paid by the United States for tribal lands taken by the United States government in 1823 when the tribe was in Florida. The federal courts ultimately refused to allow these bands of Seminoles to have their case heard on the merits by holding that Rule 19 of the Federal Rules of Civil Procedure precluded the hearing of the case because the tribe was an indispensable party which could not be joined in the action due to its sovereign immunity. The Seminole tribe’s culture war over the Dosar-Barkus and Bruner bands of Seminoles has even resulted in tribal efforts to amend the Seminole constitution in a manner that would exclude these Seminoles from tribal membership. Why are these bands of Indians treated differently from the remainder of their tribe? Why is their own tribe so hostile to them? What separates them from the majority of their tribe? They are black.

This Essay explores how law has utilized the master narrative of white supremacy and black inferiority to construct Native American identity in a way that presently enforces the rule of hypo-descent. I must concede that while the Seminole Nation or “tribe” is not culturally representative of the diversity of Indian Nations or tribes in the United States, an inquiry into the experience of the Seminoles provides a basis for identifying how the master narrative of white supremacy and black inferiority is used to construct Native American identity, and how the construction of Native American identity in this fashion serves to further advance white supremacy…

Read the entire essay here.

Robeson County Native Writes Book on Lumbee Indians

The Pilot
Southern Pines, North Carolina
2010-06-16

Kay Grismer

“What’s in a name? That which we call a rose by any other name would smell as sweet.”

The Native Americans who have lived along the Lumber River in Robeson County for generations may have been given names to identify their “tribe”— “Croatan,” “Cherokee,” “Siouan” and “Lumbee” — but their collective identity as a “People” does not come from the “outside.”

“The word ‘People’ acknowledges that Indians have a history and a sense of self that goes back to before the colonial relationships that labeled us as Indian, Native American or Indigenous,” says Dr. Malinda Maynor Lowery, assistant professor at UNC-Chapel Hill and a Lumbee Indian. “Growing up, I knew first and foremost that I was part of a People, that I had a family and that my family connected to other families; and that all of these families lived in a place, what for us was a sacred homeland: the land along the Lumber River in Robeson County. Kinship and place are the foundational layer of Indian identity in Robeson County.”

This identity as a People has been tested repeatedly over time.

“Indian people are burdened with defending their identity more often and more extensively than any other ethnic group in America,” says historian Alexandra Harmon.

This is especially true for the 50,000 Lumbees, the largest Native American tribe east of the Mississippi River, who have had to struggle for recognition and acceptance.

During the years between 1885 and 1956, Robeson County Indians adopted different names, “not because they didn’t know who they were or what constituted their identity,” Lowery says, “but because federal and state officials kept changing their criteria for authenticity.”

Lowery will discuss the evolution of the Lumbee Indians Thursday, June 17, at 4 p.m. at The Country Bookshop in downtown Southern Pines, when she presents her book, “Lumbee Indians in the Jim Crow South: Race, Identity and the Making of a Nation.”…

…In a segregated society where white supremacists had the power to reclassify Indians as “colored,” Indians began to distance themselves from both blacks and whites. White supremacy demanded that Indians avoid blacks both politically and socially and deny inclusion to community members who might possess African ancestry.

“Excluding blacks from their community may have preserved some autonomy, but it sometimes required Indian leaders to forswear their own kin ties and the value they placed on family,” Lowery adds. “This process of adopting segregation to affirm their distinctiveness results in an additional layer of identity for Indians who had previously thought of themselves as a People. They began to express their intentions as a race and as a tribe.”…

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Notes on the state of Virginia: Africans, Indians and the paradox of racial integrity

Union Institute and University
June 2005
277 pages
AAT 3196614
Publication Number: AAT 3196614
ISBN: 9780542425899

Arica L. Coleman, Assistant Professor of Black American Studies
Unverisity of Delaware

Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Arts and Sciences a Concentration in African American – Native American Relations at the Union Institute and University, Cincinnati, Ohio

W. E. B. Du Bois’s famous statement, ‘The problem of the twentieth-century is the problem of the color line,’ invokes images of the century’s racial antagonisms between Blacks and whites. However, racial antagonism in Virginia also occurred between African Americans and Amerindians, as the question regarding who was an Indian and who was a Negro became paramount to Amerindian survival. Central to this problem was the enforcement of a law the Virginia General Assembly passed on March 20, 1924, entitled ‘An Act to Preserve Racial Integrity.’ This legislation, the first such law to be passed in the United States, was the culmination of Virginia’s three hundred year campaign to insure the ‘purity’ of the white race. Racial purity, in early twentieth-century Virginia, was defined by the absence of African ancestry. Therefore, one could be of Indian-white admixture and remain racially pure. But an Indian-Black admixture, even one drop of black ‘blood,’ and one was transformed from pure to impure, and in jeopardy of being ethnically reclassified. By denying the historical relationship between African and Indian peoples in the Commonwealth, this paradox informed the state recognition process and helped many to successfully maintain their aboriginal status. However, the problem of the color line continues in the twenty-first century because racial integrity remains the dividing factor in African-Indian relations. The following discourse examines the changing state of African-Indian relations in Virginia from the Colonial period to the present. Chapter 1 provides a historical overview of the United States racial formation project in relation to Africans and Indians; chapter 2 examines Thomas Jefferson’s racial theories concerning African-Indian admixture, racial identity, and their influence on Virginia’s twentieth-century racial purity campaign; chapter 3 examines the historical relationship between African and Indians by tracing the Indian presence in the slave and free ‘colored’ populations of colonial and antebellum Virginia; chapter 4 examines the Racial Integrity Act of 1924, its impact on African-Indian relations, and the debate it provoked among such figures as W. E. B. Du Bois and Marcus Garvey; chapter 5 provides a critical analysis of twentieth-century anthropological advocates Frank Speck and Helen Rountree, their activism on behalf of the Virginia Tribes, and the ways their advocacy contributed to the racial integrity cause; chapter 6 is a case study which examines Central Point, Virginia, the home of Richard and Mildred Loving (Loving v Virginia), to interrogate race and self identity, namely the self identity of Mildred Loving as an Indian woman; the Epilogue examines the contemporary activism of Virginia residents of mixed African-Indian heritage whose alternative historical consciousness defies racial politics and promotes decolonization, reclamation and empowerment.

Table of Contents

• Abstract
• Dedication
• Acknowledgments
• Preface
• Chapters
  • 1. Introduction
  • 2. Thomas Jefferson’s Notes on the State of Virginia Revisited
  • 3. The Changing State of African and Indian Relations in Virginia
  • 4. Towards State [Un] Recognition: Native Identity and the One Drop
  • 5. The Present State of Virginia Indians: The Predicament of Of Race and Culture
  • 6. “Tell The Court I Love My [Indian] Wife:” Interrogating Race and Self Identity in Loving v. Virginia
• Epilogue – Coming Together: Decolonization and Empowerment, Reclaiming Ourselves
• Appendices
  • A. An Act to Preserve Racial Integrity
  • B. Loving Marriage license
  • C. Weyanoke Holiday Card
  • Works Cited

Purchase the dissertation here.

Constructing and Contesting Color Lines: Tidewater Native Peoples and Indianness in Jim Crow Virginia

George Washington University
2009-01-31
392 pages

Laura Janet Feller

A Dissertation submitted to The Faculty of the Columbian College of Arts and Sciences of The George Washington University in partial fulfillment of the requirements  for the degree of Doctor of Philosophy

Indian peoples in the United States have faced many challenges to their group and individual identities as Native Americans over centuries of cultural exchange, demographic change, violence, and dispossession. For Native Americans in the South those challenges have arisen in the context of the idea of “race” as a two-part black-white social, cultural, and political system. This dissertation explores how groups and individuals in tidewater Virginia created, re-created, claimed, re-claimed, retained and maintained identities as Indians after the Civil War and into the 1950s, weathering decades of the ever-stranger career of Jim Crow. They did this in the face of varied pressures from white Virginians who devoted enormous political and social effort to the construction of race as a simple binary division between black and white people.

In the era after the Civil War, tidewater Indians coped by creating new tribal organizations, churches, and schools, presenting theatrical productions that used pan-Indian symbols, and maintaining separations from their African American neighbors. To some extent, they acquiesced in whites’ notions about the “inferior” racialized status of African Americans. In late nineteenth- and early twentieth-century tidewater Virginia, while contending with, and sometimes adapting, popular ideas about “race” and “blood purity,” organized tidewater Virginia Indians also drew from a sense of their shared histories as descendants of the Algonquian Powhatan groups, and from pan-Indian imagery. This project explores how popular ideas about “race” shaped their world and their efforts to position themselves as red rather than black or white, while whites worked to construct “race” along a black-white “color line.”

Table of Contents

• Acknowledgements
• Abstract of Dissertation
• Table of Contents
• List of Tables
• Introduction
• Chapter One: Not Black and Not White: Contexts for Constructing Native Identities in the South from Slavery to the 1920s
• Chapter Two: Making the 1924 “Racial Integrity” Law: Defining Whiteness, Blackness, and Redness in a Modernizing, Bureaucratizing State
• Chapter Three: Constructing Native Identities in Tidewater Virginia between 1865 and 1930: Reservations, Organizations, and Public Ceremonies
• Chapter Four: “Conjuring:” Ethnologists and “Salvage” Ethnography among Tidewater Native American Peoples
• Chapter Five: In the Aftermath of the “Racial Integrity” Law
• Conclusion
• Bibliography

Introduction

The challenge is not only to recognize the fluidity of race, but to find ways of narrating events, social movement, and the trajectory of individual lives in all their integrity along the convoluted path of an ever-shifting racial reality.

Matthew Frye Jacobson

One narrative that illuminates the “ever-shifting racial reality” in America is the story of how individuals and communities in tidewater Virginia created, recreated, and publicly claimed and re-claimed Native American identities after the Civil War and into the 1950s, weathering decades of the ever-stranger career of Jim Crow. They did this in the face of varied pressures from white Virginians who devoted enormous political and social effort to the construction of race in Virginia as a black-white binary system. A 1924 Virginia “miscegenation” law, an “Act to Preserve Racial Integrity,” exemplifies those efforts. That law demonstrated how racialized justifications for segregation could be joined to national eugenic debates of the 1920s. It also punctuated decades of efforts by white individuals to deny that anyone in Virginia was “really” Indian, based upon the notion that all Virginians who said they were Indian were at best racially “mixed” and had some white or African “blood.”

Thus, in late nineteenth- and twentieth-century Virginia, the popular “one drop” idea of what makes one an African American came together with ideas about “blood quantum” and “purity” of racialized “blood,” at a time when tidewater Native people were constructing, re-constructing, and maintaining identities as Indians in the aftermath of emancipation and in the era of Jim Crow. While sometimes contending with, and sometimes adapting for their own purposes, popular ideas about “blood” purity and racialized identities, organized tidewater Virginia Indians also drew from a sense of their shared, localized histories as descendants of the Algonquian Powhatan groups, and from pan-Indian symbols. This project explores how popular ideas about “race” pervaded their efforts, even as they worked to position themselves as “red” rather than black or white, while whites worked to construct of “race” along a black-white “color line.”

The organized tidewater Indian groups persisted in their fight for acceptance oftheir Indian identities despite their lack of distinctive languages and the fact that for more than a century they had been perceived by outsiders as having lost most of the material culture that many whites regarded as markers of “real” Indians. Organized tidewater Natives’ campaigns, institutions, and representations of Indian identity illuminate a part of the story of the construction of “race” in America, but also some of the complications raised by questions about how “ethnic” groups form and persist in the United States. How can we best talk about the histories of “race” and ethnicity in America? How can a shared sense of a common history contribute to construction of ethnic or racialized boundaries, compared to other factors such as a shared land base, parentage, or language? How is it that for Native Americans, whites so often have assumed and even imposed the notion that the only valid Native tradition is one that, if not totally static, has a documentable track stretching “unbroken” back through many generations?

For American Indians nationally, part of this dynamic has been that they have dealt with whites in whose eyes Indians were often both racialized and ethnicized. For tidewater organized Native groups in the period of this study, it seems that their foes wanted them categorized primarily as “racial” groups, and that Virginia Indians fought back on grounds and with weapons that to a large extent reflected the racialized, segregated world in which they lived.

The 1924 law on “racial integrity” was part of a long history of racial legislation in Virginia and throughout the United States designed to create racialized lines in a world where such lines had been blurred since the age of European colonization began. “Miscegenation” law, for example, was solidly entrenched in the English colonies then in the United States, until the Supreme Court’s 1967 ruling in Loving v. Virginia. The first ban on “interracial” marriage in the English North American colonies was Maryland’s in 1664. Virginia’s first “miscegenation” law dated from 1691, and it explicitly included Native Americans among those forbidden to marry white individuals. Before 1924, Virginia laws specified what made someone black rather than defining whiteness. To define “blackness” as a legal matter, Virginia law before 1924 typically expressed and codified racialized identities in terms of numbers of ancestors, or fractions of ancestry. Virginia’s 1924 “racial integrity” law, though, defined legal “whiteness” rather than “blackness.” In doing so, this statute in effect made a matter of explicit law, for the first time in Virginia, the concept of a “one drop rule” for what makes someone legally African American. The sole exception to the whiteness definition in the 1924 law was that a Virginian could be legally white if he or she had no more than “one-sixteenth” Indian “blood” and his or her ancestors were otherwise “white.”

This 1924 statute stands at several intersections in the history of racialist thinking and racism in America. In it, Jim Crow meets “scientific racism” and eugenic thought. As a “miscegenation” law, the statute also illustrates some of the ways in which racialized identities are entwined with conflicts about sexuality. It evidences how constructions of social and cultural identities could connect with, or be contested by, state powers and legal discourses, within the context of the modernizing tendencies of post-World War I governmental policies and programs…

…Starting with 1924 as a focal point, this project looks at Native and “mixed” Native identities as claimed and recorded before and after passage of Virginia’s “Racial Integrity” law. Moving backward into the post-Civil War era and then forward from 1924 into the 1950s, this study explores the impact of Virginia’s 1924 “miscegenation” law on individuals and communities who claimed Native American identities. The 1924 law was a climax of sorts in decades of official and social efforts by whites to classify Virginia Indians variously as “persons of color,” “mulattoes,” or African Americans. Native peoples’ reservation lands in Virginia disappeared, except for two that survive to this day. The Mattaponi and Pamunkey people of those two reservations had some advantages in that they had and have a land base, and along with that land they also have community structures recognized by whites. Even the reservation peoples, though, faced white reluctance to concede the continuing existence of red, rather than black or white, identities in Virginia. Non-reservation tidewater Native people had even trickier choices to make about when and how they would identify themselves publicly, in official situations and documents, as Indians…

Read the entire dissertation here.