Mixed Race Studies

Mixing Races: From Scientific Racism to Modern Evolutionary Ideas

Johns Hopkins University Press
December 2010
136 pages
14 halftones
Hardback ISBN: 9780801898129
Paperback ISBN: 9780801898136

Paul Lawrence Farber, Distinguished Professor Emeritus of Modern Life Sciences, Intellectual History
Oregon State University

This book explores changing American views of race mixing in the twentieth century, showing how new scientific ideas transformed accepted notions of race and how those ideas played out on college campuses in the 1960s.

In the 1930s it was not unusual for medical experts to caution against miscegenation, or race mixing, espousing the common opinion that it would produce biologically dysfunctional offspring. By the 1960s the scientific community roundly refuted this theory. Paul Lawrence Farber traces this revolutionary shift in scientific thought, explaining how developments in modern population biology, genetics, and anthropology proved that opposition to race mixing was a social prejudice with no justification in scientific knowledge.

In the 1960s, this new knowledge helped to change attitudes toward race and discrimination, especially among college students. Their embrace of social integration caused tension on campuses across the country. Students rebelled against administrative interference in their private lives, and university regulations against interracial dating became a flashpoint in the campus revolts that revolutionized American educational institutions.

Farber’s provocative study is a personal one, featuring interviews with mixed-race couples and stories from the author’s student years at the University of Pittsburgh. As such, Mixing Races offers a unique perspective on how contentious debates taking place on college campuses reflected radical shifts in race relations in the larger society.

Table of Contents

• Acknowledgements
• Introduction
• 1. A Mixed-Race Couple in the 1960
• 2. Scientific Ideas on Race Mixing
• 3. Challenges to Opinions on race Mixing
• 4. The Modern Synthesis
• 5. The Modern Synthesis Meets Physical Anthropology and Legal Opinion
• 6. University Campuses in the 1960s
• 7. Science, “Race,” and “Race Mixing” Today
• Epilogue
• Suggested Further Reading
• Index

who and what you are

Contexts
Volume 8, Number 4 (Fall 2009)
Pages 64–65
DOI: 10.1525/ctx.2009.8.4.64

Sangyoub Park, Assistant Professor of Sociology
Washburn University

Barack Obama’s presidency and changes in how the U.S. Census tracks race underline the importance of the social construction of race and ethnicity in the United States. Changes in our racial landscape, including increases in interracial marriage and childbearing, pose intriguing questions about how future generations will respond to the growth of multiracial identities.

Read or purchase the article here.

The development of memory for own- and other-race faces

Journal of Experimental Child Psychology
Volume 98, Issue 4 (December 2007)
pages 233–242
DOI: 10.1016/j.jecp.2007.08.004

Gail S. Goodman
Department of Psychology
University of California, Davis
University of Oslo

Liat Sayfan
Department of Psychology
University of California, Davis

Jennifer S. Lee
Department of Psychology
Cabrillo College, Aptos, California

Marianne Sandhei
University of Oslo

Anita Walle-Olsen
University of Oslo

Svein Magnussen
University of Oslo

Kathy Pezdek
Department of Psychology
Claremont Graduate University, Claremont, California

Patricia Arredondo
Department of Psychology
California State University, Los Angeles

This study demonstrates that experience and development interact to influence the ‘‘cross-race effect.’’ In a multination study (n = 245), Caucasian children and adults of European ancestry living in the United States, Norway, or South Africa, as well as biracial (Caucasian–African American) children and adults living in the United States, were tested for recognition of Asian, African, and Caucasian faces. Regardless of national or biracial background, 8- to 10-year-olds, 12- to 14-year-olds, and adults recognized own-race faces more accurately than other-race faces, and did so to a similar extent, whereas 5- to 7-year-olds recognized all face types equally well. This same developmental pattern emerged for biracial children and adults. Thus, early meaningful exposure did not substantially alter the developmental trajectory. During young childhood, developmental influences on face processing operate on a system sufficiently plastic to preclude, under certain conditions, the cross-race effect.

Read the entire article here.

Performing Miscegenation: Rescuing The White Slave from the Threat of Interracial Desire

Journal of Dramatic Theory and Criticism (ISSN 0888-3203)
Volume 13, Number 1 (Fall 1998)
pages 71-86

Diana R. Paulin, Assistant Professor of English and American Studies
Trinity College, Hartford, Connecticut

This examination of Bartley Campbell’s 1882 play, The White Slave, emerges out of a comprehensive study of the way in which representations of black/white unions in late nineteenth- and early twentieth- century U.S. drama and fiction invoke anxieties about the impact of interracial contact, while simultaneously rehearsing the multiple possibilities of these transgressive relationships. Because of the way in which black/white, or interracial, intimate alliances have symbolized both explicit acts of racial transgression in and of themselves and implicit threats to essentialized racial categories, their representation creates space for complex readings of these racial identities. In fact, the ambivalent and liminal space in which interracial desire is most frequently represented does not merely complicate race, it provides a place for more productive and multivalent articulations of black and white subjectivities. Campbell’s play offers a useful site for exploring these issues because of the way in which it complicates black and white by “playing out” the possibility of an erotic cross-racial relationship. At the same time, through a multitude of complex plot twists and unexpected revelations, the logic of play’s narrative undermines the legitimacy of interracial unions and, thereby, helps to minimize their disruptive potential. By using the explosive and contested space of the play’s narrative, this reading helps to foreground moments in the past when blackness and whiteness are destabilized in a manner that reinforces current anti-essentialist debates about race and identity.

My reading of The White Slave suggests the way in which the play engages in multiple racial performances and depicts race in performative terms. That is to say that the play produces an interracial union that is part of a broader performance—a performance of multiple articulated racial subjectivities, of miscegenation, of hierarchical power relations—that simultaneously challenges and reinforces what it attempts to represent. The contradictions produced by these cross purposes demonstrate the ambivalence that usually characterizes depictions of interracial unions. For, while most portrayals of cross-racial relationships indicate that they will fail, they also leave many of the conflicting issues and possibilities generated by the union unresolved and unexplored. This ambiguity not only complicates these representations of intimate black/white relations, it also provides a starting point for rearticulating the complexity of racial identities that are, more often than not, defined in opposition to each other…

…Historicizing Miscegenation

The word miscegenation—a derogatory term for cross-racial sexual relations—was popularized in the United States by pro-slavery journalist David Croly in 1863. His inflammatory pamphlet, “Miscegenation: The Theory of the Blending of the Races, Applied to the White Man and the Negro,” intentionally played on the fears of many white Americans by disingenuously advocating interracial marriage and by suggesting that mixed races were superior to “pure” ones. Although cross-racial unions were not new and sexual relations between white planters and their black slaves were tenuously accepted as one of the unfortunate evils of slavery, this sensational document stirred up many anxieties about the negative effects of black and white sexual contact…

Read the entire article here.

“A blood mixture which experience has shown furnishes the very highest grade of citizen-material”: Selective Assimilation in a Polynesian Case of Naturalization to U.S. Citzenship

American Studies (ISSN: ISSN 0026-3079)
Volume 45, Number 3 (Fall 2004)
pages 33-48

J. Kēhaulani Kauanui, Associate Professor of American Studies and Anthropology
Wesleyan University

On the 11th of July, 1928, the front page of the Honolulu Pacific Advertiser read: “75 per cent white blood satisfies U.S.” The article reported what seems to be the landmark decision of U.S. District Court Judge William Lymer to allow a racially mixed Pacific Islander—Alfred Milner Stephen—to naturalize to U.S. citizenship. While the discussion focused on naturalization and citizenship, in Stephen’s case, blood racialization also played a key role. By blood quantum logic, Stephen was identified as three-quarters English and one-quarter Polynesian, the latter inherited from his mother, who was referred to as “half English and half Polynesian.” Judge Lymer argued that Stephen’s “predominance” of “white blood” qualified him for citizenship.

In 1790, when Congress passed a law to establish a uniform standard for naturalization—the Nationality Act—it was limited to “all free white persons.” Although Congress amended the Nationality Act in 1870, it did so only to conform to the intent of the Reconstruction amendments by expanding eligibility for naturalization only to “aliens of African nativity and persons of African descent” (Ancheta 1998, 23). Judge Lymer, who made clear that he was determining whether Stephen was a “white person” within the meaning of the 1870 nationality law, made him, in the words of Ian Haney Lopez, “white by law” (1996)…

…However, the justifications for racial prerequisites changed. For over thirty years in the late nineteenth and early twentieth centuries courts assumed that scientific evidence and common knowledge were consistent in defining who was “white.” But, as contradictions between scientific evidence and common knowledge became more pronounced (e.g. as when anthropologists classified some dark-skinned people as Caucasians), courts increasingly came to rely on common knowledge justifications alone (Lopez 1996, 7).

The Stephen case revealed the confusion surrounding the “scientific” and “common knowledge” definitions of whiteness. In petitioning for naturalization, Stephen was challenging longstanding legal precedent based on “scientific evidence” and “common knowledge,” but, as courts increasingly relied on the latter, it became apparent that the two definitions could no longer be reconciled. Judge Lymer reflected this problem when he remarked that the Stephen case was the first time a federal court had considered status of a person with “more than half white blood” and “less than one half Polynesian, Malay, or Oriental blood.” The Stephen case reveals the complicated intersections of race and nation in early twentieth-century American culture.

This essay discusses the rationales that guided the judge’s decision. It was the “predominance” of whiteness mixed with Stephen’s “Polynesian blood” that made the difference in the court’s decision. But that factor alone did not motivate Judge Lymer’s decision. Pervasive notions about the potential for Hawaiians to assimilate and to fulfill the requirements of American citizenship were also crucial in this ruling. Although the court recognized Stephen as Polynesian, it deemed him white enough to become American. Stephen could be de-racialized as a legal subject in the courtroom because of racial logic that assumed the easy assimilation of Polynesians based on the historical treatment of racially mixed Hawaiians. Hawaiians and some other Pacific Islanders—in this case Stephen was identified as a Polynesian who came from “Neuru Island”—were inconsistently incorporated into whiteness through a process of selective assimilation. That is, they were selectively incorporated as whites when racially mixed (depending on degree), where white “blood”—in relation to indigenous “blood”—has been figured as a solvent…

Read the entire article here.

CU group promoting multiracial experience wins ’02 Perkins Prize

The Cornell Chronicle
Cornell University
2002-04-02

A Cornell campus organization that promotes and celebrates the multiracial experience at the university and in the Ithaca community will be the recipient of the 2002 James A. Perkins Prize for Interracial Understanding and Harmony.

The group BLEND (Bi-/Multiracial Lineages, Ethnicities and Nationalities Discussion) and its founder and president, Cornell senior Tamika Lewis, will be presented with the eighth annual Perkins Prize, including an award of $5,000, by Cornell President Hunter Rawlings during a ceremony Tuesday, April 9, at 4:15 p.m. in the Memorial Room of Willard Straight Hall on campus.

Also awarded will be two finalists for the prize: Salah Hassan, associate professor of Africana studies and chair of the Department of History of Art, for his organization of the 2001 Blackness in Color Art Exhibition at Cornell’s Herbert F. Johnson Museum of Art; and the seminar series “Leadership, Management and Diversity in Corporate America” and the course “Diversity and Inclusion in Organizations,” developed by Quinetta Roberson, assistant professor in the School of Industrial and Labor Relations. The two finalists each will be awarded cash prizes of $1,000.

BLEND, which was founded by Lewis in the fall semester of 2001, focuses on issues involved with being of mixed-racial background. The organization has hosted a film series at Robert Purcell Community Center, showing films about interracial relationships; co-sponsored with the Cornell Filipino Association a lecture by Melissa Howard of MTV’s The Real World, titled “The ‘Real’ Story on Ethnic Identity”; and also participated in the Anti-Racism Teach-In on campus Nov. 11, presenting a workshop on the mixed-race experience. BLEND also coordinated a program with the Greater Ithaca Activities Center and Beverly J. Martin Elementary School in Ithaca titled MIRAR (Multicultural Initiative for Racial Awareness through Reading). The program’s goals are to foster racial awareness in children and, in the process, hone their reading skills by using books that incorporate multiracial, interracial and multicultural themes. In the spring semester, BLEND brought an award-winning photo-text exhibit to Cornell titled “Of Many Colors: Portraits of Multiracial Families.”…

Read the entire article here.

“Unknown” Students on College Campuses: An Exploratory Analysis

The James Irvine Foundation
December 2005
20 pages

Campus Diversity Initiative Evaluation Project Team (Claremont Graduate University and the Association of American Colleges and Universities):

Daryl G. Smith, Co-principal Investigator
José Moreno, Senior Research Analyst
Alma R. Clayton-Pedersen, Co-principal Investigator
Sharon Parker, Co-principal Investigator
Daniel Hiroyuki Teraguchi, Research Associate

with

Suzanne Benally, Campus Liaison
Susan E. Borrego, Campus Liaison
Jocelyn Chong, Research Associate
Mari Luna De La Rosa, Research Associate
Mildred García, Campus Liaison
Jennie Spencer Green, Campus Liaison
Belinda Vea, Research Associate

A research brief from The James Irvine Foundation Campus Diversity Initiative Evaluation Project

In response to the increasing number of students who fall into the “race/ethnicity unknown” category of post-secondary demographic data, this exploratory study devised a method to ascertain the racial/ethnic backgrounds of these students by comparing existing enrollment data to a second, independent data set. The method was tested at three small private institutions in California. Our findings suggest that overall, a sizeable portion of students in the unknown category are white, in addition to multiracial students who may have selected white as one of their categories. These findings—while not necessarily generalizable—alert campus leaders of the need to attend to this growing segment of the student population and to how the United States is diversifying in more complex ways than ever before. The brief concludes with recommendations for future research and for both campus and federal data collection and use.

Table of Contents

• Executive Summary
• Introduction: The Rise in “Unknown” Students on College Campuses
• Methodology: Identifying the “Unknowns”
• Findings: A Sizeable Portion of “Unknown” Students Are White
• Implications: Accuracy Depends on the “Unknowns”
• Recommendations: Improving Data Collection and Use
• Conclusion
• Bibliography
• Appendix
• Contributors

Read the entire report here.

Blurred Borders for Some but not “Others”: Racialization, “Flexible Ethnicity,” Gender, and Third-Generation Mexican American Identity

Sociological Perspectives
Volume 53, Number 1 (Spring 2010)
Pages 45–72
DOI: 10.1525/sop.2010.53.1.45

Jessica M. Vasquez, Assistant Professor of Sociology
University of Kansas

How are the lives of middle-class third-generation Mexican Americans both racialized and gendered? Third-generation Mexican Americans in California experience a racialization process continuum that extends from “flexible ethnicity,” the ability to be considered an “insider” in different racial/ethnic communities, to racialization as nonwhite that is enforced through the deployment of negative stereotypes. Using interview data, the author finds that women are afforded more “flexible ethnicity” than men. Accordingly, men are more rigorously racialized than women. Women are racialized through exoticization, whereas men are racialized as threats to safety. Lighter skinned individuals escaped consistent racialization. These findings have consequences for the incorporation possibilities of later-generation Mexican Americans, as women and light-skinned (often multiracial) individuals are more frequently granted “flexible ethnicity” and less strongly racialized than men and dark-skinned (often monoracial) individuals. Even among the structurally assimilated, contemporary racial and gender hierarchies limit the voluntary quality of ethnicity among third-generation Mexican Americans.

Read or purchase the article here.

Chinos and Paisanos: Chinese Mexican Relations in the Borderlands

Pacific Historical Review
Volume 79, Number 1 (February 2010)
Pages 50–85
DOI: 10.1525/phr.2010.79.1.50

Julian Lim
Cornell University

In 1920 Manual Lee Chew’s family held a great wedding banquet at the Casa Blanca restaurant, located in the center of Mexicali’s la Chinesca [Chinatown].  All of the Lees, along with their paisanos [countrymen], were there to celebrate. It was a momentous occasion as well, for the bride was one of the first Mexicans to marry a Chinese in Mexicali.  For family friends such as Samuel Lee, it was the perfect event for sharing their good fortune and wishes with the happy couple: Samuel Lee proudly lent his cherished Cadillac to Lee Chew for the wedding.  More that seventy years later, memories about the great celebration and other experiences of Chinese immigrants in the Mexican borderlands…

Read or purchase the article here.

“Sons of White Fathers”: Mulatto Vengeance and the Haitian Revolution in Victor Séjour’s “The Mulatto”

Nineteenth-Century Literature
Volume 65, Number 1 (June 2010)
Pages 1–37
DOI: 10.1525/ncl.2010.65.1.1

Marlene L. Daut, Assistant Professor of English and Cultural Studies
Claremont Graduate University, Claremont, California

Although many literary critics have traced the genealogy of the tragic mulatto/a to nineteenth-century U.S. letters, in this essay I argue that the theme of tragedy and the mixed-race character predates the mid-nineteenth-century work of Lydia Maria Child and William Wells Brown and cannot be considered a solely U.S. American concept. The image can also be traced to early-nineteenth-century French colonial literature, where the trope surfaced in conjunction with the image of the Haitian Revolution as a bloody race war. Through a reading of the Louisiana-born Victor Séjour’s representation of the Haitian Revolution, “Le Mulâtre” or “The Mulatto,” [Read the entire text in French here.] originally composed in French and first published in Paris in 1837, this essay considers the implications of the conflation of the literary history of the tragic mulatto/a with the literary history of the Haitian Revolution in one of the first short stories written by an American author of African descent.

Read or purchase the article here.