Mixed Race Studies

University of California, Santa Barbara (UCSB) Special Research Collection

Library at University of California, Santa Barbara
2022-08-22

G. Reginal Daniel, Professor of Sociology
University of California, Santa Barbara

G. Reginald Daniel, UCSB Professor of Sociology and member of the Advisory Board of MASC (Multiracial Americans of Southern California), and Paul Spickard, UCSB Professor of History, in coordination with Danelle Moon, Head of UCSB Library Special Research Collection, have been collecting primary documents from support and educational organizations involved in the multiracial movement, particularly from the late 1970s through the early 2000s. This period was the height of discussions surrounding changes in official data collection on race, as in the census, to make it possible for multiracial individuals to identify as such.

HISTORY

Beginning in the late 1970s and early 1980s, interracial families and multiracial adults became part of a multiracial movement that endeavored, among other concerns, to change official racial-data collection standards that required individuals to identify with only one racial background. Activists were unsuccessful in bringing about changes on the 1990 census. Yet their efforts intensified in the wake of the census. Consequently, by the 2000 census, for the first time, and largely through the activism of multiracial organizations, multiracial-identified individuals were allowed to self-enumerate by checking more than one racial box on the census.

On the 2000 census, multiracials (or the “more than more race” population) totaled 7 million or 2.4 percent of the population. Based on 2010 census data their numbers increased to 9 million people—or 2.9 percent of the population. Although multiracials still make up only a fraction of the total population, this is a growth rate of about 32 percent since 2000.

WHY CALIFORNIA, WHY SANTA BARBARA

The West Coast, particularly California and Hawaii, has the highest concentration of interracial couples and the largest number and highest proportion of multiracial-identified individuals. California, in particular, has been a major center of multiracial activism, as well as academic research and university courses on multiracial identity. The University of California, specifically the Berkeley and Santa Barbara campuses, has the longest-standing university courses on this topic in the United States.

The UCSB Library Special Research Collection currently holds documents from iPride (Interracial/Intercultural Pride) and MASC, which, along with IMAGE, the Amerasian League, and Hapa Issues Forum, are among the local support and educational organizations founded in California. The Association of MultiEthnic Americans (AMEA), which was a national umbrella organization for numerous local groups, as well as A Place for Us National (APUN), which was another national organization, originated and maintained headquarters in California. Project RACE (Reclassify All Children Equality) is an additional national organization with headquarters in California although it was originally located in Roswell, George. That said, iPride and MASC are the two oldest organizations founded in California as well as two of the oldest organizations nationally. Moreover, they were two of the organizations most actively involved in deliberations surrounding the collection of official data on race.

HOW TO CONNECT

The documents from iPride and MASC have been catalogued and are ready for public perusal by those interested in consulting primary documents on the multiracial movement. Currently, the items can only be viewed within the Special Research Collection reading room. Hopefully, the library will be able, at some point in the near future, to secure funding to make many, if not all, of the documents available online. A list of the library holdings can be found on the UCSB Library website (https://www.library.ucsb.edu) under the heading “Archives and Manuscripts” by entering “Multiracial” in the “Search” box. That will take clients to the individual iPride and MASC collections. Clients can download a pdf that contains the specific holdings for each organization after clicking on the red- highlighted organization titles. Go to the upper righthand corner and click “View entire collection guide.” Subsequent documents donated by other organizations will be similarly catalogued.

2022 CMRS Conference Is Two Weeks Away!

Critical Mixed Race Studies Association
2022-01-24

*** View the program schedule here! ***

REGISTER NOW!
It is not too late to register for the 6th biennial Critical Mixed Race Studies Conference titled Ancestral Futurisms: Embodying Multiracialities Past, Present, and Future to be held virtually February 24-26, 2022. To register, click here.

BECOME AN EXHIBITOR
For a small $10 fee you can advertise your business and/or sell your wares during the CMRS Conference in our virtual exhibitor space. Register here.

BECOME A CONFERENCE SPONSOR
It’s not too late to become a 2022 CMRS conference sponsor. Sponsors receive advertisement on the conference website, free registration for students or community members, and conference merchandise featuring the brilliant art image “Transition” by artivist Favianna Rodriguez.

To become a sponsor please go to our Eventbrite page here.

NEW! View the program guide here.

Preparing for Higher Education’s Mixed Race Future: Why Multiraciality Matters

Palgrave Macmillan
2022-02-09
237 pages
5.83(w) x 8.27(h) x (d)
Hardcover ISBN: 9783030888206
eBook ISBN: ISBN: 978-3-030-88821-3

Edited by:

Marc P. Johnston-Guerrero, Associate Chair of the Department of Educational Studies; Associate Professor in the Higher Education and Student Affairs
Ohio State University

Lisa Delacruz Combs, Ph.D. Candidate
The Ohio State University

Victoria K. Malaney-Brown, Director of Academic Integrity
Columbia University

• Traces a multiracial trajectory to and through higher education – from pre-college adolescents to post-tenure faculty
• Complicates common constructs within higher education by examining them through a mixed race lens
• Critically advances multiraciality in alignment with larger anti-racist and social justice efforts

Increasing attention and representation of multiraciality in both the scholarly literature and popular culture warrants further nuancing of what is understood about multiracial people, particularly in the changing contexts of higher education. This book offers a way of Preparing Higher Education for its Mixed Race Future by examining Why Multiraciality Matters. In preparation, the book highlights recent contributions in scholarship – both empirical studies and scholarly syntheses – on multiracial students, staff, and faculty/scholars across three separate yet interrelated parts, which will help spur the continued evolution of multiraciality into the future.

Table of Contents

• Section I: Foundations of Multiracial Difference
  • Chapter 1. Coming of Age: Why Multiracial Adolescence Matters for Higher Education
  • Chapter 2. College Enrollment and Multiracial Backgrounds: An Exploration of Access and Choice
  • Chapter 3. Operationalizing Multiracial Consciousness: Disrupting Monoracism at a Historically White Institution
• Section II: Complex Identities Nuancing Multiraciality
  • Chapter 4. The “Hot Ho” and the Unwanted, Colored Male: Gendered Multiracial Subjectivities Hailed through Contemporary Racial Discourse
  • Chapter 5. In Pursuit of a Leadership Identity: Exploring the Role of Involvement in Cultivating a Multiracial Identity at a Hispanic Serving Institution
  • Chapter 6. The Complexity of Black Biracial Identity within the Contexts of Peer and Student Service Interactions at a Predominately White Institution
  • Chapter 7. I am Black and …: Complexities of Being a Marginalized Multiracial Higher Education Professional in Times of Heightened Racial Tensions
  • Chapter 8. Are We Enough? Exploring Multiracial Staff Identities through the Narratives of Mixed Filipinx Americans
• Section III: Nuancing Multiracial Engagement and Outcomes
  • Chapter 9. Sense of Belonging for Multiracial and Multiethnic College Students
  • Chapter 10. “Campus Feels Different to Me”: Comparing Climate Experiences of White vs. Non-White Multiracial College Students
  • Chapter 11. Damned If You Do, Damned If You Don’t: The Trials and Tribulations of Multiracial Student Activism
  • Chapter 12. Pedestaled or Pigeonholed? Multiracial Scholars Traversing Monoracial Academia
  • Chapter 13. Conclusion: What Difference Does Multiraciality Make? Reflections and Future Directions

Making Mixed Race Matter

People In Harmony
2021-08-31

People in Harmony, PIH, is hosting the first event of the Mixed Race Research Network via Zoom with a workshop and studies.
With an increasing interest and the need for Research of Mixed Race Experiences PIH is establishing a network of researchers to share information and findings.

The first event is online at 1:00pm – 4:00pm (12:00-15:00Z, 13:00-16:00 BST, 08:00-11:00 EDT) Saturday 16th October 2021 with –

• An exploration of Black and Minority Ethnic Inter Racial Couples experiences of Race and Ethnicity constructs: their lived experiences as a Multi Ethnic Family by Mala McFarlane.
• The mixed race war babies of black GIs and British women by Dr Lucy Bland, Professor of Cultural History at Anglia Ruskin University.
• Opportunities to share, hear and discuss your experiences and data, of studying our field of work…

For more information, click here.

Competencies for Counseling the Multiracial Population: Then, now, and beyond

Thursday, March 25, 2021, 13:00-14:30 EDT

The Competencies for Counseling the Multiracial Population (2015), endorsed and adopted by the American Counseling Association Governing Council in March 2015, were created to continue efforts initiated by the Multiracial/Multiethnic Counseling Concerns Interest Network (MRECC) in awareness, knowledge, and skills related to work with this population. During this session we will hear from the authors of the competencies on its history and ensuing impact and utilization. We will engage in a discussion about salient issues related to multiethnic, multiracial, and transracial adoptee individuals and communities, with an intentional focus on the current sociopolitical context and next steps related to advocacy, leadership, research, counseling, and counselor education.

Learning Objectives

1. Attendees will learn about the history of the Competencies for Counseling the Multiracial Population
2. Attendees will learn about the impact and utilization of the competencies within advocacy, leadership, research, counseling, and counselor education
3. Attendees will learn about, conceptualize, and contextualize multiethnic, multiracial, and transracial adoptee issues within advocacy, leadership, research, counseling, and counselor education

Please visit the MMCG Google Site to view panelist bios here.

To register, click here.

For more information, please contact vpmulti@amcd.info.

Warmly,

Regina Finan, MMCG Vice President

‘Complicating my place:’ multiracial women faculty navigating monocentricity in higher education––a polyethnography

Race Ethnicity and Education
Published online: 2020-04-23
DOI: 10.1080/13613324.2020.1753679

Kelly F. Jackson, Associate Professor of Social Work
Arizona State University

Dana J. Stone, Associate Professor of Educational Psychology and Counseling
California State University, Northridge

E. Namisi Chilungu, Clinical Assistant Professor of Psychology
Georgia State University

Jillian Carter Ford, Associate Professor of Social Studies Education
Kennesaw State University, Kennesaw, Georgia

This polyethnography is an interdisciplinary collaboration between four multiracial women faculty employed at different universities across the US to examine their experiences navigating monocentricity in higher education. This insightful study amplifies the voices of a particular subset of women of color faculty who identify multiracially – a group overlooked in existing literature examining diverse faculty experiences in higher education. Utilizing Multiracial Critical Race Theory (MultiCrit), we reflex on the similarities and nuances that exist within and between our written stories of experience. Conjointly, our critical reflections reveal the prevalence of monoracism within institutions of higher education, which places both internal and external pressures on multiracial women faculty to demarcate themselves monoracially, while simultaneously maintaining a clandestine borderland identity within their departments. Implications for this study reveal the importance of multiracial counterspaces for multiracial faculty as a form of resistance against monocentricity in US institutions of higher education.

Read or purchase the article here.

Raising Multiracial Children: Tools for Nurturing Identity in a Racialized World

Penguin Random House Canada
2020-04-07
224 pages
Paperback ISBN: 9781623174491
Ebook ISBN: 9781623174507

Farzana Nayani

The essential guide to parenting multiracial and multiethnic children of all ages—and learning to nourish, support, and celebrate their multiracial identity.

While the fastest growing demographic in the US is comprised of people who identify as two or more races, parents of muliethnic kids still lack practical, concrete resources written just for them. In a world where people are more likely to proclaim colorblindness than talk openly about race, how can we truly value, support, and celebrate our kids’ identity? How can we assess our own sense of racial readiness, and develop a deeper understanding of the issues facing multiracial children today?

Raising Multiracial Children gives parents the tools for exploring race with their children, offering practical guidance on how to initiate conversations; consciously foster multicultural identity development; discuss issues like microaggressions, intersectionality, and privilege; and intentionally cultivate a sense of belonging. It provides an overview of key issues and current topics relevant to raising multiracial children and offers strategies that can be implemented in the classroom and at home, with developmentally appropriate milestones from infancy through adulthood. The book ends with resources and references for further learning and exploration.

Race, genetics and pseudoscience: an explainer

Ewan’s Blog: Bioinformatician at Large
2019-10-24

Ewan Birney, Joint Director
European Molecular Biology Laboratory, European Bioinformatics Institute (EMBL-EBI), Cambridgeshire, United Kingdom

Jennifer Raff, Assistant Professor of Anthropology
University of Kansas

Adam Rutherford, Professor of Genetics, Evolution & Environment
University College London

Aylwyn Scally, Professor of Genetics
University of Cambridge

Human genetics tells us about the similarities and differences between people – in our physical and psychological traits, and in our susceptibility to disorders and diseases – but our DNA can also reveal the broader story of our evolution, ancestry and history. Genetics is a new scientific field, relatively speaking, merely a century old. Over the last two decades, the pace of discovery has accelerated dramatically, with exciting new findings appearing daily. Even for scientists who study this field, it’s difficult to keep up.

Amidst this ongoing surge of new information, there are darker currents. A small number of researchers, mostly well outside of the scientific mainstream, have seized upon some of the new findings and methods in human genetics, and are part of a social-media cottage-industry that disseminates and amplifies low-quality or distorted science, sometimes in the form of scientific papers, sometimes as internet memes – under the guise of euphemisms such as ‘race realism’ or ‘human biodiversity’. Their arguments, which focus on racial groupings and often on the alleged genetically-based intelligence differences between them, have the semblance of science, with technical-seeming tables, graphs, and charts. But they’re misleading in several important ways. The aim of this article is to provide an accessible guide for scientists, journalists, and the general public for understanding, criticising and pushing back against these arguments…

Read the entire article here.

Multiracial Cultural Attunement

NASW Press
October 2019
2018 pages
Item #5440
ISBN: ISBN: 978-0-87101-544-0

Kelly Faye Jackson, Associate Professor
School of Social Work
Arizona State University

Gina Miranda Samuels, Associate Professor
School of Social Service Administration
The University of Chicago

“What are you?” “But you don’t sound black!” “Aw, mixed-race babies are so cute!” These microaggressions can deeply affect an individual’s basic development, identity, sense of security, and belonging. Rather than having “the best of both worlds,” research suggests that multiracial people and families experience similar or higher rates of racism, bullying, separation, suicide, and divorce than their single-race-identified peers. Multiracial people and families don’t face these challenges because they are multiracial, but because dominant constructions of race, rooted in white supremacy, privilege single-race identities. It is this foundation of monocentrism that perpetuates the continued pathologizing and exotifying of people and families of mixed-race heritage. Furthermore, pervasive but misguided claims of colorblindness often distort the salience of race and racism in our society for all people of color. This reinforces and enables the kind of racism and discrimination that many multiracial families and people experience, often leaving them to battle their oppression and discrimination alone.

In this book, Jackson and Samuels draw from their own research and direct practice with multiracial individuals and families, and also a rich interdisciplinary science and theory base, to share their model of multiracial cultural attunement. Core to this model are the four foundational principles of critical multiraciality, multidimensionality and intersectionality, social constructivism, and social justice. Throughout, the authors demonstrate how to collaboratively nurture clients’ emerging identities, identify struggles and opportunities, and deeply engage clients’ strengths and resiliencies. Readers are challenged to embrace this model as a guide to go beyond the comfort zone of their own racialized experiences to disrupt the stigma and systems of racism and monoracism that can inhibit the well-being of multiracial people and families.

With case studies, skill-building resources, tool kits, and interactive exercises, this book can help you leverage the strengths and resilience of multiracial people and families and pave the way to your own personal growth and professional responsibility to enact socially just practices.

The new one-drop rule: challenging the persistence of white supremacy with in-service teachers

Teaching Education
Volume 29, 2018 – Issue 4: What is To Be Done with Curriculum and Educational Foundations’ Critical Knowledges? New Qualitative Research on Conscientizing Preservice and In-Service Teachers
pages 330-342
DOI: 10.1080/10476210.2018.1505841

Benjamin Blaisdell, Assistant Professor
College of Education
East Carolina University, Greenville, North Carolina

The one-drop rule refers to the process of being racialized Black when someone contains any amount of Black ancestry, i.e. one drop of Black blood. In this article, I use what I call ‘the new one-drop rule’ to explain how even the smallest presence of white discourse can disrupt racial equity work in schools. Based on a critical race study in a racially desegregated elementary school, I illustrate how one drop of white discourse from even one less racially literate white teacher can cause usually more racially literate white teachers to support white supremacy. I also share how collaborative research utilizing critical race theory (CRT) can help schools build greater racial literacy and resist white discourse. I argue that critical research on race with in-service teachers should not forefront the consciousness-raising of resistant white teachers but rather center the wants, needs, and racial knowledge of racially literate teachers and especially teachers of color.

Read the entire article here.