Mixed Race Studies

Mixed-race Matters: the Growing Multiracial Population and its Implications for Libraries

PIPEline: Addressing the intersections between Power, Identity, Privilege, and Equity within our library work
University of Michigan Library
Ann Arbor, Michigan
2019-06-05

Marna Clowney-Robinson, Access & Information Services Librarian

Karen Downing, Education Librarian

Darlene Nichols, Social Work Librarian

Helen Look, Collection Analyst

The expression of social and cultural identities matter to people in a myriad of ways—seeing one’s self-reflected on campuses, in schools and communities matters (Gaetano, 2015; Laffer, 2017; P., Mindy, 2019). This fact is important to libraries of all types as we think about library collections, services and staff. We know from research and from phenomena all around us that when people see themselves positively reflected in film, books, social media, news, music, theater, that those cultural memory institutions grow in their perceived relevance and significance to their communities (Downing, 2009; Tillson, 2011).

Take as an example, Marley Dias’ #1000blackgirlbooks movement. Marley was only ten years old when she launched her movement to donate books to girls of African descent that featured African American female protagonists because not one of her required school readings featured Black girls as main characters (Grassroots Community Foundation, 2019). The We Need More Diverse Books movement has raised awareness and in recent years the number of published diverse books has increased substantially. 28% of the children’s books published in 2018 had main characters who were Asian American, Black, Latinx, and American Indian/First Nation yet only 50% of the children’s books about African Americans are written by people of that background (Cooperative Children’s Book Center, 2019). The numbers for mixed race identities in children’s books are not tracked but they are presumably an even smaller percentage…

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The school experiences of mixed-race white and black Caribbean children in England

Ethnic and Racial Studies
Published online 2018-10-01
DOI: 10.1080/01419870.2018.1519586

Kirstin Lewis
Department of Educational Studies, Goldsmiths, University of London, London
School of Education, University of Durham, Durham, United Kingdom

Feyisa Demie, Honorary Fellow
School of Education
University of Durham, Durham, United Kingdom

This research aims to explore the school experiences of mixed white/ black Caribbean children in English schools. The overarching findings of this research confirm that although the mixed-race population as a whole is achieving above the national average, the mixed white/ black Caribbean group is consistently the lowest performing mixed-race group in the country. Views of pupils, their parents and teachers in two London secondary schools suggest various reasons why mixed white/ black Caribbean pupils might continue to be the lowest performing mixed group in the country. These included experiences of marginalization and invisibility in school life, the low expectations that teachers held about them, the lack of knowledge about how to support them at school and how all these issues were exacerbated by the friendship groups they mixed in. This research paper discusses these critical factors in detail and their implications for policy and further research.

Read or purchase the article here.

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

UC Santa Barbara Library
University of California, Santa Barbara
May 2019

G. Reginald 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…

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Constructions of race in Brazil: resistance and resignification in teacher education

International Studies in Sociology of Education
Volume 27, 2018 – Issue 2-3: Special Issue: Migration, Borders, and Education: International Sociological Inquiries
pages 307-323
DOI: 10.1080/09620214.2018.1444504

Joel Austin Windle
Department of Modern Languages
Universidade Federal Fluminense, Niteroi, Brazil

Kassandra Muniz
Departamento de Letras
Universidade Federal de Ouro Preto, Mariana, Brazil

This paper reflects on racial identification in Brazil, considering how concepts of race travel internationally and are transformed locally. In light of the silencing of issues of race in Brazilian public education, we analyse the experiences of student teachers of colour participating in a professional development project coordinated by the authors. We report findings of a qualitative study arising from the project, based on reflective journals and interviews, and focusing on processes of racial resignification and resistance. The narratives produced by participants are situated in relation to dominant discourses of racial democracy and mixing, which deny the possibility of a politicised Afro-Brazilian identity. We show how hybrid identifications, drawing on cultural resources and networks that involve transnational circulation, are part of the construction of new social identities in the context of teacher education.

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My First School Talk On Raising Mixed Kids

Sharon Chang: author | photographer | activist
2019-03-21

Sharon H. Chang

I gave the first, dedicated talk I’ve ever given on raising Mixed Race children in Seattle, Tuesday, March 5: “Raising Mixed Kids: Multiracial Identity & Development.”…

Teaching a rallying cry to K-2 students earlier this week. Omg look at these beautiful babies and all the hope/possibility they represent. Equity work can be so depressing. But this? GIVING ME LIFE. pic.twitter.com/4SnbDBna9H

— Sharon H Chang (@sharonhchang) March 22, 2019

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A Proposal for Afro-Hispanic Peoples and Culture as General Studies Course in African Universities

Humanities
Volume 8, Issue 1 (2019)
11 pages
DOI: 10.3390/h8010034

Purity Ada Uchechukwu
Department of Modern European Languages
Nnamdi Azikiwe University, Awka 0000, Nigeria

After centuries of denial, suppression and marginalization, the contributions of Afro-Hispanics/Latinos to the arts, culture, and the Spanish spoken in the Americas is gradually gaining recognition as Afro-descendants pursue their quest for visibility and space in Spanish America. Hand in hand with this development is the young generation of Afro-Latinos who, are proud to identify with the black race. Ironically, the young African student has very little knowledge of the presence and actual situation of Afro-descendants in Spanish-speaking America. This is because many African universities still follow the old colonial system which excludes knowledge of the presence and cultures of the once enslaved Africans in the Spanish speaking world. Thus, while Afro-descendants are fighting for visibility and recognition in Spanish America, they remain almost invisible in the African continent. The aim of this paper is to propose a curriculum, Afro-Hispanic Peoples and Culture, as a general studies course in African universities. Such a curriculum would create in Africa the much-needed visibility and contributions of Afro-descendants in Spanish-speaking America, and also foster collaborative works between young African academics and their counterparts in the Americas.

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Testing Common Misconceptions about the Nature of Human Racial Variation

The American Biology Teacher
Volume 79 Number 7 (September 2017)
pages 538-543
DOI: 10.1525/abt.2017.79.7.538

Amelia R. Hubbard, Associate Professor
Department of Sociology and Anthropology
Wright State University, Dayton Ohio

Race is a hot-button topic in American society, but one that needs to be addressed in the biological science curriculum. This paper examines how college students in a large introductory course came to understand race through the exploration of four key concepts about the nature of human biological and genetic variation. Using clicker data collected from four courses (n = 296), change in starting and ending understanding of content was compared using paired t-tests and mean difference scores. Results indicate statistically significant improvement in student understanding of common fallacies of the “biological race concept” after a single exposure to content.

Read or purchase the article here.

Slavery graphic novel goes to schools to shed light on Scots history

The National
2018-08-09

Kirsteen Paterson

The work is an ‘ambitious collaboration’ between independent publisher BHP Comics and Glasgow University

EVERY third year pupil in Scotland is to be schooled on Scotland’s slave past thanks to a new graphic novel.

As many as 12,000 copies of Freedom Bound, which draws from research into slavery in the 1700s, are to be distributed around the country within weeks.

The work is an “ambitious collaboration” between independent publisher BHP Comics and Glasgow University, with illustrations from veteran artist Warren Pleece, whose credits include DC Comics and 2000AD.

The result is 144 pages that tell the stories of three people brought to Scotland to serve white masters…

…Launching the online archive in June, Professor Simon Newman of Glasgow University, who worked on Freedom Bound, said the loss of slave stories from the national memory had been “accidental”, telling The National: “Because there weren’t huge numbers of these people, because they formed relationships with the white population, they just disappeared.

“I suspect there are a good number of us who have African DNA.”

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The Matrix of Race: Social Construction, Intersectionality, and Inequality

SAGE Publishing
October 2017
480 pages
ISBN-13: 978-1452202693

Rodney D. Coates, Professor of Global and Intercultural Studies
Miami University, Oxford, Ohio

Abby L. Ferber, Professor of Sociology
University of Colorado, Colorado Springs

David L. Brunsma, Professor of Sociology
Virginia Polytechnic Institute and State University, Blacksburg, Virginia

The Matrix of Race: Social Construction, Intersectionality, and Inequality is a textbook that makes race and racial inequality “visible” in new ways to all students in race/ethnic relations courses, regardless of their backgrounds–from minorities who have experienced the impact of race in their own lives to members of dominant groups who might believe that we now live in a “color blind” society. The “matrix” refers to a way of thinking about race that reflects the intersecting, multilayered identities of contemporary society, and the powerful social institutions that shape our understanding of race. Its goals are to help readers get beyond familiar “us vs. them” arguments that can lead to resistance and hostility; promote self-appraisal; and stimulate more productive discussions about race and racism.

Contents

• PREFACE
• ACKNOWLEDGMENTS
• ABOUT THE AUTHORS
• PART I. INTRODUCTION TO RACE AND THE SOCIAL MATRIX
  • Chapter 1. Race and the Social Construction of Difference
    • The Social Construction of Race
    • The Social Matrix of Race
    • The Operation of Racism
    • Our Stories
    • Key Terms
    • Chapter Summary
  • Chapter 2. The Shaping of a Nation: The Social Construction of Race in America
    • Race Today: Adapting and Evolving
    • Indigenous Peoples: The Americas before Columbus
    • Discovery and Encounters: The Shaping of Our Storied Past
    • The U.S. Matrix and Intersectionality— Where Do We Go from Here?
    • Key Terms
    • Chapter Summary
• PART II. THE MATRIX PERSPECTIVE ON SOCIAL INSTITUTIONS
  • Chapter 3. The Social Construction and Regulation of Families
    • Historical Regulation of the Family
    • Family Inequality Theories
    • Family Inequality through the Matrix Lens
    • Transforming the Ideal Family Narrative
    • Key Terms
    • Chapter Summary
  • Chapter 4. Work and Wealth Inequality
    • Recent Trends in Work and Wealth
    • Theories of Economic Inequality
    • Applying the Matrix to the History of Economic Inequality in the United States
    • Transforming the Story of Race and Economic Inequality
    • Key Terms
    • Chapter Summary
  • Chapter 5. Health, Medicine, and Health Care
    • Patterns of Inequality in Health and Health Care
    • Theorizing Inequality in Health and Health Care
    • Applying the Matrix to Health Inequity and Inequality
    • Resisting and Transforming Inequality in Health and Health Care
    • Key Terms
    • Chapter Summary
  • Chapter 6. Education
    • The Shaping of the Matrix of U.S. Education
    • Theories of Education
    • Examining the Concealed Story of Race and Education through the Matrix
    • Alternative Educational Movements and the Future of Education
    • Key Terms
    • Chapter Summary
  • Chapter 7. Crime, Law, and Deviance
    • A History of Race, Crime, and Punishment
    • Sociological Stock Theories of Crime and Deviance
    • Applying the Matrix to Crime and Deviance
    • Transforming the Narrative of Race, Crime, and Deviance
    • Key Terms
    • Chapter Summary
  • Chapter 8. Power, Politics, and Identities
    • Contemporary Political Identities
    • Critiquing Sociological Theories of Power, Politics, and Identity
    • Applying the Matrix of Race to U.S. Political History
    • Building Alternatives to the Matrix of Race and Politics
    • Key Terms
    • Chapter Summary
  • Chapter 9. Sports and the American Dream
    • The State of Sport Today
    • Examining Stock Sociological Theories of Sport
    • Applying the Matrix to Sports in the United States
    • Creating a New Playing Field
    • Key Terms
    • Chapter Summary
  • Chapter 10. The Military, War, and Terrorism
    • Class, Gender, and Race in the U.S. Military
    • Military Sociology Stock Theories
    • Applying the Matrix Approach to U.S. Military History, War, and Terrorism
    • A More Inclusive Future
    • Key Terms
    • Chapter Summary
  • Conclusion
• GLOSSARY
• REFERENCES
• INDEX

Identity Politics of Difference: The Mixed-Race American Indian Experience

University Press of Colorado
2017-08-15
168 pages
1 table
Hardcover ISBN: 978-1-60732-543-7

Michelle R. Montgomery, Assistant Professor
School of Interdisciplinary Arts & Sciences, American Indian Studies, and Ethnic, Gender & Labor Studies
University of Washington, Tacoma

In Identity Politics of Difference, author Michelle R. Montgomery uses a multidisciplinary approach to examine questions of identity construction and multiracialism through the experiences of mixed-race Native American students at a tribal school in New Mexico. She explores the multiple ways in which these students navigate, experience, and understand their racial status and how this status affects their educational success and social interactions.

Montgomery contextualizes students’ representations of their racial identity choices through the compounded race politics of blood quantum and stereotypes of physical features, showing how varying degrees of “Indianness” are determined by peer groups. Based on in-depth interviews with nine students who identify as mixed-race (Native American–White, Native American–Black, and Native American–Hispanic), Montgomery challenges us to scrutinize how the category of “mixed-race” bears different meanings for those who fall under it based on their outward perceptions, including their ability to “pass” as one race or another.

Identity Politics of Difference includes an arsenal of policy implications for advancing equity and social justice in tribal colleges and beyond and actively engages readers to reflect on how they have experienced the identity politics of race throughout their own lives. The book will be a valuable resource to scholars, policy makers, teachers, and school administrators, as well as to students and their families.