Mixed Race Studies

Drury professor honored for research on mixed-race families

Springfield News-Leader
Springfield, Missouri
2014-10-12

Kaleigh Jurgensmeyer
Drury University

Dan Livesay, assistant history professor at Drury University, has been named the Sherman Emerging Scholar for 2014. Livesay will travel to the University of North Carolina-Wilmington next week to deliver a public lecture about his research, speak in a graduate class and share his expertise with other scholars.

The Sherman Emerging Scholar award is a national award presented by UNC-Wilmington annually to a promising young scholar. It gives the winner a platform to discuss perspectives, research and approaches to modern issues and theories in history, politics and international affairs.

Livesay’s lecture, titled “Race and the Making of Family in the Atlantic World,” will relate his research about mixed-race families in the 18th century to modern-day debates about race and family in the United States. Growing racial complexities and family belonging were important issues then as now.

“Because I was selected by a committee of historians working on lots of different periods of time and topics, it was very encouraging to discover that my particular research had something of a broad appeal,” Livesay says. “As academics, we can sometimes feel that we are only talking to a very narrow group of people about our research, and so I’m thrilled that I can present it to people from all different walks of life and intellectual interests.”

In total, Livesay spent 10 years researching, writing and revising his work, which is now in the process of being published in book form by UNC Press…

Read the entire article here.

Hapa changes name to Association of Multiracial People at Tufts to reflect new goals

The Tufts Daily
Medford, Massachusetts
2014-10-14

Yuki Zaninovich, Contributing Writer

For the Association of Multiracial People at Tufts (AMPT), there is a lot in a name. AMPT, formerly known as Tufts Hapa, aims to create a community for students who identify as persons of mixed heritage. Though the name change may seem subtle to some, it now better reflects the target demographic of the group, according to Co-President Zoe Uvin.

According to Uvin, a senior, “hapa” means “half” in Native Hawaiian and is often used to refer to people who identify as a mix of two races. However, this choice of terminology made it seem like the club had a limited scope of interest.

“The term ‘Hapa’ has the connotation of being half-Asian, so I think the name change definitely reflected our priorities much more,” Uvin said. “We’re an association, not a political group or movement of any kind, and we wanted any person who is multiracial, or feels that their family or community makes their identity multiracial, to feel welcomed to join us.”

The name change has been favorably received, according to treasurer Rachel Steindler, a sophomore…

Read the entire article here.

Exploring Identity: The Asian American Experience at Harvard

The Harvard Crimson: The University Daily since 1873
Harvard University
2014-09-25

Maia R. Silber, Crimson Staff Writer

While last year’s “I, Too, Am Harvard” focused on identity and belongingness on a multiracial campus, Harvard’s AAPI students will also examine these concepts within the context of their own community.

It is a Saturday night, and it is raining—two factors counting against attendance at the talk co-hosted by Harvard’s Asian American Brotherhood and Black Men’s Forum. But a surprising number of people have filtered through the double doors of Boylston Hall, filling the plush red chairs only vaguely oriented around an old-fashioned projector. Stragglers lean against the shade-less windows, their elbows forming perpendicular angles with the droplets pounding on the other side.

Really, it’s no surprise that neither weather nor the opportunity cost of missed social engagements has deterred the audience; the talk centers on the buzz-worthy issue of affirmative action. Both campus groups have invited an alumnus who’s an expert on the issue for two short presentations, to be followed by a Q&A.

Gregory D. Kristof ’15, the education and politics director of AAB, a campus organization whose mission statement cites dedication to brotherhood, service, and activism, introduces AAB’s alumnus. Kristof focuses on the third part of AAB’s mission—the group’s discussions of discrimination and race-relations.

“We can only make so much progress if we only discuss these issues among AAB—among Asian Americans,” he says.

As discussions about race and inclusiveness have moved to the forefront of campus life with the “I, Too, Am Harvard” campaign, many Asian American student organizations have launched their own dialogues about issues pertinent to their community. But the Asian American and Pacific Islander (AAPI) community at Harvard—representing around 24 percent of the school’s population—encompasses individuals of dozens of different national, ethnic, linguistic, socioeconomic, and religious identities. It includes students born here and students born in Asia, biracial students and multiracial students. How can a unified political force emerge from such a diverse and multifaceted population? Is this even a goal to aspire to?…

…Many students remain unsure as to how to define their own identities. “Sometimes I think of myself as Asian, but sometimes I don’t,” said Jacob. “When I see an Asian collaboration happening, do I automatically think that we should be included? Not necessarily.”

“Asian American” identities are further complicated by biracial and multiracial heritages. Harvard’s Half Asian People’s Association holds an annual discussion called “So What Are You Anyway?”…

Read the entire article here.

Number of multiracial students on rapid rise

The Korean Times
2014-09-21

Kim Se-jeong

The number of elementary, middle and high school students from multiracial families soared to a record high of 67,806 as of April, the Ministry of Education said Sunday.

That accounted for 1.07 percent of the 6.33 million total and is the first time the group has surpassed the 1 percent mark, according to the ministry.

It was also a sharp increase from last year’s 55,780 ― the total is projected to reach 100,000 in three years.

Most of the children had Korean fathers and foreign born mothers and the majority of the latter came from China followed by Japan, Vietnam, the Philippines, Thailand and Mongolia. In the case of Vietnam, the number of children almost doubled last year’s total of 6,310…

Read the entire article here.

What Are You, Anyway?

Brown Alumni Magazine
Brown University, Providence, Rhode Island
September/October 2014

Amy DuBois Barnett ’91

It was a muggy day in September 1987. Thanks to the dense New England humidity of a stubborn Indian summer, most of us pre-freshmen had hung our crisp new college outfits in the narrow dorm closets and had retreated into the baggy shorts and long tank tops that all high school students wore that year.

Brown shoulders abounded as we gathered nervously for our first group event of the Third World Transition Program, or TWTP, as it was commonly known. All non-white members of the incoming freshman class were invited for a four-day orientation that was meant to acclimate us to our Ivy League surroundings. We were supposed to commune together and develop bonds so that we would feel comfortable and at home when the “snowstorm” (our term for the arrival of the Caucasian students) hit.

Upon arriving at TWTP, my first question had been: What is up with the name? I’m from New York, not a third world country. Apparently, the program had been created to appease the mostly African American students who famously organized a walkout in 1968 to protest their lack of representation among the classes and faculty. Therefore, even though the majority of students who gathered under its banner had graduated at the top of their classes from some of the best high schools in the Western Hemisphere, the nomenclature was not to be trifled with.

Chastened by the explanation of TWTP’s genesis and shamed by my lack of knowledge about what it took to make the program a reality, I took my seat in Andrews Dining Hall next to a cool Indian girl in an all-black outfit, wearing one enormous earring. In typical teen girl fashion, we became fast friends in about fifteen minutes, but we were quickly parted when the program organizers announced that we would be gathering in ethnicity-based groups. She trotted off to join the Asian students, and I was left alone to face a difficult choice: Did I join the large fun-looking group of black students at the far end of the room who were already laughing, high-fiving, and forming cliques? Or should I join the small, sad group of biracial kids whose only unifying characteristic was parents of two different races?

Technically, I belonged with the biracial kids because my mother is African American, while my father is white and Jewish. But that characterization did not feel like home to me at all. I had been raised black, felt black, and had never once called my racial identity into question. There was no confusion or conflict in my home, either. My dad had always told me, “It’s simple. I am white and you are black.”…

Read the entire article here.

Let’s Talk About It: Multiracial Identity

University of North Carolina, Charlotte
Thursday, 2014-09-11, 12:30-13:30 EDT (Local TIme)
Union
200

Led by the Multicultural Resource Center (MRC), the Let’s Talk It Discussion Series will focus on areas of diversity through prompts that spark discussion.  These discussions are open to all and will focus on one area of diversity during each conversation.  Come prepared to share your thoughts and learn others perspectives as well. For more information please contact Regena Brown at rybrown1@uncc.edu or (704) 687-7123.

**Please note that seating is limited**

For more information, click here.

Who Are You? Multiracial Students and Microaggressions on College Campuses

NASPA: Student Affairs Administrators in Higher Education
2014-08-01

Brittany Hunt

Have you ever been in a situation where you were having a conversation with someone and then all of the sudden you feel them looking at you with a puzzled look on their face? Then here comes the question: “So…what exactly are you mixed with? What are you?” This is the subtle, intentional (or unintentional) form of racism known as a microaggressions (Sue, Capodilupo, Torino, Bucceri, Holder, Nadal, & Esquilin, 2007). This is an all too familiar experience for those who are multiracial. This article is influenced by my research study on how multiracial students manage microaggressions. In this research I looked at how microaggressions affected the student experience, and how that impacted their experience on campus. This led me to realize that each student has a different experience and we should recognize and embrace each of those experiences. This article will mainly focus on the effect of microaggressions on the experience of multiracial students using my research and other relevant literature. I will also take some time to talk about how we can create inclusive environments for multiracial students…

Read the entire article here.

How Race-Studies Scholars Can Respond to Their Haters

Vitae
A service of The Chronicle of Higher Education
2014-06-27

Stacey Patton, Senior Enterprise Reporter

Graduate school prepares students for a range of intellectual and professional endeavors. Unfortunately, responding to scholarly insults and academic shade-throwing isn’t one of them.

But for scholars in the fields of race and ethnic studies—including those who work outside the ivory tower—dealing with snide questions, nasty comments, and occasional name-calling is just part of the job description. Over the years, these academics have repeatedly told me that their work is uniquely misunderstood and dismissed by students, fellow faculty, and the general public. The election of Barack Obama, some say, has only made it tougher to defend ethnic studies: Amid declarations of a “post-racial” America, how do you explain why you study and write about racism?

Nearly every race-studies scholar—white professors included—can identify a phrase that drives them uniquely nuts: “Stop playing the race card.” “What about white studies?” “Racism is no longer an issue. Why are you beating a dead horse?”…

…“We were hoping for a black candidate.” —Matthew Pratt Guterl, Professor of Africana studies and American studies,  Brown University…

…“Ethnic studies isn’t a real discipline.” —David J. Leonard, Associate professor of critical culture, gender, and race studies, Washington State University at Pullman…

…“Do you have a Ph.D.?”  —Kerry Ann Rockquemore, CEO and president, National Center for Faculty Development & Diversity…

Read the entire article here.

UCLA Mixed Heritage Conference 2014 – Mixed Stories

Team Mixed Show
University of California, Los Angeles Mixed Heritage Conference 2014
2014-06-18

Recorded at the Mixed Student Union at UCLA’s Mixed Heritage Conference, April 2014. Participants at the conference share their stories.

*Our apologies to the people who we filmed but did not make it into the video. Our second data card malfunctioned and we lost quite a bit of footage, unfortunately this was the footage of the mixed Black participants.

Thank you to all who participated on and off camera and to the Mixed Student Union for inviting us.

Future Children

Campus MoveFest
2014-05-03

Emily Eaglin—Captain, Director, Writer, Producer, Editor
University of Maryland, Baltimore County

A comedy/documentary about race relations especially pertaining to racial micro-aggressions of those who are more than one race.

Created by Emily Eaglin’s Crew at University of Maryland, Baltimore County in 2014 as part of Campus MovieFest, the world’s largest student film festival.

For more information, click here.