Mixed Race Studies

American Sons & Daughters: Mixed Race, Identity in Southern California

KCET Television
Burbank, California
2013-12-04

Susan Straight, Professor of Creative Writing
University of California, Riverside

This is how we began. I looked out at the 300 faces before me and said, “How many of you in this classroom are often asked, in a bar or a store or at a party, What are you?” Maybe a hundred young people raised their hands, and they couldn’t believe that’s what we would spend ten weeks talking about.

“People will guess, all the time, and they’re never right,” one young woman said.

“People think I’m black because of my hair. But I’m Ashkenazi Jewish,” a young man said.

“People think I’m Asian because of my eyes,” someone else said.

“My son is really light, because he’s Mexican-Irish,” said Arely, who is Mexican-American, standing in front of the class and showing her children from a cell phone photo onto the screens. “But my daughter is darker, since she’s Mexican-Colombian, and everyone talks about that. I already know how hard that’s going to be for her.”

The class is “The Mixed Race Novel and the American Experience.” But of course we didn’t talk only about books — we talked about who we are, how America sees us, how our families see us, and most importantly, how we see ourselves. We talked about America’s ongoing obsession with hair and melanin, about what it means to be undocumented, what it means to be a mother, what it means to witness a murder or to lose a dog. But all those discussions began with what it means to be of mixed racial and cultural heritage, and many students in this class at UC Riverside say this was their first time ever talking about these very personal things in an open forum…

Read the entire article here.

UCLA receiver Thomas Duarte proud of biracial heritage

Los Angeles Daily News
2013-11-25

Jack Wang, Staff Reporter

The smell hits him three or four blocks away.

Thomas Duarte is coming back from a run around his Orange County neighborhood, and the day is hot enough that the windows of his house have been cracked open.

What that smell actually was, though, depended on the day.

“We always had tamales around,” said the UCLA receiver. “That was probably my favorite. Coming around wintertime, that’s pretty much what I think about when it comes to food around the house.”

Ordinary by itself, but consider some of the other Duarte household favorites: teriyaki chicken, fried rice, sushi. The platter tends to be diverse when you’re the son of a Mexican-American father and a Japanese-American mother.

When Duarte was about five years old, his father Tim brought home a whole, freshly caught albacore that a friend had just fished from the pier. As he cut thin slices on the kitchen counter, Thomas approached eagerly. He ate a piece and loved it.

“If that’s not in the blood, I don’t know what is,” Tim said…

Read the entire article here.

Brazil in Black and White

Wide Angle
Public Broadcasting Service
2007-09-04

About the Issue

As one of the most racially diverse nations in the world, Brazil has long considered itself a colorblind “racial democracy.” But deep disparities in income, education and employment between lighter and darker-skinned Brazilians have prompted a civil rights movement advocating equal treatment of Afro-Brazilians. In Brazil, the last country in the Western Hemisphere to abolish slavery, blacks today make up almost half of the total population — but nearly two-thirds of the nation’s poor. Institutions of higher education have typically been monopolized by Brazil’s wealthy and light-skinned elite, and illiteracy among black Brazilians is twice as high as among whites. Now, affirmative action programs are changing the rules of the game, with many colleges and universities reserving 20% of spots for Afro-Brazilians. But with national surveys identifying over 130 different categories of skin color, including “cinnamon,” “coffee with milk,” and “toasted,” who will be considered “black enough” to qualify for the new racial quotas?

About The Film

“Am I black or am I white?” Even before they ever set foot in a college classroom, many Brazilian university applicants must now confront a question with no easy answer. Brazil in Black and White follows the lives of five young college hopefuls from diverse backgrounds as they compete to win a coveted spot at the elite University of Brasilia, where 20 percent of the incoming freshmen must qualify as Afro-Brazilian. Outside the university, Wide Angle reports on the controversial racial debate roiling Brazil through profiles of civil right activists, opponents of affirmative action, and one of the country’s few black senators.

For more information, click here.

Living in Ambiguity: The Mixed Race Experience at Colorado State University

Colorado State University
Fall 2012
77 pages

Carl Izumi Olsen

In partial fulfillment of the requirements For the Degree of Master of Arts Colorado State University, Fort Collins

This study analyzes the experiences of mixed race students at Colorado State University by using semi-structured interviews of nineteen students. The interviews reveal that multiracial students exhibit different forms of racialization as compared to monoracial students. Despite some commonalities, the study also demonstrates that multiracial students are not monolithic group. In an effort to highlight the uniqueness embedded in the diversity of multiracial students, the study analytically identifies three main clusters based on how they are perceived. These include: Non-White Mixed Race, In-Between Mixed Race, and White-Identified Mixed Race. The interviews also show that the three dominant themes mediate their multiracial identity: perception, self-identification and connection to culture. Finally, the participants in this study all point to the inability of the existing cultural centers in meeting their specific needs and call for the establishment of multiracial center that would provide resources for education, outreach and retention issues for multiracial students.

Read the entire thesis here.

School aims to give biracial kids a place to ‘be themselves’

Japan Times
2013-10-20

Michael Bradley, Special to the Japan Times

NAKAGUSUKU, OKINAWA – Melissa Tomlinson doesn’t have very happy memories of elementary school. As an 8-year-old, she “never had a chance to eat lunch normally — the other kids put something in it, or they mixed the milk and soup and orange together and told me to eat it.”

Like the three or four other mixed-race children in her class, Tomlinson was bullied on a daily basis. Now a 26-year-old high school English teacher, she still recalls how “they told me to go home to America, and they talked bad about my mom.”

Her teachers did little to stop the abuse — indeed, some, wittingly or not, even contributed to it. Every summer, on the anniversary of the end of the Battle of Okinawa — the three-month assault in which around 100,000 Okinawan civilians perished — Tomlinson would become the focus of the class. “The teacher always said, ‘Melissa, can you stand up? So, you are half-American, what do you think about this?’ For me, I was like, ‘I grew up here, I don’t know about American things.’ ” Tomlinson had no memory of her father, a U.S. serviceman who’d split from her mother when she was still a baby.

Tomlinson’s story is far from unique. Since 1946, many children here have been born to U.S. military fathers and Okinawan mothers. Sometimes (and especially when the fathers are deployed elsewhere) the mothers are left to bring up the children by themselves, and, like Tomlinson, those children don’t always have an easy time at school.

When five single mothers set up a school for their own “Amerasian” children in Okinawa 15 years ago, they were not so much worried about bullying as concerned about getting their kids a bilingual education. The only one of the women still involved with the school — the current principal, Midori Thayer — explains: “Our children needed to learn both languages because of their two different heritages. They had to be themselves.”…

Read the entire article here.

Identity Production in Figured Worlds: How Some Multiracial Students Become Racial Atravesados/as

The Urban Review
June 2013

Aurora Chang

Using Holland et al.’s (Identity and agency in cultural worlds, Harvard University Press, Cambridge, 1998) theory of identity and their concept of figured worlds, this article provides an overview of how twenty-five undergraduates of color came to produce a Multiracial identity. Using Critical Race Theory methodology with ethnographic interviewing as the primary method, I specifically focus on the ways in which Multiracial figured worlds operate within a racial borderland (Anzaldúa in Borderlands: La Frontera—The New Mestiza, Aunt Lute Books, San Francisco, 1987), an alternate, marginal world where improvisational play (Holland et al. in Identity and agency in cultural worlds, Harvard University Press, Cambridge, 1998) and facultad became critical elements of survival. Participants exercised their agency by perforating monoracial storylines and developed a complex process of identity production that informed their behaviors by a multifaceted negotiation of positionalities. I end by focusing on implications for urban education that can be drawn from this study.

Read or purchase the article here.

Diverse Millennial Students in College: Implications for Faculty and Student Affairs ed. by Fred Bonner II, Aretha F. Marbley, and Mary F. Howard-Hamilton (review)

The Review of Higher Education
Volume 37, Number 1, Fall 2013
pages 122-124
DOI: 10.1353/rhe.2013.0074

John A. Mueller

Scott E. Miller

Bonner II, Fred A., Aretha F. Marbley, and Mary F. Howard-Hamilton, eds., Diverse Millennial Students in College: Implications for Faculty and Student Affairs (Sterling, Virginia: Stylus Publishing, LLC., 2011).

In a pithy and direct manner, the introduction to Diverse Millennial Students in College makes it clear that the book “eschews the tendency to force students into constraining frameworks” (p. 1) that overly simplify college populations. In doing so, the editors challenge the utility and relevance of the defining traits of millennial students (Howe & Strauss, 2000) in describing students of color, multiracial students, and LGBTQ students. The editors and chapter authors also analyze how the Howe and Strauss “generational framework underestimates the potential of these students” (p. 113). After nearly a decade of the ubiquitous “millennials” in student affairs literature, conferences, and coursework, along comes a book that critically examines how diversity impacts generational status.

This book is structured around paired chapters that address particular diverse constituencies of millennial college students: African American, Asian American, Latino/a, Native American, LGBTQs, and bi/multiracials. While this is a fitting approach, the editors do not provide a rationale for their choice of chapter topics, nor do they forecast for the reader the content of each chapter in light of the book’s objective.

Chapter 1 is an extension of the introduction and, as the title suggests, tests our assumptions about generational cohorts. The author points out similarities among all millennials, such as the defining moments that have shaped their lives, their increased focus on social justice and service, and a significant increase in parental influence, among others. The author also identifies ways in which millennial students may experience college differently based on generation status and identity.

Part 2 focuses on African American millennials. Chapter 2 presents data on the differences between today’s African American students and previous generations of African American students with respect to enrollment, financial affluence, and levels of academic achievement. Taking a less quantitative approach, the authors of Chapter 3 provide a narrative analysis of an African American male who grew up in a small, rural town in Georgia from elementary school through graduate school. This narrative illustrates the challenges faced by African American students of rural backgrounds attending a predominantly White institution in a larger city.

Part 3 examines Asian American millennial college students. Chapter 4 presents research that compares Asian American millennial students to both their millennial counterparts and to Asian American students from previous generations. The author also outlines a number of current social and political trends in the United States that are likely to have an impact on Asian American millennials and their experience in higher education.

Chapter 5 expands on the previous chapter and homes in on three specific trends with respect to Asian American millennials: an increase in the diversity of Asian Americans in higher education (i.e., diversification); an increase in the use of technology, particularly among Asian American millennials (i.e., digitization); and the degree to which Asian American millennials are connected to national and global events and to Asian American and Asian communities (i.e., globalization).

The authors in Part 4 examine the Latino/a experience in higher education. In Chapter 6, the authors provide demographic data regarding the increase in the Latina/o population in the United States and compare and contrast this generation of students with those before it across different categories, such as enrollment, parents’ education, family structure and size, religion, technology, motivation, goals and aspirations, career objectives, and civic engagement.

In Chapter 7, the authors use the Howe and Strauss (2000) framework to demonstrate how findings from two studies on Latino/o college students parallel and diverge from the seven characteristics of millennials. In addition, they offer useful insights on how generation status (from an immigrant perspective) can be more useful than generational theory as a predictive theory.

Part 5 focuses on Native American millennial college students. Chapter 8 documents the challenges that Indigenous students face in higher education: a lack of academic preparation, inadequate finances, few higher education faculty as role models, cultural differences between their native home and the university setting, and institutional barriers. Chapter 9 places the millennial generation of Native American college students in a historical context. Examined in some depth are the boarding school era, tribal colleges, and Native American students’ entrance into predominantly White institutions. Complementing this history are…

Diverse Millennial Students in College: Implications for Faculty and Student Affairs

Stylus Publishing, LLC.
October 2011
320 pages
6″ x 9″
Cloth ISBN: 978 1 57922 446 2
Paper ISBN: 978 1 57922 447 9
Ebook ISBN: 978 1 57922 712 8
Library Ebook ISBN: 978 1 57922 711 1

Edited by:

Fred A. Bonner II

Aretha F. Marbley

Mary F. Howard-Hamilton

While many institutions have developed policies to address the myriad needs of Millennial college students and their parents, inherent in many of these initiatives is the underlying assumption that this student population is a homogeneous group. This book is significant because it addresses and explores the characteristics and experiences of Millennials from an array of perspectives, taking into account not only racial and ethnic identity but also cultural background, sexual orientation, and socioeconomic status differences—all factors contributing to how these students interface with academe.

In providing a “voice” to “voiceless” populations of African American, Asian American, Bi/Multi-Racial, Latino, Native American, and LGBT millennial college students, this book engages with such questions as: Does the term “Millennial” apply to these under-represented students? What role does technology, pop culture, sexual orientation, and race politics play in the identity development for these populations? Do our current minority development theories apply to these groups? And, ultimately, are higher education institutions prepared to meet both the cultural and developmental needs of diverse minority groups of Millennial college students?”

This book is addressed primarily to college and university administrators and faculty members who seek greater depth and understanding of the issues associated with diverse Millennial college student populations. This book informs readers about the ways in which this cohort differs from their majority counterparts to open a dialogue about how faculty members and administrators can meet their needs effectively both inside and outside the classroom. It will also be of value to student affairs personnel, students enrolled in graduate level courses in higher education and other social science courses that explore issues of college student development and diversity, particularly students planning to work with diverse Millennial college students in both clinical or practical work settings.

Contributors: Rosie Maria Banda; Fred Bonner, II; Lonnie Booker, Jr.; Brian Brayboy; Mitchell Chang; Andrea Domingue; Tonya Driver; Alonzo M. Flowers; Gwen Dungy; Jami Grosser; Kandace Hinton; Mary Howard-Hamilton; Tom Jackson, Jr.; Aretha F. Marbley; Samuel Museus; Anna Ortiz; Tammie Preston-Cunningham; Nana Osei-Kofi; Kristen Renn; Petra Robinson; Genyne Royal; Victor Saenz; Rose Anna Santos; Mattyna Stephens; Terrell Strayhorn; Theresa Survillion; Nancy Jean Tubbs; Malia Villegas; Stephanie J. Waterman; Nick Zuniga.

Table of Contents

• ACKNOWLEDGMENTS
• INTRODUCTION / Fred A. Bonner, II
• PART ONE: DIVERSE MILLENNIALS IN COLLEGE: A National Perspective
  • 1. A NATIONAL PERSPECTIVE: Testing Our Assumptions About Generational Cohorts / Gwendolyn Jordan Dungy
• PART TWO: AFRICAN AMERICAN MILLENNIALS IN COLLEGE
  • 2. AFRICAN AMERICAN MILLENNIALS IN COLLEGE / Terrell L. Strayhorn
  • 3. THE PERSON, ENVIRONMENT, AND GENERATIONAL INTERACTION: An African American Rural Millennial Story / Corey Guyton and Mary F. Howard-Hamilton
• PART THREE: ASIAN AMERICAN MILLENNIALS IN COLLEGE
  • 4. ASIAN AMERICAN AND PACIFIC ISLANDER MILLENNIAL STUDENTS AT A TIPPING POINT / Mitchell James Chang
  • 5. ASIAN AMERICAN MILLENNIAL COLLEGE STUDENTS IN CONTEXT : Living at the Intersection of Diversification, Digitization, and Globalization / Samuel D. Museus
• PART FOUR: LATINA/O MILLENNIALS IN COLLEGE
  • 6. LA NUEVA GENERACIÓN: Latina/o Millennial College Students at Four-Year Institutions / Victor B. Saenz, Manuel Gonzalez, and Sylvia Hurtado
  • 7. MILLENNIAL CHARACTERISTICS AND LATINO/A STUDENTS / Anna M. Ortiz and Dorali Pichardo-Diaz
• PART FIVE: NATIVE AMERICAN MILLENNIALS IN COLLEGE
  • 8. INDIGENOUS MILLENNIAL STUDENTS IN HIGHER EDUCATION / Bryan McKinley Jones Brayboy and Angelina E. Castagno
  • 9. NATIVE AMERICAN MILLENNIAL COLLEGE STUDENTS / Stephanie J. Waterman
• PART SIX: LGBTQ MILLENNIALS IN COLLEGE
  • 10. LGBTQ MILLENNIALS IN COLLEGE / Lori D. Patton, Carrie Kortegast, and Gabriel Javier
  • 11. IDENTITY MAKEOVER MILLENNIAL EDITION / Using Contemporary Theoretical Frameworks to Explore Identity Intersections Among LGBTQ Millennial Populations / Lori D. Patton and Stephanie Chang
• PART SEVEN: BI- AND MULTIRACIAL MILLENNIALS IN COLLEGE
  • 12. MULTIRACIALIZATION, ‘‘MIXING,’’ AND MEDIA PEDAGOGY / Nana Osei-Kofi
  • 13. MIXED RACE MILLENNIALS IN COLLEGE: Multiracial Students in the Age of Obama / Kristen A. Renn
• PART EIGHT: VOICES OF MILLENNIALS IN COLLEGE: A Diversity of Perspectives
  • 14. MOVING UP AND OUT: Students of Color Transitioning From College to the Workforce / Lonnie Booker, Jr., Tonya Turner-Driver, Tammie Preston- Cunningham, Theresa Survillion, and Mattyna L. Stephens
  • 15. CURRICULUM DESIGN FOR MILLENNIAL STUDENTS OF COLOR / Rosa Maria Banda, Alonzo M. Flowers, III, Petra Robinson, Genyne Royal, Rose Anna Santos, and Nicholas Zuniga
• CONCLUSION: FROM ONE GENERATION TO ANOTHER GENERATION: New Realities, New Possibilities, and a Reason for Hope / Aretha F. Marbley
• ABOUT THE CONTRIBUTORS
• INDEX

New mixed-race student group holds first meeting

North by Northwestern
2013-10-01

Julia Clark-Riddell

North by Northwestern is Northwestern University’s leading independent online publication, updated around the clock with stories about campus and culture.

Wildcat Connection lists exactly 100 student groups in the “cultural” category, from the African Students Association to the Women in Leadership program, but, before this year, none had addressed the mixed-race community specifically.

MIXED, formally known as the Mixed Race Student Coalition, held its first official meeting Tuesday night, beginning what co-presidents and founders Tori Marquez and Kalina Silverman hope will be a student group that can provide a safe space for mixed-race students on campus, as well as students interested in mixed-race culture.

More than 40 students attended Tuesday’s meeting, where the seven executives of the group led introductions, icebreakers and small group discussions in a tucked away classroom of Seabury…

…Medill professor Loren Ghiglione is writing a book about a cross-country trip he took with a couple of Medill students interviewing people about issues of race, sexual orientation and immigration. He was looking for signs of progress on these issues to add to his epilogue when he was saw that an organization like MIXED could be a good example…

Read the entire article here.

Northwestern sophomores form group for mixed race students

The Daily Northwestern
Evanston, Illinois
2013-09-26

Julian Gerez (@JGerez_news), Reporter

One year ago, Medill sophomore Kalina Silverman, a half-Chinese, half-White, Jewish student browsed through the bustling activities fair. Amid the numerous student cultural groups, Silverman couldn’t find a home.

“I went to a couple events hosted by the Chinese Students Association, and Hillel and I didn’t feel like I fully fit in,” Silverman said.

Silverman’s friend, SESP sophomore Tori Marquez, had a similar problem.

“I identify as mixed race because I don’t feel completely comfortable identifying myself just as Caucasian or just as Hispanic … Even as a Hispanic, I’m also Mexican and Peruvian,” Marquez said.

A year later, what started as two friends joking about forming a club for people like them became the Mixed Race Student Coalition, known as MIXED.

The club was recognized by the office of Multicultural Student Affairs this summer. Marquez and Silverman are now the co-presidents…

Read the entire article here.