Mixed Race Studies

Government forms limit mixed race people

Daily Trojan
University of Southern California
2013-09-26

Ida Abhari

According to The New York Times, the current generation of college students is the largest group of mixed race people in America so far. The number of individuals who identified as mixed race is at 9 million. Increasingly more Americans find themselves in a gray area when it comes to defining their races. You might have heard of “Hapas” — people of partially Asian/Pacific Islander ancestry — or “Blasians,” people of mixed black and Asian ancestry. Though these types of self-identification are becoming more common in everyday language, a conflict arises when the standard “Check the box” race forms can’t properly identify a growing population of Americans. Most people do not cleanly fit into the four standard racial categories of black, white, American Indian or Pacific Islander.

The  problem with racial identification lies in faulty methods of collecting data about such groups. Questions of race in the United States have always been a particularly sensitive topic. With its peculiar mix of European colonists, American Indians and Spanish and French explorers, the U.S. has always struggled with race relations. In an effort to better resolve and address race questions in the modern era, the federal Office of Management and Budget has issued Directive No. 15. According to the official White House website, this directive “requires compilation of data for four racial categories (White, Black, American Indian or Alaskan Native, and Asian or Pacific Islander), and an ethnic category to indicate Hispanic origin, or not of Hispanic origin.” And  here is the problem: A person is now forced to identify him or herself as one of only four races even though changing demographics show that there are more possibilities…

Read the entire opinion piece here.

‘Making a Non-White America’

inside: CSUF News
California State University, Fullerton
2009-08-18

Mimi Ko Cruz

Allison Varzally’s Book About California’s Ethnic History Wins National Award

Interracial marriages and other ties in diverse communities throughout California during the formative years of the 20th century are explored in Allison Varzally’s book, “Making a Non-White America: Californians Coloring outside Ethnic Lines, 1925-1955.”

Published by University of California Press, Varzally’s book has won the Immigration and Ethnic History Society’s 2009 Theodore Saloutos Memorial Award in American Immigration History.

The award, which comes with $1,000, is presented for the book judged best on any aspect of the immigration history of the United States.

Varzally, assistant professor of history, said the honor “is exciting recognition from an organization that I admire.

“Some of my favorite books in the field have won this award,” she said.

Varzally, of Los Angeles, uses the voices from oral histories she conducted to weave a scholarly interpretation on the state’s history. She touches on World War II, the Zoot suit riots, discriminatory laws, segregation, class, politics, religion, work and education.

The book’s cover features a picture of Sugar Pie De Santo, a Filipina-black woman who grew up in San Francisco’s Fillmore District in the 1940s.

De Santo, Varzally said, “creatively and selectively borrowed from her parents’ cultures, enjoyed her blended family background and became a famous musician.”…

Read the entire article here.

Latina/o Healing Practices: Mestizo and Indigenous Perspectives

Routledge
2008-05-19
360 pages
Hardback ISBN: 978-0-415-95420-4

Edited by:

Brian McNeill, Professor and director of training for the Counseling Psychology Program
Washington State University

Joseph M. Cervantes, Professor in the Department of Counseling
California State University, Fullerton

This edited volume focuses on the role of traditional or indigenous healers, as well as the application of traditional healing practices in contemporary counseling and therapeutic modalities with Latina/o people. The book offers a broad coverage of important topics, such as traditional healer’s views of mental/psychological health and well-being, the use of traditional healing techniques in contemporary psychotherapy, and herbal remedies in psychiatric practice. It also discusses common factors across traditional healing methods and contemporary psychotherapies, the importance of spirituality in counseling and everyday life, the application of indigenous healing practices with Latina/o undergraduates, indigenous techniques in working with perpetrators of domestic violence, and religious healing systems and biomedical models. The book is an important reference for anyone working within the general field of mental health practice and those seeking to understand culturally relevant practice with Latina/o populations.

Contents

• An Appreciation of Dr. Michael W. Smith (1960-2006) Lorraine Garcia-Teague
• Contributors
• Introduction: Counselors and Curanderas/os—Parallels in the Healing Process Brian W. McNeill and Joseph M. Cervantes
• Part One: Mestiza/o and Indigenous Perspectives
  • Chapter 1: What Is Indigenous About Being Indigenous? The Mestiza/o Experience Joseph M. Cervantes
  • Chapter 2: Latina/o Folk Saints and Marian Devotions: Popular Religiosity and Healing Fernando A. Ortiz and Kenneth G. Davis
  • Chapter 3: Santeria and the Healing Process in Cuba and the United States Brian W. McNeill, Eileen Esquivel, Arlene Carkasco, and Rosalilia Mendoza
• Part Two: Indigenous and Mestiza/o Healing Practices
  • Chapter 4: The Use of Psychotropic Herbal and Natural Medicines in Latina/o and Mestiza/o Populations German Ascani and Michael W. Smith
  • Chapter 5: Brazil’s Ultimate Healing Resource: The Power of Spirit Sandra Nuñez
  • Chapter 6: La Limpia de San Lazaro as Individual and Collective Cleansing Rite Karen V. Holliday
  • Chapter 7: Resé un Ave María y Encendí una Velita: The Use of Spirituality and Religion as a Means of Coping with Educational Experiences for Latina/o College Students Jeanett Castellanos and Alberta M. Gloria
• Part Three: Contemporary Aspects of Mestiza/o and Indigenous Healing Practices: Reclamation and Integration
  • Chapter 8: Los Espiritus Siguen Hablando: Chicana Spiritualities Lara Medina
  • Chapter 9: Religious Healing and Biomedicine in Comparative Context Karen V. Holliday
  • Chapter 10: Curanderismo: Religious and Spiritual Worldviews and Indigenous Healing Traditions Fernando A. Ortiz, Kenneth G. Davis, and Brian W. McNeill
• Part Four: Epilogue
  • Epilogue: Summary and Future Research and Practice Agendas Joseph M. Cervantes and Brian W. McNeill
• Index

‘It’s not written on their skin like it is ours’: Greek letter organizations in the age of the multicultural imperative

Ethnicities
Volume 13, Number 5 (October 2013)
pages 519-543
DOI: 10.1177/1468796812471127

Joanna S. Hunter, Assistant Professor of Sociology
Radford University, Radford, Virginia

Matthew W. Hughey, Associate Professor of Sociology
University of Connecticut

Today’s students wrestle with the continued salience of racial identity on campuses that encourage the celebration of ‘diversity’ while at once digesting messages that the USA is now largely ‘post-racial’. Based on data collected through fieldwork observation, focus groups and in-depth interviews with a local Multicultural Greek Council for fraternities and sororities, we argue that ‘multicultural’ student organizations engage in a variety of racial identity tactics that simultaneously constrain and enable the perception of their racial identities. By relying on the two cultural narratives of multiculturalism—abstract and organizational—members of Greek organizations that do not conform to the White/Black binary can construct identities and a movement understood as rational, progressive and generally innocuous. Yet, in practice, the dominant expectations to perform ‘multiculturalism’ were manifest in narrow, essentialist and singular expressions of ethnic pride as an oppositional identity to Anglo-conformity and color-blindness, rather than an embrace of pluralism and multiculturalism per se. By highlighting how members of multicultural student organizations navigate this troubling paradox, our study raises important questions about the concept of multiculturalism, especially as it is constructed and enacted by the millennial generation.

Read or purchase the article here.

Mixed Race Show ‘n’ Tell

Columbia College
618 Building, Multipurpose Studio
618 S. Michigan, Chicago, IL, Chicago
Tuesday, 2013-10-01, 12:00-14:00 (Local Time)

Are you multiracial? Mixed race? Biracial? Adopted across cultures? Dating someone of another culture? Ever been asked “What are you?”

Bring a special object to the Mixed Race Show N Tell, sponsored by The What Are You Project. Be prepared to share, and discuss what you’d like to do to foster mixed race community on campus.

For more information, click here.

“Not Tainted by the Past”: Re-Constructions and Negotiations of Coloured Identities Among University Coloured Students in Post- Apartheid South Africa

University of Pittsburgh
2013
152 pages

Sardana Nikolaeva

The South African coloured identity is a profoundly complex construction that, on the one hand, is interpreted as an ambiguous and ‘in-between’ identity and, on the other hand, its own ambiguity and complexity provides multiple means and strategies of production and articulation within various contexts. This dissertation seeks to examine a production of multiple discourses by post-apartheid coloured youth in order to re-construct and negotiate their identities moving through various social contexts of everyday experiences within diverse university settings. Similarly to other minority and marginalized youth, coloured students produce various discourses and practices as the medium of counter-hegemonic formation and negotiation of their minoritized and marginalized identities. In this sense, coloured students implement produced discourses and practices as instrumental agency to create resistance and challenge the dominant discourses on their marginalized and minoritized identities, simultaneously determining alternate characteristics for the same identities. Turning to the current conceptualizations of coloured identities as heterogeneous, non-static and highly contextual, I analyze two dominant discourses produced by the coloured students: coloured as an ethnic/hybrid cultural identity and an adoption of an inclusive South African national identity, simultaneously rejecting coloured identity as a product of the apartheid social engineering. Additionally, integrating an ecological approach and ecology model of identity development, created and utilized by Renn (1998, 2004) in her work that explores how multiracial students construct their identities in the context of higher education, I develop an ecology model of coloured students’ identity development and present the data to determine what factors and opportunities, provided by microsystems, mesosystem, exosystems and macrosystem of identity development, are significant and how they influence coloured students’ identities production, development and negotiation in and out of the university environments. The dissertation analysis on coloured identities builds on nine months of ethnographic fieldwork in the Western Cape, South Africa, including limited participant observation and semi-structured interviews with the undergraduate and graduate coloured students of the University of the Western Cape and University of Stellenbosch, the Western Cape, South Africa.

Read the entire dissertation here.

Not All Blacks Are African American: The Importance of Viewing Advisees as Individuals in a Culturally Mosaic Context

The Mentor: An Academic Advising Journal
Pennsylvania State University
2013-08-15

Mary M. Livingston, Professor of Psychology
Louisiana Tech University

Latoya Pierce, Assistant professor of Psychology
Louisiana Tech University

Lou’uan Gollop-Brown, Assistant Professor of Psychology
Louisiana Tech University

When an advisee walks through the door, it is important for an adviser to consciously refrain from making possibly fallacious assumptions about the advisee’s racial heritage on the basis of skin color. Of course, this is also a mistake that may also be made by the advisee. One author of this paper, who is from the Caribbean, was selected as a preferred adviser by many undergraduate African American advisees, because they felt, as one of them, she would know and understand their experiences. Initial impressions influence the adviser-advisee interaction. This is not to say that the adviser should eschew accurate cultural recognition, which may be an important part of an advisee’s identity and a key to understanding and communication. Instead, we should attempt to verify our assumptions since our suppositions may not be correct…

…An additional issue is the racial identity of individuals who consider themselves to be biracial or multiracial. Biracial is defined as “of, relating to, or involving members of two races” (Biracial, 2013). Multiracial is defined as “composed of, involving, or representing various races” (Multiracial, 2013). When individuals are biracial or multiracial, our human tendency to fit them into one category no longer works. Numerous times, biracial or multiracial advisees have told stories about meeting a person, and during the conversation, racial identity came up. The multiracial student was almost always asked to readily identify himself or herself as a member of an established racial group. The acronym VREG coincides with this experience. VREG stands for visibly recognizable ethic groups, and the concept speaks to our need to classify and recognize people as such (Helms & Cook, 1999)…

Read the entire article here.

Colleges Help Ithaca Thrive In a Region Of Struggles

The New York Times
2013-08-04

Jesse McKinley

ITHACA, N.Y. — In many ways, this city is not so special. It has a nice lake, some attractive houses with lawns, and a couple of colleges. But many places in upstate New York have lakes and lawns and places of high learning.

What most sets this city of 30,000 apart from many of its neighbors these days is what is absent: fear for its future.

Led by a young mayor with an inspiring back story and an idealist’s approach — he talks about sidewalks in philosophical terms — Ithaca is the upstate exception: a successful liberal enclave in a largely conservative region troubled by unemployment woes, declining or stagnant population, and post-Detroit talk of bankruptcy.

“It’s like a little San Francisco,” Nicole Roulstin, 32, an Ithaca resident, said recently, “or the Berkeley of the East.”

Much of that optimism comes from a reciprocal relationship with two institutions — Cornell University and, to a lesser degree, Ithaca College — which have poured hundreds of millions of dollars into the economy and created thousands of jobs for everyone from professors to landscapers, and also fostered new companies. Ithaca and its home county, Tompkins, regularly post the lowest unemployment rate in the state. In June, Ithaca’s was 5.7 percent, tied with another college city, Saratoga Springs, where a racetrack drives an annual summer boom.

Ithaca’s model of education as an economic engine is one that Gov. Andrew M. Cuomo has made a priority this year as a strategy for all of upstate, where there are dozens of universities. In June, he signed into law a bill that would allow State University of New York branches and some private schools to offer tax-free zones for new businesses that open on or adjacent to campuses.

Ithaca’s mayor, Svante L. Myrick, who was invited to speak alongside the governor when he promoted the plan in May, playfully challenged other leaders of Ivy League cities in the Northeast to come to his. “And I’ll show you how we built in Ithaca the lowest unemployment rate in the state,” he said, adding that the city had been successful “because our universities have partnered with our private industries,” and did not just rely on businesses selling “sandwiches and beds” to visitors and students…

…Soft-spoken and slyly funny, Mr. Myrick is a striking success story. Living in the tiny town of Earlville, N.Y., he overcame a childhood that included stints living in shelters and sometimes sleeping in a family car. His father struggled with drug abuse, and his mother raised him and his three siblings on minimum-wage jobs, with help from his grandparents.

Mr. Myrick, whose mother is white and whose father is African-American, said he vividly remembers reading about Barack Obama as a teenager. “I thought, ‘Holy moly,’” Mr. Myrick said. “Here’s this guy, he’s mixed race, he’s got a funny name, he’s just like me. And it made me think I could go to a good school. I could do something.”…

Read the entire article here.

Raceless Like Me: Students at Harvard Navigate their Way Beyond the Boundaries of Race

The Harvard Crimson
Harvard University
2011-10-13

Zoe A. Y. Weinberg, Crimson Staff Writer

One day last fall, Paula M. Maouyo ’14 sat in front of her laptop in Matthews trying to think of a topic for her Expos paper about racial identity.

When Maouyo was a child, she identified as biracial. Her father is black, originally from Chad and her mother is white and American. But by the time she was nine, she began to move away from a biracial identity.

“For a long time I just didn’t identify,” Maouyo said, though she acknowledges that when most people look at her, they immediately categorize her as black.

She had never articulated her non-identification in concrete terms. That is, until she began brainstorming for her Expos paper.

After floating around ideas and fiddling with labels and words, Maouyo suddenly conceived of a term she felt most accurately captured her own identity: araciality.

“People use apolitical and asexual,” Maouyo observed. “Why not aracial?”…

…THE RACIAL SKEPTIC

“Transcendent identity” was first described by Dr. Kerry Ann Rockquemore, a former sociology professor and author of Beyond Black: Biracial Identity in America. The current working definition of racial transcendence that she offers—and the one that will be used in this article—is the conscious rejection of racial identity altogether. Not “black,” “white,” or “both” —but rather, “none.”

“My journey has taken me past constructions of race, past constructions of mixed race, and into an understanding of human difference that does not include race as a meaningful category,” wrote Rainier Spencer, the founder and director of Afro-American Studies at the University of Nevada, who identifies as racially transcendent.

Spencer grew up in a black neighborhood in Queens in the 60s with a white mother and black father. Over the years, Spencer has identified as everything from Afro-German to New Yorker to academic to baby boomer. It was not until his thirties, when he was a philosophy teacher at a northeastern college, that he began to question racial identity itself.

During the 1990s, debates about the politics of multiracial identity began to emerge in academic circles. According to Spencer, most of the discussion at the time revolved around the relative importance of multiracial versus monoracial identity.

Spencer entered the debate as a racial skeptic. “A lot of the black scholars who are against multiracial identity are very invested in black identity,” Spencer said. “I think all racial identity is bogus, and that makes me kind of unique.”

Race transcendence should not be confused with color-blindness, which advocates ignoring race without confronting the inequality and discrimination it breeds. Color-blindness implies that racism can be solved passively. Racelessness is far more complex, because people who transcend race “are actually aware of how race negatively affects the daily existence of people of color. They have very likely experienced discrimination, yet they respond by understanding those situations as part of a broad societal problem; one in which they are deeply embedded, but not one that leads to their subscription to racial identity,” according to Rockquemore as cited on a website for race transcenders…

…WHO GETS TO BE RACELESS?

A lot of people might claim not to have a race for one reason or another. According to professor Jennifer Hochschild, who teaches “Transformation of the American Racial Order?”, there are three groups of people that might refuse to identify by race: 1) disaffected (probably white) people who believe the world is post-racial and that we should all be color-blind; 2) recent immigrants for whom American racial categories simply do not resonate nor make any sense; and 3) bi-racial or multiracial people who do not identify with any particular racial category…

…White students might also check “none” for other reasons. Sometimes white students will check the “other” box is if they are uncomfortable with the social meaning of whiteness, said Natasha K. Warikoo, an associate professor at the Graduate School of Education who studies race, immigration, and inequality in educational contexts. “It signifies privilege and racial exploitation, a history that some white people are uncomfortable with,” she said. In the blank line, these students might write “Italian-American,” or “Jewish-American,” Warikoo said.

To solve this problem, Harvard could have two sections—one in which you identify for the purpose of statistics and civil rights compliance, and one in which you identify in the way that reflects your personal life. This would allow raceless students (and the perplexed white students) to identify by race, and by whatever else they like…

Read the entire article here.

New class: The Multiracial Experience

The Portland State Vanguard
Portland, Oregon
2013-01-16

Gwen Shaw

The eye of the storm.

That’s what Black Studies professor Ethan Johnson calls the Northwest, when it comes to multiracialism.

“The Northwest has some of the highest rates, within the black community in particular, of marrying outside of their race—in the whole country,” Johnson said.

This fact, along with many others, is discussed in Johnson’s course, titled “The Multiracial Experience.”

Johnson explained that the course has three focuses: interracial relationships, both friend and romantic; transracial adoptions; and people who identify as, or are identified as, multiracial.

With a primary focus on discussion, the class looks into these topics and considers how gender, class and sexuality play roles in the multiracial experience. In class, students will look at and discuss poetry, commercials, pop culture, music and documentaries.

“I see myself as a facilitator of discussion,” Johnson said…

Read the entire article here.