Mixed Race Studies

Professor’s Bookshelf: Amy Cynthia Tang

The Wesleyan Argus
Middletown, Connecticut
2012-04-19

Miriam Olenick, Staff Writer

Assistant Professor Amy Cynthia Tang, of the American Studies and English departments, specializes in Asian-American and African-American literature—most recently, she has been reading satirical Asian-American plays. Professor Tang sat down with The Argus to discuss her favorite authors, her plans for future classes, and her manuscript.

The Argus: What’s on your bookshelf?

Amy Cynthia Tang: So almost everything on these shelves is either a work of American literature or a critical or theoretical text about American literature, mainly Asian-American and African-American. I have some sections on cultural studies, critical race theory, and narrative theory. I have the books for the courses I’m teaching this term—Trauma in Asian American Literature, and Racial Passing in American Literature. And I have a small section devoted to art history.

A: Do you have anything you’re reading just for fun, not related to classes?

ACT: Right now I’m finishing up this collection of plays by Young Jean Lee called “Songs of the Dragons Flying to Heaven.” It’s a satirical take on what people expect an Asian-American identity play to be about. She’s an experimental playwright, so the characters are non-realist, and she uses stereotypes to engage received ideas of Asian-American identity and push back against them. I was just thinking that it’s sort of related to Theresa Cha’s Dictee—which we’re reading for Trauma—since they’re both by Korean-American women writers, and they’re both very experimental and non-realist. So Lee’s book is both work and pleasure, I guess.

Also I commute from New Haven, so I listen to books on tape—that really is fun. I just finished Jonathan Safran Foer’s “Extremely Loud and Incredibly Close.” I got interested in Foer because I have a thesis student who wrote on “Everything is Illuminated.” And now I’m ready to start Ralph Ellison’s posthumously published, unfinished novel, “Juneteenth.” I’ve been meaning to read it for a long time, and finally broke down and said well, there’s the audio book. And bizarrely, I just started looking at it, and it turns out it’s a passing narrative, and I’m teaching a class on racial passing, so there will be some resonances there…

Read the entire article here.

‘Mutts like Me’: Multiracial Students’ Perceptions of Barack Obama

Qualitative Sociology
Volume 35, Number 2 (2012)
pages 183-200
DOI: 10.1007/s11133-012-9226-4

Michael P. Jeffries, Assistant Professor of American Studies
Wellesley College, Wellesley, Massachusetts

Existent sociological studies of multiracialism in the United States focus on identity construction, the cultural and legislative battle over multiracial categorization, and the implications of demographic shifts towards an increasingly “mixed race” population. This article engages literature from each of these areas, and uses data from in-depth interviews with self-identified multiracial students to document their perceptions of President Barack Obama and trace the symbolic boundaries of multiracial identity. Interviews are specifically directed towards the influence of race on Obama’s identity management and political career, the relationship between Obama and respondents’ multiracial identity, and Obama’s impact on America’s racial history. Respondents hold favorable opinions of the President despite his inconsistent affirmation of multiracial identity. They believe that emphasis on Obama’s blackness rather than multiracialism is the unfortunate result of both personal choices and political pressures. In addition, the cohort insists that racism remains is a major factor in Obama’s career and in America at large.

Read the entire article here.

Identity of Biracial College Students

San Jose State University
May 1999
77 pages

MyTra Fitzpatrick

A Thesis Presented to The Faculty of the Department of Child Development San Jose State University In Partial Fulfillment of the Requirements for the Degree Master of Arts

This thesis examined the identity of biracial college students and the relationship between parenting styles (authoritative, authoritarian, and permissive) and biracial identity development. Biracial subjects were defined as individuals having parents who were from two different ethnic/racial groups. Of the total of 104 subjects, 65 students were classified into one of three mixed-groups categories according to the two ethiucities of their parents: Asian/Euro-American, Asian/Latino, and Latino/Euro-American. Results showed that students identified strongly with one or both ethnicities, and that strong bicultural identity was associated with positive self-esteem. The majority of parents utilized authoritative parenting styles, regardless of their ethnic mix. While authoritative parents were more likely to have offspring who exhibited higher levels of bicultural identity and self-esteem, these results were not statistically significant. These findings are consistent with the parenting styles literature and with studies showing positive identity for biracial students.

Table of Contents

• List of Tables
• Chapter 1: Introduction to the Problem
  • Interracial Marriages
  • Definition of Biracial Individuals
  • Statement of the Problem and Purpose of this Study
• Chapter 2: Review of the Literature
  • Research on Biracial Individuals
  • Identity Development: Definitions and Theories
  • Identity Development of Ethnic Minority Individuals
  • Identity Development of Biracial Individuals
  • Parenting Styles and the Relationship to Biracial Adolescents’ Social and Emotional Development
    • Baumrind’s Four Dimensions of Parental Behavior
    • Baumrind’s Three Parenting Style Typologies
    • Ethnic Differences in Parenting Styles
• Chapter 3: Methodology
  • Participants
  • Materials
  • Procedure
• Chapter 4: Results
• Chapter 5: Discussion and Conclusions
• References
• Appendix A

List of Tables

1. Who Students Live With by Ethnicity of Parents
2. Percent of Students who Identified with Their Mom vs. Their Dad
3. Identity Strength for Group 1 by Ethnicity of Parents
4. Identity Strength for Group 2 by Ethnicity of Parents
5. Bicultural Identity from Low to High by Ethnicity of Parents
6. Mean Scores for Identity Items by Primary Identity Group
7. Reasons Student Select for Identifying with Primary Ethnic Identity Group
8. Mean Score of Self-Esteem by Primary Ethnic Identity
9. Mean Score of Self-Esteem by Bicultural Identity
10. Mean Score of Self-Esteem by Ethnicity of Parents
11. Parenting Styles by Ethnic Mix-Groups of Parents
12. Percent of Parents Using Each Parenting Styles by Bicultural Identity of Child.
13. Mean Self-Esteem Scores by Parenting Styles

Read the entire thesis here.

Half and Half

The Cornell Daily Sun
Ithaca, New York
2012-03-28

Rebecca Lee

Just about the only thing I am looking forward to about graduation is finally being able to meet all of my best friends’ parents.  In high school, we knew our friends’ parents almost as well as our own, calling them by their first names, even dropping a playful “Mom” now and then.   Au contraire, we go through college barely having met the creators of the people with whom we share everything, from our rooms to our nights to our secrets.  Meeting a friend’s parents is an “aha” moment in which you are almost in awe of the physical representation of genetics in front of you.

Ah, genetics.  It’s where I get my mom’s smile and idealism, my dad’s olive skin and innate quietude.  It’s why I can both wear a “Kiss Me I’m Irish” shirt on St. Patrick’s Day and send out Chinese New Year cards when my family misses the traditional holiday season.  It’s why some people think I’m adopted.  It’s why I proudly refer to myself as a halfie.

In all honesty, my Chinese dad grew up in Great Neck and I am not even that good at using chopsticks.   But even though I am thoroughly Americanized, I still feel close to my distinct Chinese heritage.  For one, I am perceptibly Asian, whereas the other half of my genes are a little more, well, recessive. I even spent the first seven years of my life in Chinatown, at a public kindergarten where I was the only kid who didn’t know how to speak Chinese. But I have to wonder whether I would feel as close a connection to my Asian heritage if my last name wasn’t Lee, if my hair wasn’t naturally dark and stick straight, if I didn’t grow up knowing my Chinese grandparents…

…When people say that they only want to be with someone of their same race or religion, I take it as somewhat of a personal offense, since my own mixed-race existence was in such clear defiance of those beliefs.  I used to think it was closed minded of my Catholic friends to only follow up on Catholic advances.  I used to think it was cruel and unusual for my Indian friends to have to only date other Indians.   I used to see it as a kind of discrimination, even.  I used to protest, caught up by a combination of romantic whimsy and defensiveness — Give everyone a fair chance! You can’t help who you fall in love with! People are people!

And it’s true, people are people, but people are also products of their cultures and beliefs.  Is it really discrimination to prefer to be with people who share those things with you?…

Read the entire article here.

So… What are You, Anyway

2012 Conference on Multiracial Identity: Exploring Our Roots
Hosted by Harvard Half-Asian People’s Association
Harvard University
2012-04-06 through 2012-04-07

Welcome to the fourth annual conference on multiracial identity and politics, hosted by the Harvard College Half-Asian People’s Association on April 6 – April 7, 2012.

Join us this year in exploring what it means to be mixed race. This year we are happy to announce Diane Farr as our keynote speaker. Diane Farr last brought her unique sense of humor to Showtime’s CALIFORNICATION as Jill Robinson. Having just finished three years as Agent Megan Reeves on CBS’s NUMB3RS, Farr was thrilled to put her gun down and don a sundress for a comedy. Prior to NUMB3RS, Farr starred on RESCUE ME, as well as THE JOB, THE DREW CAREY SHOW and ROSWELL. Her advice as the sole female on the MTV hit, LOVELINE, is what made her whiskey-soaked voice so recognizable. After 200 episodes of this cult phenomenon, Farr published her first book.

The Girl Code, a comic look at single women in the 21st century has since been sold to seven countries in five languages. Farr’s latest book, Kissing Outside The Lines, hilariously chronicles her path to an interracial marriage. Part of a two book series, Kissing will be followed up next year with Shades of America – which discusses raising biracial children. Diane writes for most American magazines and recently took over Dave Barry’s internationally syndicated column for Herald Tribune Newspapers, writing a comedic comment on pop culture.

We are also happy to welcome Associated Press journalist Jesse Washington and former Harvard Hapa president James Fish as speakers and Sue Lambe, Katie Low, and as discussion leaders…

For more information, click here.

Mixed Race Week by SHADES of CSU

Colorado State University
Fort Collins, Colorado
2012-04-02 through 2012-04-06

Monday, Apr. 2, marks the beginning of the 4th-annual Mixed Race Week, a series of presentations and activities celebrating the multiracial and interracial community at Colorado State University.
 
This annaul event is sponsored by Shades of CSU, an organization dedicated to multiracial students…one of a few of its kind in the country.

For more information, click here.

Postracial Possibilities? Deconstructing Contemporary Discourse on Multiraciality

American College Personnel Association
ACPA 2012 Annual Convention
Louisville, Kentucky
2012-03-24 through 2012-03-28

Session Information:
Monday, 2012-03-26
16:15-17:15 EDT (Local Time)
Kentucky International Convention Center, 107

Marc Johnston
University of California, Los Angeles

Prema Chaudhari
Asian & Pacific Islander American Scholarship Fund (APIASF)

Although multiracial individuals have been positioned as harbingers of a postracial era (especially after President Obama’s election) others critique the multiracial movement, with its large college student base, for reinforcing racial hierarchies (Spencer, 2011). This contradictory discourse, coupled with increasing suspicion of mixed heritage students doing “the race hustle” when seeking college admission/scholarships, presents challenges for addressing the needs of an increasingly diverse multiracial student population. By deconstructing this discourse we offer clarity and recommendations for future practice.

For more information, click here.

Black identity in biracial Black/White people: A comparison of Jacqueline who refuses to be exclusively Black and Adolphus who wishes he were.

Cultural Diversity and Ethnic Minority Psychology
Volume 7, Number 2 (May 2001)
page 182-196
DOI: 10.1037//1099-9809.7.2.182

Angela R. Gillem
Arcadia University

Laura Renee Cohn
Arcadia University

Cambria Thorne
Arcadia University

Two biracial college freshmen (17 and 19 yrs old), both of whom identify as Black, were chosen from a larger sample of participants in a qualitative study of biracial identity development to exemplify the differences in the paths that 2 biracial individuals could take to achieve racial identity resolution. Through the case study method, the authors describe the course and progression of racial identity development (RID) in these 2 individuals and discuss some key themes in their lives that have contributed to the development of their RID. The purposes are fourfold: to describe, nonclinical subjective experiences of being biracial in the US, to explore the differences in the paths that 2 biracial individuals can take to achieve what looks superficially like similar Black racial identity resolution, to demonstrate how identifying as Black can have different meanings and consequences for 2 biracial people, and to contribute to the differentiation of Black RID from biracial Black/White RID. The authors raise questions about the generalizability of monoracial Black and ethnic identity theories to biracial individuals.

Read the entire article here.

Not Tainted by the Past: Re-conceptualization and Politics of Coloured Identities among University Coloured Student Activists in Post-Apartheid South Africa

Achieving Sustainable Development in Africa
International Conference at the University of Pittsburgh
2012-03-29 through 2012-03-30

Sardana Nikolaeva
School of Education
University of Pittsburgh

The colonial apartheid South Africa, its hierarchical racial classification and its consequences have garnered a lot of interest from scholars in a number of disciplines. Coloured identities, previously shaped as a single racialized categorical identity of a diverse group of “mixed race” people by the particular racist discourse of colonial and apartheid South Africa, currently needs to be re-conceptualized as heterogeneous and constructed by complex networks of relations and practices in specific historical, social, and political contexts. This research project examines how coloured students’ identities are formulated, contested and negotiated within a specific student activism context in a post-apartheid higher education terrain. In this sense, involvement in student activities of undergraduate and graduate students, who self-identify as of coloured identities, is interpreted as a productive resource and a site of identity articulation, contestation, and negotiation, evolving around locally embedded social, economic, cultural, and political issues. I firmly believe that there is a need of research of post-apartheid youth identity politics, particularly among coloured youth, one of the most disenfranchised, discriminated, and socio-politically-, economically-, and culturally-marginalized groups in South Africa. On a broader level, the research findings might shed light on the specifics of the minority group politics (coloured/colouredness politics) within post-1994 South Africa as a multi-racial and multi-ethnic state.

For more information, click here.

Mixing It Up: Supporting Multiracial Students in Racial Affinity Groups

American College Personnel Association
ACPA 2012 Annual Convention
Louisville, Kentucky
2012-03-24 through 2012-03-28

Session Information:
Wednesday, 2012-03-28
08:30-09:30 EDT (Local Time)
Kentucky International Convention Center, 212 & 213

Heather C. Lou, FYE Coordinator
University of Vermont

Adam J. Ortiz, House Director
Hampshire College

Rachel Luna
University of the Pacific

Racial affinity groups in higher education have significant potential to advance positive identity development for people of all races. The dynamic between dominant and non-dominant social identities calls for individuals to be divided into binary racial affinity groups of White and People of Color (POC). Frustration, anxiety, and feelings of marginality can arise when multiracial people are asked to choose between groups. In this presentation, will discuss tactics to best support multiracial students through affinity group facilitation.

For more information, click here.