Mixed Race Studies

White GWU professor admits she falsely claimed Black identity

The Washington Post
2020-09-03

Lauren Lumpkin and Susan Svrluga

A George Washington University history professor falsely claimed a Black identity throughout her life, she admitted Thursday. (Jonathan Newton/The Washington Post)

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Jessica A. Krug, an associate professor at George Washington University, said she’s claimed a Black identity throughout her career.

A history professor at George Washington University admitted in a blog post to claiming a Black identity, despite being White.

Jessica A. Krug said she has deceived friends and colleagues by falsely claiming several identities, including “North African Blackness, then US rooted Blackness, then Caribbean rooted Bronx Blackness,” she wrote in a blog post on Medium. Krug, whose areas of expertise include African American history, Africa and Latin America, is White and Jewish, she admitted.

“I am not a culture vulture. I am a culture leech,” Krug wrote. “I have thought about ending these lies many times over many years, but my cowardice was always more powerful than my ethics.”

Neither Krug nor the university immediately returned a request for comment.

Krug, in the blog post, said she has been battling “unaddressed mental health demons” for her entire life. She said she started to assume a false identity as a child.

Read the entire article here.

Seeking Participants: Experiences of Multiracial Students in Higher Education

2020-08-27

Lauren Wagner
Graduate College of Education
San Francisco State University

Hello – I am a graduate student in the Master of Arts in Education: Equity and Social Justice in Education at San Francisco State University. I am currently seeking research participants for phone interviews during the month of September.

My qualitative study focuses on perceptions, representation, and identity development of multiracial students in higher education – specifically the significance of continuous access and visibility of ethnic studies curriculum throughout a student’s academic journey.

Please consider participating if you meet all of the below:

1. Identify as multiracial (i.e., individuals who have mixed ancestry of two or more races).
2. Have taken at least one ethnic studies course at a California Community College, California State University, or University of California.

Participants will be asked to share their experiences in a 45-60 minute interview. All information provided will be kept confidential.

If you or someone you know is interested in participating in this research, please contact me at lwagner@sfsu.edu.

Thank you!

“Having a black great-grandmother made me non-white”: Popular white DJ defined herself as brown to enter college through Brazil’s affirmative action program

Black Women of Brazil
2020-06-11

By Luana Benedito and Juca Guimarães

Larissa Busch defined herself as ‘brown’ in order to get into college through affirmative action

Young woman entered the university in the modality that contemplated “self-declared black, brown or indigenous candidates regardless of income”

24-year-old digital influence Larissa Busch admitted to cheating the racial quota system at the Federal University of Rio de Janeiro (UFRJ) in a long post on her Instagram profile this Tuesday (2). The young woman, who is white, joined the educational institution in the Social Communication course, in the second half of 2014, in the modality that contemplated “self-declared black, brown or indigenous candidates regardless of income”.

“In 2014, six years ago, I made the worst choice of my life and I’m here to talk about it with all the guilt that I carry. I entered the university calling myself ‘parda’ (brown/mixed). Yes, this is horrible and there is not a day that I don’t think about it. I have kept this shame inside me for a long time and as much as I feel sad that the dirtiest episode of my life is becoming public, I always knew that this day would come”, said Larissa in an excerpt of the text…

Read the entire article here.

Recognizing being white-passing as a privilege

The Queen’s Journal
Kingston, Ontario, Canada
2020-06-01

Hareer Al-Qaragolie

In her first year at Queen’s, Hareer realized her responsibility to her community. Credit: Hareer Al-Qaragolie

Where I stand as a proudly-identifying Arab Muslim

I was born in Baghdad to Iraqi parents who fled war to Amman, Jordan. Although I grew up as part of a marginalized Iraqi community in Jordan, I was also part of the majority of the population, adapting to the Jordanian accent and identifying as both an Arab and a Muslim.

In Jordan, I never thought of my privilege beyond the fact that I was part of the Iraqi diaspora.

However, through my experiences at Queen’s, I’ve had to add another definition to what privilege means to me: being white-passing…

Read the entire article here.

‘Complicating my place:’ multiracial women faculty navigating monocentricity in higher education––a polyethnography

Race Ethnicity and Education
Published online: 2020-04-23
DOI: 10.1080/13613324.2020.1753679

Kelly F. Jackson, Associate Professor of Social Work
Arizona State University

Dana J. Stone, Associate Professor of Educational Psychology and Counseling
California State University, Northridge

E. Namisi Chilungu, Clinical Assistant Professor of Psychology
Georgia State University

Jillian Carter Ford, Associate Professor of Social Studies Education
Kennesaw State University, Kennesaw, Georgia

This polyethnography is an interdisciplinary collaboration between four multiracial women faculty employed at different universities across the US to examine their experiences navigating monocentricity in higher education. This insightful study amplifies the voices of a particular subset of women of color faculty who identify multiracially – a group overlooked in existing literature examining diverse faculty experiences in higher education. Utilizing Multiracial Critical Race Theory (MultiCrit), we reflex on the similarities and nuances that exist within and between our written stories of experience. Conjointly, our critical reflections reveal the prevalence of monoracism within institutions of higher education, which places both internal and external pressures on multiracial women faculty to demarcate themselves monoracially, while simultaneously maintaining a clandestine borderland identity within their departments. Implications for this study reveal the importance of multiracial counterspaces for multiracial faculty as a form of resistance against monocentricity in US institutions of higher education.

Read or purchase the article here.

HALF MEASURES: California’s Journey Toward Counting Multiracial People By 2022

Multiracial Americans of Southern California (MASC)
2020
30 pages

Thomas Lopez, Editor
Sarah Gowing, Lead Researcher

Reviewers:

G. Reginal Daniel, Ph.D., Professor and Vice Chair, Department of Sociology
University of California, Santa Barbara

Kelly F. Jackson, Ph.D., Associate Professor of Social Work
Arizona State University

Racial and ethnic data is collected by the government to enable the enforcement of civil rights laws, ensure equitable distribution of resources, and measure inequality. In 2016, the State of California released new policy standards for the collection and public reporting of racial/ethnic demographic data. All State agencies, boards, and commissions that collect this data must comply by January 1, 2022, allowing respondents to select multiple racial/ethnic categories. They must also disseminate this information in such a way as to not obscure mixed-race individuals. Potentially the most significant change to the standards would be the counting of people with mixed Latina/o and non-Latina/o identity. California will be the first state in the nation to do this.

This study’s aim is to determine whether these agencies are in compliance or whether there are still changes to be made. After reviewing organizations and aims from four sectors (education, business, health, and criminal justice), it was found that only one system is in compliance with the data collection, and none have followed the standards for race/ethnic data presentation. The counting of mixed Latina/o identified people is the most conspicuous gap in both the data collection and reporting methods. With less than two years to make the required changes, agencies must ensure that they are beginning the process now due to the time and resources required.

Table of Contents

• Executive Summary
• About MASC
• Terminology
• Introduction
• Current vs. Future Standards
  • Future Data Collection Compliance
  • Future Data Presentation Compliance
• Methodology
• Results
  • Data Collection
  • Data Presentation
• Discussion & Recommendations
• About the Authors
• Works Cited
• Appendix A: Assembly Bill 532
• Appendix B: Supporting Data

Read the entire report here.

Palmer Patton recognized as earliest identified African American graduate, faculty member at Oregon State

OSU Today
Oregon State University
2020-02-20

Theresa Hogue, Public Info Representative

Palmer Patton

Oregon State University archivist Larry Landis was leafing through a 1919 Beaver Yearbook in 2018 as he did research on representations of blackface in old university publications. As he looked for examples, he came across a yearbook photo of a student who appeared to be African American.

As the director of the Special Collections & Archives Research Center, Landis knew that officially, Carrie Halsell was considered the earliest identified African American graduate of Oregon State (at that time Oregon Agricultural College) in 1926. But the man in the photos, Palmer Patton, graduated from OAC with his bachelor’s degree in 1918 and a master’s degree in 1920. Landis investigated further.. He combed the university archives, online historic newspapers, and even accessed information through his personal Ancestry.com account. He also made inquiries with archives at other universities – Montana State University, UC Davis and the University of Chicago – all of which provided or confirmed information on Patton. He spent part of an afternoon in the archives at Montana State while in Bozeman for a conference.

“Over the course of several months I pieced together Palmer Patton’s story,” Landis said. “The end result is a story of someone who was most likely bi-racial, who identified as white at times, and who was able to navigate through places and spaces that were predominantly white.”…

Read the entire article here.

I’m 100% black and 100% Japanese and I found my true self at Howard University

The Undefeated
2020-02-25

Arthur Cribbs, ESPN Rhoden Fellow
Los Angeles, California

Arthur Cribbs (center) with father and mother at his high school graduation in Los Angeles in 2017. Arthur Cribbs

Arthur Cribbs is a junior at Howard University and one of six Rhoden Fellows from historically black colleges and universities participating in a yearlong internship with The Undefeated.

I wouldn’t have it any other way

All I had been searching for in a college was a place that I could call home. So when my junior year of high school came around and my guidance counselors began asking me which schools I was considering, my mind was set on one place: Occidental College.

At that point in my life, it checked all the boxes. It was a four-year college with proven success; even President Barack Obama attended the school. It was also close to my home in Los Angeles, about a mile away from my family. I was familiar with the campus and since my two sisters attended the school, I’d spent many nights at the college already. Occidental looked like a place, outside of my home, where I could be comfortable.

Growing up, comfort was something I had constantly been searching for. Whenever I was away from my family, I often felt out of place.

For starters, I am black and Japanese. While my parents raised me to embrace both parts of my heritage, there were not many people with my combination…

Read the entire article here.

Multiracial Identities and Monoracism: Examining the Influence of Oppression

Journal of College Student Development
Volume 61, Number 1, January-February 2020
pages 18-33
DOI: 10.1353/csd.2020.0001

Marc P. Johnston-Guerrero, Associate Professor of Higher Education and Student Affairs
Ohio State University

Vu T. Tran, Assistant Director of Residence Education
Michigan State University

Lisa Combs, Program Coordinator for School Diversity and Multicultural Affairs
Loyola University Chicago

We explored how notions of oppression manifest in the identities of 16 multiracial college students. We were guided by two research questions: (a) How does racial oppression affect multiracial students’ identities? and (b) Is that racial oppression tied to traditional manifestations of racism, monoracism, or both? Findings demonstrate that racial oppression is influential, yet there are difficulties in identifying racial oppression that targets multiracial people. This study highlights the need for more education on monoracism as a unique and connected form of oppression and on racial asymmetries within multiraciality.

Read or purchase the article here.

Am I Black Enough?

KQED.org
KQED Perspectives
San Francisco, California
2020-01-23

Valencia White
El Cerrito, California

Picking a college isn’t easy. For teens weighing their options there are a lot of factors to consider. YR Media’s Valencia White says her racial identity played a big role.

As a senior, the question I get asked the most is: Where do you want to go to college? My answer is always the same. I want to go to Howard University or Spelman College, both of which are historically Black colleges. But sometimes I ask myself, “Am I Black enough to go to an HBCU?”

I’m biracial — my mom is mixed with Black and Filipino and my dad is white. In seventh grade, my parents switched me from a majority-white Catholic school to a more diverse school. I quickly realized how little diversity I had been exposed to at my old school. I was happy for once not to be the only Black kid in the class.

But adjusting to a new school didn’t come easily.

Kids would ask me, “Why do you act so white?” I felt like I had to change my personality just to be accepted. I know I’m Black and that’s something I’ve never doubted. But when my peers constantly doubted my blackness, I started to question my identity…

Read the entire story here. Listen to the story (00:02:08) here.