Mixed Race Studies

“Check the Box”: Asian-White Biracial Identity among University Age Students

University of Colorado, Boulder
May 2019
79 pages

Hannah Brooke Hallenbeck

A thesis submitted to the University of Colorado Boulder In partial fulfillment of the requirements to receive Honors designation in Sociology

This honors thesis examines how Asian-white biracial university age students identify in different institutional and social contexts. While biracial Asian-white individuals have been federally recognized in the United States since the 2000 Census, university annual diversity reports lag behind. At the university where I conducted research for this study, the institution places students who select multiple races into a homogenous “more than one race” group (for the purposes of data analysis), which I argue fails to incorporate different racial, national, or cultural backgrounds, and self-presented identity. Through semi-structured interviews of 16 Asian-white biracial students and one campus employee of the university’s data analytics office, the diverse backgrounds of what it means to be both Asian and white and how their lived experiences of biraciality are represented is investigated. I found five influences on identity: ancestral immigrant status, phenotypic identity, demographic selection when presented with only one option, demographic selection when presented with two or more options, and self-identity in relation to cultural identity. This paper argues cultural identity is the most accurate representation of Asian-white biracial individuals, challenging literature that claims biracial individuals will embrace a singular dominant racial identity.

Read the entire thesis here.

The Prism of Race: The Politics and Ideology of Affirmative Action in Brazil

University of Michigan Press
2018
272 pages
2 tables
6 x 9
Hardcover ISBN: 978-0-472-13084-9
Ebook ISBN: 978-0-472-12389-6
DOI: 10.3998/mpub.9736376

David Lehmann, Emeritus Reader in Social Science
Cambridge University

Foreword by:

Antonio Sergio Guimarães, Senior Professor of Sociology
University of São Paulo, São Paulo, Brazil

Brazil has developed a distinctive response to the injustices inflicted by the country’s race relations regime. Despite the mixed racial background of most Brazilians, the state recognizes people’s racial classification according to a simple official scheme in which those self-assigned as black, together with “brown” and “indigenous” (preto-pardo-indigena), can qualify for specially allocated resources, most controversially quota places at public universities. Although this quota system has been somewhat successful, many other issues that disproportionately affect the country’s black population remain unresolved, and systemic policies to reduce structural inequality remain off the agenda.

In The Prism of Race, David Lehmann explores, theoretically and practically, issues of race, the state, social movements, and civil society, and then goes beyond these themes to ask whether Brazilian politics will forever circumvent the severe problems facing the society by co-optation and by tinkering with unjust structures. Lehmann disrupts the paradigm of current scholarly thought on Brazil, placing affirmative action disputes in their political and class context, bringing back the concept of state corporatism, and questioning the strength and independence of Brazilian civil society.

Table of Contents

• Foreword
• Preface
• 1. Introduction
• 2. After Durban
• 3. Classification Wars
• 4. Race, Class, and Education in the Search for Social Justice
• 5. The Movimento Negro between State, Civil Society, and Market
• 6. The Campaign and Theories of Social Movements
• Appendix A: Selected Indicators on the Growth of the Brazilian Higher Education System (2003–2014)
• Appendix B: Interviews Carried Out between 2008 and 2014
• Glossary
• Footnotes
• Bibliography
• Index

Constructions of race in Brazil: resistance and resignification in teacher education

International Studies in Sociology of Education
Volume 27, 2018 – Issue 2-3: Special Issue: Migration, Borders, and Education: International Sociological Inquiries
pages 307-323
DOI: 10.1080/09620214.2018.1444504

Joel Austin Windle
Department of Modern Languages
Universidade Federal Fluminense, Niteroi, Brazil

Kassandra Muniz
Departamento de Letras
Universidade Federal de Ouro Preto, Mariana, Brazil

This paper reflects on racial identification in Brazil, considering how concepts of race travel internationally and are transformed locally. In light of the silencing of issues of race in Brazilian public education, we analyse the experiences of student teachers of colour participating in a professional development project coordinated by the authors. We report findings of a qualitative study arising from the project, based on reflective journals and interviews, and focusing on processes of racial resignification and resistance. The narratives produced by participants are situated in relation to dominant discourses of racial democracy and mixing, which deny the possibility of a politicised Afro-Brazilian identity. We show how hybrid identifications, drawing on cultural resources and networks that involve transnational circulation, are part of the construction of new social identities in the context of teacher education.

Read or purchase the article here.

Bristol school drops Colston name and replaces it with African-American, female mathematician’s

The Bristol Post
Bristol, United Kingdom
2019-02-10

Tristan Cork, Senior Reporter

An 18th century engraving of Edward Colston

All the other house names have been dropped in favour of more diverse role models

One of Bristol’s oldest state schools has decided to ditch the names of its houses – including one named after Edward Colston – in favour of more inspiring names who are better role models.

St Mary Redcliffe and Temple School has a house system with five houses, all named after historic figures from the school’s, and Bristol’s, past.

That system has operated for decades, but from the start of the next academic year in September, they will be replaced.

The school, which is the only Church of England secondary school in the Diocese of Bristol, has come under pressure for its links to the controversial slave trader Edward Colston in recent years, and that included calls to rename one of the five school ‘houses’ which is named after him.

The school groups students into five houses, from when they start in Year 7 to Year 11.

Pupils start in James House in Year 7, before being split into four different houses until they take their GCSEs…

…Colston House will become Johnson House

Katherine Johnson

Edward Colston is one of the most prominent and divisive figures in Bristol’s history. A Bristol-born merchant, he effectively ran the Royal Africa Company in London, before helping to open it up for Bristol.

As well as a statue of him in The Centre, there are roads, buildings, schools and homes named after him, with the use of his name across Bristol increasingly controversial.

Katherine Johnson was an African-American mathematician whose calculations of orbital mechanics were critical to the success of America’s first manned spaceflights.

She effectively worked out how man could land on the moon during the Apollo missions, and her calculations also were essential to the beginning of the Space Shuttle programme. She was portrayed in the 2016 film Hidden Figures.

Read the entire article here.

‘I’m mixed-race, is Cambridge University right for me?’

BBC News
2019-01-22

Anoushka Mutanda Dougherty has been offered a place at Cambridge University, but she’s mixed-race and from a state school – and only 3% of students who started at Cambridge in 2017 were black, or mixed-race with black heritage. So is it the best place for her? At this point, she’s not sure.

Cambridge is the second-oldest university in the English-speaking world. Cambridge is the fourth-oldest surviving university in the world. Cambridge has produced, so far, 90 Nobel prize winners – and Cambridge, this educational powerhouse, just might not be where I want to go. At least, that’s how I feel right now, a week after finding out that I got a place…

Read the entire article here.

White Women’s Role in School Segregation

JSTOR Daily
2019-01-04

Livia Gershon
Nashua, New Hampshire

via Flickr

White American women have long played significant roles in maintaining racist practices. One sociologist calls the phenomenon “social mothering.”

In recent years, many public conversations about American racism have focused on white women—their votes for Trump, their opposition to school desegregation, their calls to the police about black people doing innocuous things. As sociologist Joseph O. Jewell points out, however, this is nothing new. White women have long played a role in maintaining institutional racism in this country.

Jewell focuses on two nineteenth-century incidents involving school segregation. The post-Civil War era was a time of changing racial and gender ideologies. White Anglo-Protestant families in U.S. cities viewed the growing visibility of upwardly mobile racial outsiders as a threat. Meanwhile, public schools and other institutions serving children were growing, creating new roles for middle-class white women—what Jewell calls “social mothering.”

In 1868, a white New Orleans engineer and Confederate army veteran learned there were nonwhite students attending his daughter’s school. When questioned, the school’s principal, the ironically-named Stephanie Bigot, provided a list of twenty-eight students “known, or generally reputed to be colored”—presumably girls whose appearances were passably “white.” Bigot claimed that she had no knowledge of their racial backgrounds but that there were rumors among the student body that they were not white.

Jewell writes that the enrollment of racially ambiguous girls posed a particular threat to white New Orleans families. “Allegations of racial passing compromised the entire student body’s ability to secure either marriage into a ‘good’ family or ‘respectable’ employment,” he writes…

Read the entire article here.

Other(ing) People’s Children: Social Mothering, Schooling, and Race in Late Nineteenth Century New Orleans and San Francisco

Race, Gender & Class
Volume 21, No. 3/4, RGC Intersectionalilty, Race, Gender, Class, Health, Justice Issues (2014)
pages 138-155

Joseph O. Jewell, Associate Professor of Sociology
Texas A&M University

Social mothering—women’s carework in the public sphere—played an important role in whites’ responses to racial minorities’ claims to middle-class mobility and identity in the late nineteenth century. In New Orleans and San Francisco, two cities where racial minorities used public education to achieve and reproduce middle-class position, white women principals were central figures in struggles over schooling that contributed to the de jure segregation of black and Asian children. I analyze two historical cases to show how racialized constructions of social mothering helped to maintain links between race and class. In both incidents, public opinion held white professional women responsible for ensuring the racial purity of white children’s public spaces and social identities. I argue that analyses of the race-class intersection should more carefully consider how the economic domination of racial minorities is maintained through various gendered forms of reproductive labor.

Read the entire article here.

Court declares one must “look like an African descendant in the eyes of the average man” to qualify for affirmative action, rejecting another case of a white student “passing” for black

Black Women of Brazil
2018-11-12

Marques Travae, Creator and Editor

One of numerous examples of fraud, Vinícius Loures defined himself as black to attain access to a Medicine course at the Universidade Federal de Minas Gerais.

Court declares one must “look like an African descendant in the eyes of the average man” to qualify for affirmative action, rejecting another case of a white student “passing” for black

In a recent decision that will have huge repercussions on persons who attempt to obtain access to certain jobs and vacancies in universities, a panel upheld a policy that defined that for anyone wishing to qualify through affirmative action, it is not enough that said person be of African descent, but rather must look like an African descendant in the eyes of the average man. This was an argument I made several months ago. A little background here.

Due to the lack of diversity on Brazil’s college and university campuses, the nation began to experiment with affirmative action policies nearly 20 years ago. The discussion on the policies generated debates on race in the public sphere that had never happened to such a degree in Brazil. Sure, the topic of race in Brazil had been studied in academia for decades, but never had the general public had such public debates on the topic. Since the first half of the 20th century, the belief system in Brazil had been that Brazil was a “racial democracy” in which any person, regardless of their racial appearance had an equal opportunity to attain a middle class lifestyle. In fact, because of widespread miscegenation, it was even difficult to determine what race the average Brazilian was anyway…

Read the entire article here

Color Struck: How Race and Complexion Matter in the “Color-Blind” Era

Sense Publishers
2017
218 pages
ISBN Paperback: 9789463511087
ISBN Hardcover: 9789463511094
ISBN E-Book: 9789463511100

Edited by:

Lori Latrice Martin, Associate Professor of Sociology
Louisiana State University

Hayward Derrick Horton, Professor of Sociology
State University of New York, Albany

Cedric Herring, Professor and Director of the Language, Literacy, and Culture (LLC)
University of Maryland, Baltimore County

Verna M. Keith, Professor of Sociology
Texas A&M University

Melvin Thomas, Associate Professor of Sociology
North Carolina State University

Skin color and skin tone has historically played a significant role in determining the life chances of African Americans and other people of color. It has also been important to our understanding of race and the processes of racialization. But what does the relationship between skin tone and stratification outcomes mean? Is skin tone correlated with stratification outcomes because people with darker complexions experience more discrimination than those of the same race with lighter complexions? Is skin tone differentiation a process that operates external to communities of color and is then imposed on people of color? Or, is skin tone discrimination an internally driven process that is actively aided and abetted by members of communities of color themselves? Color Struck provides answers to these questions. In addition, it addresses issues such as the relationship between skin tone and wealth inequality, anti-black sentiment and whiteness, Twitter culture, marriage outcomes and attitudes, gender, racial identity, civic engagement and politics at predominately White Institutions. Color Struck can be used as required reading for courses on race, ethnicity, religious studies, history, political science, education, mass communications, African and African American Studies, social work, and sociology.

Table of Contents

• Introduction / Lori Latrice Martin
• 1. Race, Skin Tone, and Wealth Inequality in America / Cedric Herring and Anthony Hynes
• 2. Mentions and Melanin: Exploring the Colorism Discourse and Twitter Culture / Sarah L. Webb and Petra A. Robinson
• 3. Beyond Black and White but Still in Color: Preliminary Findings of Skin Tone and Marriage Attitudes and Outcomes among African American Young Adults / Antoinette M. Landor
• 4. Connections or Color? Predicting Colorblindness among Blacks / Vanessa Gonlin
• 5. Black Body Politics in College: Deconstructing Colorism and Hairism toward Black Women’s Healing / Latasha N. Eley
• 6. Biracial Butterflies: 21st Century Racial Identity in Popular Culture / Paul Easterling
• 7. Confronting Colorism: An Examination into the Social and Psychological Aspects of Colorism / Jahaan Chandler
• 8. How Skin Tone Shapes Civic Engagement among Black Americans / Robert L. Reece and Aisha A. Upton
• 9. The Complexity of Color and the Religion of Whiteness / Stephen C. Finley and Lori Latrice Martin
• About the Contributors

Harvard Undergrads Form First Campus Group for Mixed-Race Students

The Harvard Crimson
Cambridge, Massachusetts
2018-11-20

Ruth A. Hailu and Olivia C. Scott, Crimson Staff Writers

Harvard Yard Photo: Amy Y. Li

The Harvard Undergraduate Union of Mixed Students received official recognition from the Undergraduate Council earlier this month to become the first group on campus for all mixed race students.

Since they began recruiting members last week, the group has attracted plenty of immediate interest, and its membership list now includes more than 100 students. Founders Iris R. Feldman ’20, Antonia Scott ’20, and Isaiah Johnson ’20 said they want the organization to serve as an inclusive space for all identities shaped by the needs and ideas of its members.

Scott said she was partially inspired to create the group after seeing mixed race organizations at other colleges, and she wanted to replicate the same experience at Harvard, which did not have a mixed race group on campus…

Read the entire article here.