Mixed Race Studies

Latina/o Whitening? Which Latina/os Self-Classify as White and Report Being Perceived as White by Other Americans?

Du Bois Review: Social Science Research on Race
Volume 12, Issue 01, Spring 2015
pages 119-136
DOI: 10.1017/S1742058X14000241

Nicholas Vargas, Assistant Professor of Sociology; Latino Studies
University of Florida

Some scholars argue that Latina/os in the United States may soon become White, much like the supposed Whitening of Eastern European immigrant groups in the early twentieth century. High rates of White racial identification on surveys among Latina/os is one explanation provided for this assertion. However, personal identification is but one element of racial boundary maintenance. It is when personal identification is externally validated that it is most closely associated with group-based experiences. This article maps components of the White-Latino racial boundary that may be permeable to White expansion by examining conditions under which Latina/os self-identify as White and report that they are externally classified as White by other Americans. Employing novel data from the 2006 Portraits of American Life Study, this article shows that nearly 40% of Latina/os sometimes self-identify as White, yet a much smaller proportion—only 6%—report being externally classified as White by others. Moreover, logistic regression analyses suggest that for those with light phenotypical features and high levels of socioeconomic status, the odds of reported external Whitening are increased. Interestingly, phenotypically light Latina/os with low-socioeconomic-status levels have low probabilities of reporting external classification as White when compared to their phenotypically light and high-socioeconomic-status counterparts, suggesting that the combination of both skin color and class may be central to the White-Latino racial boundary. Results also indicate that many who report external Whitening do not prefer to self-identify as White. In sum, multidimensional measures of racial classification indicate that only a very small minority of Latina/os may be “becoming White” in ways that some previous researchers have predicted.

Read or purchase the article here.

America Is Obsessed With Identity. Thanks, Obama?

Code Switch: Frontiers of Race, Culture and Ethnicity
National Public Radio
2016-02-17

Alicia Montgomery

Annette Elizabeth Allen for NPR

When Barack Obama won the presidency in 2008, there was a lot of talk about “The Obama Effect”: how the nation’s first black president signaled a new era of racial harmony and understanding.

That didn’t happen. But what did? The Obama family’s tenure in the White House has overlapped a revolution in the way Americans deal with identity. From race to religion, from gender to sexual orientation and beyond, marginalized groups that historically worked and waited for “a seat at the table” increasingly demanded their share of cultural power.

And people who once assumed that they could define what it means to be American were called on to defend their ideas and “check their privilege…

Read the entire article here.

A Critical and Comprehensive Sociological Theory of Race and Racism

Sociology of Race and Ethnicity
Published online before print 2016-02-23
DOI: 10.1177/2332649216632242

Tanya Golash-Boza, Associate Professor of Sociology
University of California, Merced

This article contests the contention that sociology lacks a sound theoretical approach to the study of race and racism, instead arguing that a comprehensive and critical sociological theory of race and racism exists. This article outlines this theory of race and racism, drawing from the work of key scholars in and around the field. This consideration of the state of race theory in sociology leads to four contentions regarding what a critical and comprehensive theory of race and racism should do: (1) bring race and racism together into the same analytical framework; (2) articulate the connections between racist ideologies and racist structures; (3) lead us towards the elimination of racial oppression; and (4) include an intersectional analysis.

Read or purchase the article here.

ASA 115: Mixed Race Expeiences

University of California, Davis
2012-2016

Kieu-Linh Caroline Valverde, Associate Professor of Asian American Studies

“Even after our first ‘black’ president ushered in a so-called ‘post racial America,’ we understood that there is much more to the race issue than what has been presented.”

Using the theme of Race Traitors, this quarter’s Mixed Race Experiences course serves to complicate and even question the meaning, importance, and value of race constructions. Why have those in interracial unions and their offsprings been targets of oppression, cooptation, and even veneration in the Americas and globally? How have these same groups also threatened and challenged race categorizations? There will be no midterm or final but instead students will participate in the process of curating and creating an art exhibit.

For more information, click here.

Call for papers: Mana Tangatarua: Mixed heritages and biculturalism in Aotearoa/New Zealand

Dr Zarine L. Rocha
2015-11-22

Deadline: 29 February 2016

This volume seeks to explore the diversity of research on “mixed race”/mixed ethnic identity in Aotearoa/New Zealand. “Mixed race” identities have been the subject of growing scholarly interest over the past two decades, particularly in North America and Britain. In multicultural societies, increasing numbers of people of mixed ancestry are identifying themselves outside of traditional racial categories, challenging systems of racial classification and sociological understandings of “race”.

This volume aims to reorient the field of study to look specifically at New Zealand. New Zealand provides a particularly interesting context, with a diverse population, and an unusual state framework around race and ethnicity: mixedness and “mixed ethnic identity” have been officially recognised for more than 20 years. The proposed book will draw on research across disciplines, seeking to explore both the past and the present by looking at how race relates to ethnicity, and how official and social understandings of these terms have changed. It will focus on the interactions between race, ethnicity, national identity, indigeneity and culture, especially in terms of visibility and self-defined identity. The range of themes covered will include the complexity of the lived mixed race experience, the role of indigenous identity, migration, generational change and identity, and the complexities of a multicultural society within a bicultural national framework.

Book Overview

The proposed book will be edited by Dr Zarine L. Rocha (National University of Singapore) and Dr Melinda Webber (University of Auckland).

It will include an introduction written by the editors surveying the current condition of the field of scholarship in the country, putting this in an international context. This will be followed by up to 15 chapters of original research by a selection of senior, mid and early career researchers across a range of disciplines.

Please send your abstracts (150-200 words) and bio (50-100 words) by 29 February 2016, to: Dr Zarine L. Rocha (z.l.rocha@ajss.sg).

Mixed-Race Youth and Schooling: The Fifth Minority

Routledge
2016-02-26
256 pages
10 B/W Illus.
Hardback ISBN: 978-1-13-802191-4
Paperback ISBN: 978-1-13-802193-8

Sandra Winn Tutwiler, Professor of Education
Washburn University, Topeka, Kansas

This timely, in-depth examination of the educational experiences and needs of mixed-race children (“the fifth minority”) focuses on the four contexts that primarily influence learning and development: the family, school, community, and society-at-large.

The book provides foundational historical, social, political, and psychological information about mixed-race children and looks closely at their experiences in schools, their identity formation, and how schools can be made more supportive of their development and learning needs. Moving away from an essentialist discussion of mixed-race children, a wide variety of research is included. Life and schooling experiences of mixed-raced individuals are profiled throughout the text. Rather than pigeonholing children into a neat box of descriptions or providing ready made prescriptions for educators, Mixed-Race Youth and Schooling offers information and encourages teachers to critically reflect on how it is relevant to and helpful in their teaching/learning contexts.

Table of Contents

• Preface
• Part I: Being Mixed-Race in Society
  • Chapter 1: The Context of Race for Mixed-Race People
  • Chapter 2: Mixed-Race People in Society Over Time
  • Chapter 3: Racial Identity: Multiple Perspectives on Racial Self-Understanding
• Part II: Family, Community, and Peers
  • Chapter 4: Structures, Practices, and Socialization in Interracial and Multiracial Families
  • Chapter 5: Community, Social Class and Sociocultural Interactions
  • Chapter 6: Peer Relations and Friendship Formations
• Part III: Education and Schooling: People, Places, and Practices
  • Chapter 7: Teachers’ (Mixed) Race Constructions and Teaching in Multiracial Classrooms
  • Chapter 8: The Racial Context of Schooling and Mixed-race Youth
  • Chapter 9: Schooling Supportive of Mixed-Race Youth
• Index

An Exploration of Racial Considerations in Partnered Fathers’ Involvement in Bringing Up Their Mixed-/Multi-Race Children in Britain and New Zealand

Fathering: A Journal of Theory, Research, and Practice about Men as Fathers
Volume 13, Number 2 (2015)
26 pages

Rosalind Edwards, Professor of Sociology
University of Southampton, Southampton, United Kingdom

Chamion Caballero, Visiting Senior Fellow
Department for Social Policy
London School of Economics

This article considers how partnered fathers’ involvement may be shaped by their understandings of the salience and impact of their children’s racial belonging where fathers do not share the same race as their (biological) children. We draw on findings from a small-scale study of fathers with a partner from a different racial background living in Britain and New Zealand, to consider their involvement with their mixed or multi-racial children. Bringing up mixed/multi-race children can involve white fathers in thinking about issues that they would not necessarily otherwise have to consider. It could, for example, mean that they supported their children’s access to minority cultural knowledge and challenge racism. Equally, bringing up mixed/multi-race children can involve fathers from racial minorities in thinking about racial considerations in different ways. Notably they may transmit racial pride and cultural history to help their children deal with prejudice from the father’s own minority ethnic group as well as racism from Whites.

Read the entire document (in Microsoft Word format) here.

An inquiry on racial, ethnic, and national identity among ‘mixed race’ persons of Indian and Fijian descent

University of the South Pacific, Suva, Fiji
February 2015
149 pages
DOI: 10.13140/RG.2.1.5141.7360

Rolando Alonzo Cocom

A thesis submitted in fulfillment of the partial requirements for the completion of Master of Arts in Sociology

This explorative research provides an interpretive understanding of racial, ethnic, and national identity among ‘mixed race’ persons of Indian and Fijian descent in Suva, Fiji. This study was motivated by three research questions: (1) How do ‘mixed race’ Indian-Fijians identify themselves with an ethnic label or labels? (2) How do they identify with the term ‘Fijian’, given its recent institutionalization as a national identity construct? and (3) What do such experiences and views tell us about the racialization and politicization of identity in Fiji? Answers to these questions were interpreted from information generated during multiple individual and group interviews with ten ‘mixed race’ participants in Suva, who were accessed through the snowballing sampling method.

The study contributes to the discourse of identity in Fiji by presenting for the first time the experiences and opinions of being a ‘mixed race’ Indian-Fijian in a social context where political events and social structures have demarcated a set of dichotomized in-group and out-group relations and practices. It also contributes to the field of Critical Mixed Race Studies (CMRS) and to contemporary political debates in light of the underrepresentation of literature from the South Pacific region; the limited literature on ‘mixed race’ in Fiji; and the recent state policy to classify all citizens with the term ‘Fijian’. Based on the interviews conducted, this research demonstrates how the participants reinforced, resisted, and accommodated the social structures and discursive practices of identity in Fiji.

Read the entire thesis here.

TEDx USF with Elizabeth Hordge-Freeman

TEDx USF
University of South Florida
Tampa, Florida
2016-02-08

From November 2015, Assistant Professor of Sociology Elizabeth Hordge-Freeman discusses her new book, The Color of Love: Racial Features, Stigma, and Socialization in Black Brazilian Families.

The Brazilian carnival queen deemed ‘too black’ – video

The Guardian
2016-02-09

Barney Lankester-Owen, Bruce Douglas, Charlie Phillips and Juliet Riddell

Nayara Justino thought her dreams had come true when she was selected as the Globeleza carnival queen in 2013 after a public vote on one of Brazil’s biggest TV shows. But some regarded her complexion to be too dark to be an acceptable queen. Nayara and her family wonder what this says about racial roles in modern Brazil