Mixed Race Studies

There are Italians with black skin

Africa News
2010-05-28

Stephen Ogongo

Interview with Sabrina Jacobucci, President of Association of Afro-Italian Children

To be black and Italian at the same time is a new reality the Italian society is still struggling to accept.  Adoption and increase in the number of mixed marriages between Italians and Africans are gradually leading to an increase in the number of Black Italian children, the so-called Afro-Italians.  But the Italian society seems unprepared to cater for the social and educational needs of these children.  In this exclusive interview with Africa News, Ms. Sabrina Jacobucci, aka Flora NW, President of the Association of Afro-Italian Children, reveals the reasons that led to the foundation of the Association, the problems mixed heritage children face in the country, and suggests what should be done to make the education system more responsive to the needs of mixed heritage children.

Sabrina, please share with us the story behind the formation of the Association of Afro-Italian Children.

The Association was initiated by an Italian mother of two mixed-race children born abroad, who, when returning to Italy, started to express the need of meeting other black children since they were the only black children in school, in their block, whenever they went to the park or to after school activities. They started to ask: why aren’t there children like us on TV or on advertisements?  The Italian mother started to look for a group where children could meet other black children, but could only find associations of various migrant communities, or churches which catered for the Nigerian, or the Congolese or the Ghanaian and so forth.  The children could not, though, identify with any ethnic or migrant community in particular, being black Italians. So to answer the children’s need to see themselves represented, this woman started to look for other parents of black or mixed-race children to set up a group where the kids could, at least once a month, meet and feel stronger, in a society where to be black is often neither appreciated nor valued.

When was it founded?

A couple of years ago.

Who was involved?

I, the white Italian mum of Black Italian daughters (who also share an English, Nigerian and Jamaican mixed parentage), had the idea of setting up a group where my children could meet other Afro-Italian children. I thought gathering other parents of black children willing to meet would be easy.

Unfortunately, the number of black and mixed-race children is very low in Rome, especially in my area. So I started to “advertise” on the web, first of all on www.insenegal.org, a site which has a rich forum where a number of mothers of children having a Senegalese father write. But most of them weren’t from Rome. So I wrote to other parents’ forum, but they were attended mostly by parents of white children. And then, on one of these forums, I met the adoptive mum of a girl of Nigerian parentage, who shared the same need as mine. We were then joined by other adoptive and biological parents of black and mixed-race children, thanks to the website I manage http://afroitaliani.splinder.com, where I announce our meetings and other activities…

…From your experience, in Italy, are mixed heritage children facing different problems from those of other children?

Mixed race children often face the same issues black mono-heritage children face. No matter their skin tone, they are seen as black and therefore it is healthier and more empowering for them to identify as such, without denying their dual heritage at the same time. A racist is not going to ask them whether they are mixed-race. And yes, black and mixed race children definitely face different problems from those of white children…

…Do you think the education system in Italy fully caters for the needs of mixed heritage children?

I don’t think so. I don’t think the education system has even started to consider or understand the needs of mixed heritage children or of black children for that matter. They are invisible to the system because they are not even seen as a group. Also, mixed heritage is a concept that encompasses too broad a category. Our experience is that of parents of mixed-race children, black/white, and as such they face the same problems of institutional racism embedded in the education system black “mono-heritage” children face. I think that to separate mixed-race children from the black children amounts to “fractioning” the black community, and at this moment, when the community needs unity and strength, is not advisable…

Read the entire interview here.

Mixed Britannia: Part 3 of 3 (1965-2011)

BBC Two
2011-10-20

George Alagiah, Host

Below is the last episode as four 15-minute videos.

Clench: What are You Fighting For?

Commissioned By: Runnymede Trust-UK’s Leading Race Equality Think Tank
2011
Written and directed by Riffat Ahmed
Produced by Shane Davey, Courtney Edwards, Riffat Ahmed and Fabien Soazandry of Davey Inc
Running Time: 00:15:39

Starring: Hussina Raja as Ash
With: Kevin Morris, Jeff Caffrey, Afreen Mhar, Allan Hopwood, and Danny Randall

Made as part of the Runnymede Trust’s Generation 3.0 project, which looks at how racism can be ended in a generation, this short film tells the story of Ash, a mixed-race girl from Old Trafford, Manchester.

On a youth referral scheme, we see Ash travel to the iconic Salford Lads Club where she takes up boxing as a way of dealing with her troubled past. By portraying Ash’s experience of the sport, the film highlights how the boxing ring can be a neutral space where race and neighbourhood politics are left outside.

The film looks at not only Ash’s own experience of racism, but also the preconceptions she holds about other people and places.

Clench demonsrates how boxing can become the ultimate visual tool for communication between generations, highlighting that every person has a story to tell regardless of how they look.

Music: Sam Baws
Director of Photography: Jake Scott
Sound Design: Ashley Charles
Editor: Vid Price

Supporting Cast: Ezzo DeVaugn, Billy Wain, Kane Hannaway, Charell Anerville, Philip Mulher, Adam Crosby, Sam Walker, Rico Stewart, Dan McCan, Anna Baatz, and Patrick O’Brien

Gaffer: Gwyn Hemmings
Focus Puller: Matt French
Second AC/DIT: Jan Koblanski Bowyer
Sound Recordist: Shaun Hocking
Make up: Sophie Mechlowitz and Leah Tesciuba
Red Camera: HH Films Manchester
Anamorphic Lenses: Nick Gordon Smith
Lighting: Arri Manchester
Colourist: Martin Southworth @ Nice Biscuits

Shot on location in Manchester, England

Hybridity

International Encyclopedia of Human Geography (2009)
Pages 258-263
ISBN: 978-0-08-044910-4
Article DOI: 10.1016/B978-008044910-4.00959-7

Divya P. Tolia-Kelly, Reader of Geography
Durham University

This article traces the term ‘hybridity’ to the eighteenth century in its origins as a defining principle of racial difference between ‘black’ and ‘white’ categories of man. Here, the focus is on the ways in which ‘difference’ has been defined between human beings through notions of purity and hybridity despite scientific evidence that exposes the inherent hybridity of man. Racial categories are discussed as culturally defined. In the nineteenth century, fears of racial miscegenation dominated thinking and governance across the globe. Miscegenation and fears for a loss of national and racial integrity has long shaped national cultures, histories, and policies across the globe. Despite ‘race’ having been challenged as a scientific category, its legacy continues to be important in modern social and cultural theory. ‘Hybridity’ in the twenty-first century is proposed by cultural theorists, as a means through which to understand postcolonial psyche and as a productive way to disrupt racial typologies. Another branch of antirace theory is cosmopolitanism which challenges categories of ‘native’ and ‘non-native’ and parochial accounts of cosmopolitan citizenship. The article ends with a proposal for ‘ecological thinking’ which asserts the need for responsible taxonomies and ultimately our epistemic responsibility as human geographers within social science research.

Article Outline

• Introduction
• The Roots of Hybridity
• Human Categorizations of Man and Others
• Psychoanalytical Theories of Cultural Hybridity
• The Limitations of Cultural Hybridity
• ‘Hybridity’ and Geography
  • Cultural Identity
  • National Identity
• Hybridity, Time, and Nature
• Cosmopolitanism
• Against Hybridity: For ‘Ecological’ Thinking
• See also
• Glossary
• Further Reading

Read or purchase the article here.

Race and Ethnicity in Society: The Changing Landscape, 3rd Edition

Cengage Learning
2012
480 pages
ISBN-10: 1111519536; ISBN-13: 9781111519537

Edited by

Elizabeth Higginbotham, Professor of Sociology, Women’s Studies, and Criminology
University of Delaware

Margaret L. Andersen, Edward F. and Elizabeth Goodman Rosenberg Professor of Sociology
University of Delaware

This engaging reader is organized in four major thematic parts, subdivided into thirteen different sections. Part I (“The Social Basis of Race and Ethnicity”) establishes the analytical frameworks that are now being used to think about race in society. The section examines the social construction of race and ethnicity as concepts and experience. Part II (“Continuity and Change: How We Got Here and What It Means”) explores both the historical patterns of inclusion and exclusion that have established racial and ethnic inequality, while also explaining some of the contemporary changes that are shaping contemporary racial and ethnic relations. Part III (“Race and Social Institutions”) examines the major institutional structures in contemporary society and investigates patterns of racial inequality within these institutions. Persistent inequality in the labor market and in patterns of community, residential, and educational segregation continue to shape the life chances of different groups. Part IV (“Building a Just Society”) concludes the book by looking at both large-scale contexts of change, such as those reflected in the movement to elect the first African American president.

• Major themes include coverage showing the diversity of experiences that now constitute “race” in the United States; teaching students the significance of race as a socially constructed system of social relations; showing the connection between different racial identities and the social structure of race; understanding how racism works as a belief system rooted in societal institutions; providing a social structural analysis of racial inequality; providing a historical perspective on how the racial order has emerged and how it is maintained; examining how people have contested the dominant racial order; exploring current strategies for building a just multiracial society.
• Each section includes several pages of analysis that outline the main concepts to be covered, providing a clear initial roadmap for reading and a convenient resource students can use with assignments and while preparing for exams.
• The text’s unique organization according to overarching themes and relevant subtopics, including identity, social construction of race, why race matters, inequality, and segregation, places the articles into a broader context to promote greater understanding.
• This innovative text looks beyond a simple black/white dichotomy and focuses more broadly on an extremely wide range of ethnic groups, providing a much more realistic and useful exploration of key topics that is more relevant and compelling for today’s diverse student population.

Table of Contents

• PART I: THE SOCIAL BASIS OF RACE AND ETHINICITY
  • 1. The Social Construction of Race and Ethnicity
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 1. Howard F. Taylor, “Defining Race”
    • 2. Joseph L. Graves, Jr., “The Race Myth”
    • 3. Abby Ferber, “Planting the Seed: The Invention of Race”
    • 4. Karen Brodkin, “How Did Jews Become White Folks?”
    • 5. Michael Omi and Howard Winant, “On Racial Formation”—Student Exercises
  • 2. What Do You Think? Prejudice, Stereotyping, and Racism
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 6. Matthew Desmond and Mustafa Emirbayer, “American Racism in the Twenty-First Century”
    • 7. Charles A. Gallagher, “Color-Blind Privilege: The Social and Political Functions of Erasing the Color Line in Post Race America”
    • 8. Judith Ortiz Cofer, “The Myth of the Latin Woman: I Just Met a Girl Named Maria”
    • 9. Rainier Spencer, “Mixed Race Chic”
    • 10. Rebekah Nathan, “What a Professor Learned by Becoming a Student”—Student Exercises
  • 3. Representing Race and Ethnicity: The Media and Popular Culture
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 11. Craig Watkins, “Black Youth and the Ironies of Capitalism”
    • 12. Fatimah N. Muhammed, “How to NOT Be 21st Century Venus Hottentots”
    • 13. Rosie Molinary, “María de la Barbie”
    • 14. Charles Springwood and C. Richard King, “‘Playing Indian’: Why Native American Mascots Must End”
    • 15. Jennifer C. Mueller, Danielle Dirks, and Leslie Houts Picca, “Unmasking Racism: Halloween Costuming and Engagement of the Racial Order”—Student Exercises
  • 4. Who Are You? Race and Identity
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 16. Beverly Tatum, interview with John O’Neil, “Why are the Black Kids Sitting Together?”
    • 17. Priscilla Chan, “Drawing the Boundaries”
    • 18. Michael Omi and Taeku Lee, “Barack Like Me: Our First Asian American President”
    • 19. Tim Wise, “White Like Me: Reflections on Race from a Privileged Son”—Student Exercises
• PART II: CONTINUITY AND CHANGE: HOW WE GOT HERE AND WHAT IT MEANS
  • 5. Who Belongs? Race, Rights, and Citizenship
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 20. Evelyn Nakano Glenn, “Citizenship and Inequality”
    • 21. C. Matthew Snipp, “The First Americans: American Indians”
    • 22. Susan M. Akram and Kevin R. Johnson, “Race, Civil Rights, and Immigration Law After September 11, 2001: The Targeting of Arabs and Muslims”
    • 23. Peggy Levitt, “Salsa and Ketchup: Transnational Migrants Saddle Two Worlds”—Student Exercises
  • 6. The Changing Face of America: Immigration
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 24. Mae M. Ngai, “Impossible Subjects: Illegal Aliens and the Making of Modern America”
    • 25. Nancy Foner, “From Ellis Island to JFK: Education in New York’s Two Great Waves of Immigration”
    • 26. Charles Hirschman and Douglas S. Massey, “Places and Peoples: The New American Mosaic”
    • 27. Pew Research Center, “Between Two Worlds: How Young Latinos Come of Age in America”—Student Exercises
  • 7. Exploring Intersections: Race, Class, Gender and Inequality
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 28. Patricia Hill Collins, “Toward a New Vision: Race, Class and Gender as Categories of Analysis and Connection”
    • 29. Yen Le Espiritu, “Theorizing Race, Gender, and Class”
    • 30. Roberta Coles and Charles Green, “The Myth of the Missing Black Father”
    • 31. Nikki Jones, “From Good to Ghetto”
    • 32. Gladys García-Lopez and Denise A. Segura, “‘They Are Testing You All the Time’: Negotiating Dual Femininities among Chicana Attorneys”—Student Exercises
• PART III: RACE AND SOCIAL INSTITUTIONS
  • 8. Race and the Workplace
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 33. William Julius Wilson, “Toward a Framework for Understanding Forces that Contribute to or Reinforce Racial Inequality”
    • 34. Deirdre A. Royster, “Race and The Invisible Hand: How White Networks Exclude Black Men from Blue-Collar Jobs”
    • 35. Pierrette Hondagneu-Sotelo, “Families on the Frontier”.
    • 36. Angela Stuesse, “Race, Migration and Labor Control”—Student Exercises
  • 9. Shaping Lives and Love: Race, Families, and Communities
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 37. Joe R. Feagin and Karyn D. McKinney, ”The Family and Community Costs of Racism”
    • 38. Dorothy Roberts, “Shattered Bonds: The Color of Child Welfare”
    • 39. Kumiko Nemoto, “Interracial Relationships: Discourses and Images”
    • 40. Zhenchao Qian, “Breaking the Last Taboo: Interracial Marriage in America”—Student Exercises
  • 10. How We Live and Learn: Segregation, Housing, and Education
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 41. John E. Farley and Gregory D. Squires, “Fences and Neighbors: Segregation in the 21st Century”
    • 42. Melvin L. Oliver and Thomas M. Shapiro, “Sub-Prime as a Black Catastrophe”
    • 43. Gary Orfield and Chungmei Lee, “Historic Reversals, Accelerating Resegregation and the Need for New Integration Strategies”
    • 44. Heather Beth Johnson and Thomas M. Shapiro, “Good Neighborhoods, Good Schools: Race and the ‘Good Choices’ of White Families”—Student Exercises
  • 11. Do We Care? Race, Health Care and the Environment
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 45. H. Jack Geiger, “Health Disparities: What Do We Know? What Do We Need to Know? What Should We Do?”
    • 46. Shirley A. Hill, “Cultural Images and the Health of African American Women”
    • 47. David Naguib Pellow and Robert J. Brulle, “Poisoning the Planet: The Struggle for Environmental Justice”
    • 48. Robert D. Bullard and Beverly Wright, “Race, Place and the Environment”—Student Exercises
  • 12. Criminal Injustice? Courts, Crime, and the Law
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 49. Bruce Western, “Punishment and Inequality”
    • 50. Rubén Rumbaut, Roberto Gonzales, Goinaz Kamaie, and Charlie V. Moran, “Debunking the Myth of Immigrant Criminality: Imprisonment among First and Second Generation Young Men”
    • 51. Christina Swarns, “The Uneven Scales of Capital Justice”
    • 52. Devah Pager, “The Mark of a Criminal Record”—Student Exercises
• PART IV: BUILDING A JUST SOCIETY
  • 13. Moving Forward: Analysis and Social Action
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 53. Thomas F. Pettigrew, “Post-Racism? Putting Obama’s Victory in Perspective”
    • 54. Frank Dobbins, Alexandra Kalev, and Erin Kelly, “Diversity Management in Corporate America”
    • 55. Southern Poverty Law Center, “Ways to Fight Hate”—Student Exercises

PLAIN PEOPLE: Is There Anywhere?…

Time Magazine
1946-03-11

Prewar Britain’s Negro problem was as minuscule as prewar Britain’s Negro population. But the 70,000 U.S. Negro troops who served in Britain during the war left behind hundreds of illegitimate mulatto babies. Last fortnight London’s League of Colored Peoples reported that already 544 children of U.S. Negro soldiers and British women were in social or economic straits.

So long as the Negro fathers were in the U.S. Army and acknowledged paternity, the mothers received support allowances. In the British provinces $85 a month was comparative riches. But when Negro soldiers were demobilized in the U.S., allowances ceased; some Negro fathers neglected to make any other provision. Then the social pressure of British provincial respectability became unbearable. Said one British mother of a Negro’s child: “I am shunned by the whole village. . . . The inspector for the National Society for the Prevention of Cruelty to Children has told my friend to keep her children away from my house… as didn’t she know that I had two illegitimate colored children? Is there anywhere I can go where my children will not get… pushed around?”…

Read the entire article here.

But Don’t Call Me White: Mixed Race Women Exposing Nuances of Privilege and Oppression Politics

Sense Publishers
September 2011
258 pages
Hardback ISBN: 978-94-6091-692-2
Paperback ISBN 978-94-6091-691-5

Silvia Cristina Bettez, Assistant Professor of Cultural Foundations
School of Education
University of North Carolina, Greensboro

Highlighting the words and experiences of 16 mixed race women (who have one white parent and one parent who is a person of color), Silvia Bettez exposes hidden nuances of privilege and oppression related to multiple positionalites associated with race, class, gender and sexuality. These women are “secret agent insiders” to cultural Whiteness who provide unique insights and perspectives that emerge through their mixed race lenses.  Much of what the participants share is never revealed in mixed—White/of color—company.  Although critical of racial power politics and hierarchies, these women were invested in cross-cultural connections and revealed key insights that can aid all in understanding how to better communicate across lines of cultural difference.

This book is an invaluable resource for a wide range of activists, scholars and general readers, including sociologists, sociologists of education, feminists, anti-oppression/social justice scholars, critical multicultural educators, and qualitative researchers who are interested in mixed race issues, cross cultural communication, social justice work, or who simply wish to minimize racial conflict and other forms of oppression.

Brazil’s unfinished battle for racial democracy

The Economist
2000-04-20

JOSILENE SALES’S career is typical of Brazil’s emerging middle class. She spent seven years working in a petrochemical plant, while studying for a degree at night classes. Having moved to a better paid job in marketing, she saved enough to start her own telemarketing firm in Salvador, a city in Brazil’s north-east, and now employs two other staff. Less typically, Ms Sales is black, something which sometimes surprises her clients when they meet her. “You just have to overcome this [reaction] with professionalism,” she says.

Ms Sales descends from the 4m or more African slaves imported to Brazil, many of them through Salvador, for two centuries the colonial capital. When the Portuguese first landed on Brazil’s north-east coast, on April 22nd 1500, they thought that the docile Indians they encountered could easily be put to work building a new colony. But the Amerindians were few in number, unwilling workers, and many fell victim to European diseases. The colonists quickly sought African labour for Brazil’s sugar plantations, and later its mines. Brazil would not abolish slavery until 1888.
 
Five centuries of miscegenation have blurred the racial boundaries between Europeans, Africans and Amerindians: today 38% of Brazilians call themselves “brown” (of mixed ancestry). Blacks are only 6% and Amerindians a mere 0.2%. Such racial mixing encouraged Brazil’s largely white elite to nourish a myth that their country had overcome the legacy of slavery and become a “racial democracy”, with no colour prejudice—unlike the strife-torn United States.

Displays of racial hatred are indeed rare in Brazil. Nor do Brazilians live in racially segregated areas. And in contrast to their counterparts in the United States, Brazilians of mixed race are likely to be seen, and see themselves, not as black but as white or brown.

But Brazil’s blacks do face prejudice. And though, or because, as Brazilians say, “money whitens”, the country’s deep social inequalities run broadly along racial lines. Brazil is still largely governed, managed and owned by whites. Blacks and browns are disproportionately poor, and find it harder than similarly qualified whites to get a job….

Read the entire article here.

The Fletcher Report 1930: A Historical Case Study of Contested Black Mixed Heritage Britishness

Journal of Historical Sociology
Volume 21, Issue 2-3 (August 2008)
Pages 213 – 241
DOI: 10.1111/j.1467-6443.2008.00336.x

Mark Christian, Professor & Chair of African & African American Studies
Lehman College, City University of New York

This article examines a controversial report that focused negatively on mixed heritage children born and raised in the city of Liverpool. The official title was: Report on an Investigation into the Colour Problem in Liverpool and Other Ports. The social researcher was Muriel E. Fletcher, who had been trained in the Liverpool School of Social Science at The University of Liverpool in the early 1920s.  The report was published in 1930 amid controversy for its openly stigmatizing content of children and mixed heritage families of African and European origin.  It could be deemed the official outset in defining Liverpool’s ‘half castes’ as a problem and blight to the “British way of life” in the city.

…Numerous ‘intellectual’ views held by white commentators, either consciously or unconsciously, or even a mixture of the two if we take the example of Ralph Williams, related to racialised discourse and they appear to have had a strong bearing on the complex nature of the anti-Black riots in 1919 Liverpool.  An outcome of this was to further stigmatise Black-white sexual relations in which the offspring of those liaisons were effectively branded as less-than human, degenerate, only to be despised and scorned by mainstream society.  Again, imbued in the rhetoric, was the notion of hybridity between Black-white unions being anomalous, which echoed the philosophy of the Eugenics Movement in Britain (Park 1930; Searle 1976: 43)….

…The aftermath of the anti-black riots in 1919 saw the problem of ‘half-caste’ children in Liverpool take on greater significance and the issue developed into a much discussed and analysed topic (King and King 1938; Rich 1984, 1986; Wilson 1992).  The debates engendered ‘intellectual’ legitimisation of racialised ideology that effectively produced a climate of opinion that sought to reduce the sexual interaction between Black and white people.  The corollary of this was to further stigmatise the mixed heritage population as a social problem that society had to be rid.  Some of the key racialised stereotypes associated with the term ‘half-caste’ will be made clearer through an examination of key Liverpool-based philanthropic organizations, which were set up to deal specifically with the ‘social problem’ caused by the progeny of Black and white relationships…

…Arguably, in relation to the Liverpool Black experience, the pivotal stigmatising report to be published in the history of poor ‘race relations’ in Liverpool was in regard to mixed heritage children and their family structure. Muriel E. Fletcher (1930), who had the full backing of Ms. Rachel Fleming, a prominent eugenicist (Jones 1982), and other contemporary pseudo-scientific intellectuals, conducted the research on behalf of the Liverpool Association for the Welfare of Half-Caste Children and published in 1930 a document entitled a Report on an Investigation into the Colour Problem in Liverpool and other Ports. It is a sociological report produced in the late 1920s and can be regarded as a nadir in the Liverpool mixed heritage population’s struggle to secure a positive social identity.  This ubiquitous racialised stigma was grounded in the eugenicist tradition of Sir Francis Galton (1822–1911) and the Eugenics Society. The society viewed humans in terms of being ‘inferior’ and ‘superior’ in stock (Jones 1982), and it is an overt philosophy throughout the report. Using eugenicist techniques, it is apparent that Fletcher attempted to study the physical and mental quality of ‘half-caste’ children.  Implicit in the research is the idea that the African and white British/European offspring were an anomaly in terms of human breeding. Eugenicists believed selective breeding could improve the physical and mental quality of humans by, e.g., ‘controlling’ the spread of inherited genetic abnormalities (which led in this era, 1920–1930s, to eugenics being abused by the Nazi Party in Germany to justify the extermination of thousands of ‘undesirable’ or mentally and physically ‘unfit’ humans)…

…Fletcher argued that ‘half-caste’ women were particularly vulnerable in Liverpool as they naturally consort with ‘coloured men’.  She maintains that ‘half-caste’ women were regarded as virtual social outcasts whose only escape from a life of perpetual misery was to marry a ‘coloured man’. As the opportunity in marrying a white man was, for a ‘half-caste’ woman, a near impossibility.  Again Fletcher points out:

Only two cases have been found in Liverpool of half-caste girls who have married white men, and in one of these cases the girl’s family forced the marriage on the man (1930a: 21).

It should be pointed out that this negative reflection of ‘half-caste’ girls in Liverpool is a major theme throughout the Fletcher Report.  Certainly the experience of mixed heritage women would require and deserves a study in itself, if only due to the significance and importance of highlighting the perspective of mixed heritage women in the history of Liverpool.  However, what is important here and central to this historical social research is to provide an insight into the racialised stigma that has impacted all individuals of mixed heritage in the Liverpool Black experience in terms of their collective social identity in the context of the city…

Read the entire article here.

Child Poverty at a Racial Cross Roads: Assessing Child Poverty for Children in Mono- and Multiracial Families

Colloquium Series
University of North Carolina, Chapel Hill
Hamilton Hall 271
2011-09-21, 12:00-13:00 EDT (Local Time)

Jenifer L. Bratter, Associate Professor of Sociology
Rice University

Jenifer L. Bratter (PhD 2001, University of Texas at Austin) is an Associate Professor of Sociology at Rice University. Her research explores the implications of race and racial mixing (i.e. interracial families, multiracial identity) in the areas of family, identity, and social inequality.  Current projects focus on indicators of social well-being such as poverty, residential segregation, and health and the new ways that race is linked to these phenomena. She had been awarded the 2009 Woodrow Wilson National Fellowship Foundation for Career Enhancement to study patterns of residential segregation for mixed-race families. Dr. Bratter has recently published works appearing in Demography, Social Forces, Family Relations, Population Research and Policy Review, and several upcoming book chapters.

For more information, click here.