Mixed Race Studies

Race Bending: “Mixed” Youth Practicing Strategic Racialization in California

Anthropology & Education Quarterly
Volume 35 Issue 1 (March 2004)
Pages 30-52
DOI: 10.1525/aeq.2004.35.1.30

Mica Pollock, Associate Professor of Education
Harvard University

As more U.S. youth claim “mixed” heritages, some adults are proposing to erase race words altogether from the nation’s inequality analysis. Yet such proposals, as detailed ethnography shows, ignore the complex realities of continuing racialized practice. At an urban California high school in the 1990s, “mixed” youth strategically employed simple “race” categories to describe themselves and inequality orders, even as they regularly challenged these very labels’ accuracy. In so “bending” race categories, these youth modeled a practical and theoretical strategy crucial for dealing thoughtfully with race in 21st century America.

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The Inheritability of Identity: Children’s Understanding of the Cultural Biology of Race

Child Development
Volume 66 Issue 5 (October 1995)
Pages 1418 – 1437
DOI: 10.1111/j.1467-8624.1995.tb00943.x

Lawrence A. Hirschfeld, Professor, Anthropology & Psychology
Eugene Lang College, The New School for Liberal Arts

4 experiments explored adult and grade school children’s beliefs about inheritability of identity, particularly the “one-drop rule” that defines children of mixed-race parents as belonging to the racial category of the minority parent. In Study 1, 8- and 12-year-olds (N=32) and adults (N=43) were asked the category membership of mixed-race children and the degree to which they resembled each parent. Study 2 investigated whether the same-aged children (N=36) and adults (N=18) expected mixed-race children to have white, black, or intermediate features. Study 3 explored children’s (N=46) expectations about the inheritability of the same properties in animals. Older children, like adults, were found to believe that mixed-race children have black racial features. Adults additionally believe that such children inherit the categorical identity of the minority parent. Study 4 repeated the same tasks with black and white children (N=39) attending an integrated school. Unlike children attending a predominantly white school, children in the integrated school (regardless of race) expect mixed-race children to have intermediate racial features.

A New Look at an Old Notion: Lawrence Hirchfeld Discusses Race in Society

Michigan Today
University of Michigan
June 1996

John Woodford

Talk of race is everywhere and incessant in America, the din of discourse emanating from all ranks and stations, all age groups, all creeds, all parts of the political spectrum and all manner of news and cultural media.

Is race real or is it imagined? If it’s real, is it real in a biological sense, a social sense, or both? If imaginary, how did the idea arise?

Lawrence A. Hirschfeld, U-M associate professor of anthropology and psychology, tackles all of these questions in a book published this spring by the MIT Press: Race in the Making: Cognition, Culture and the Child’s Construction of Human Kinds. The book emerged from Hirschfeld’s studies in the United States and Europe of children’s thinking about race. It will interest not only anthropologists, psychologists, philosophers, historians, political scientists and social workers, but parents and teachers as well. Professor Hirschfeld discussed some of his conclusions with Michigan Today’s John Woodford.

MT: What is race?

LH: It is important to begin by talking about what race is not. Regardless of what our senses seem to tell us, race is not a biologically coherent story about human variation simply because the races we recognize and name are not biologically coherent populations. There is as much genetic variation within racial groups as there is between them. Now this does not mean that race is not real psychologically or sociologically. It is obvious that race is real in both these senses. People believe in races and they use this belief to organize important dimensions of social, economic, and political life. But this does not make race a real thing biologically…

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Continuous dynamics in the real-time perception of race

Journal of Experimental Social Psychology
Volume 46, Issue 1 (January 2010)
pages 179–185
DOI: 10.1016/j.jesp.2009.10.002

Jonathan B. Freemam,  Assistant Professor of Psychological & Brain Sciences
Dartmouth College, Hanover, New Hampshire

Kristin Pauker, Assistant Professor of Psychology
University of Hawaii

Evan P. Apfelbaum
Kellog School of Management
Northwestern Univeristy

Nalini Ambady, Professor and Neubauer Faculty Fellow
Tufts University

Although the outcomes of race categorization have been studied in detail, the temporal dynamics of realtime processing of race remain elusive. We measured participants’ hand movements en route to one of two race-category alternatives by recording the streaming x, y coordinates of the computer mouse. Study 1 showed that, when categorizing White and Black computer-generated faces that featurally overlapped with the opposite race, mouse trajectories showed a continuous spatial attraction toward the opposite category. Moreover, these race-atypical White and Black targets induced spatial attraction effects that had different temporal signatures. Study 2 showed that, when categorizing real faces that varied along a continuum of racial ambiguity, graded increases in ambiguity led to corresponding increases in trajectories’ attraction to the opposite category and trajectories’ movement complexity. These studies provide evidence for temporally dynamic competition across perceptions of race, where simultaneously and partially-active race categories continuously evolve into single categorical outcomes over time. Moreover, the findings show how different social category cues may exert different dynamic patterns of influence over the real-time processing that culminates in categorizations of others.

…The second important difference between dimensions of sex and race is the inherently fuzzy nature of race relative to the substantially less fuzzy nature of sex. Whereas it is rare to encounter faces that are truly sex-ambiguous—an unlikely situation usually evoking anxiety, a few laughs, or both (e.g., Saturday Night Live’s androgynous ‘‘Pat” skits)—perceivers often encounter faces that do not fit squarely into any race category at all. Interactions with mixed-race individuals, for instance, involve the perception of faces that tend to  contain major physiognomic overlap between multiple traditionally-distinguished race categories. Prior research indicates that, even in instances of extreme racial ambiguity (e.g., mixed-race faces), perceivers readily resolve this ambiguity by slotting faces into traditionally-distinguished race categories (Pauker et al., 2009), particularly during rapid categorization (Peery & Bodenhausen, 2008). In the present work, we wanted to determine how this resolution of racial ambiguity is accomplished in realtime.  Because perceptions of race can be fuzzy and involve different levels of ambiguity, this gave us the opportunity to examine how graded increases in the ambiguity of a social category may have corresponding graded effects on the real-time evolution of social categorical responses…

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Nobody’s Son: Notes from an American Life

University of Arizona Press
1998
188 pages
5.0 x 8.0
Paper ISBN: 978-0-8165-2270-5

Luis Alberto Urrea

Here’s a story about a family that comes from Tijuana and settles into the ‘hood, hoping for the American Dream.

…I’m not saying it’s our story. I’m not saying it isn’t. It might be yours. “How do you tell a story that cannot be told?” writes Luis Alberto Urrea in this potent memoir of a childhood divided. Born in Tijuana to a Mexican father and an Anglo mother from Staten Island, Urrea moved to San Diego when he was three. His childhood was a mix of opposites, a clash of cultures and languages. In prose that seethes with energy and crackles with dark humor, Urrea tells a story that is both troubling and wildly entertaining. Urrea endured violence and fear in the black and Mexican barrio of his youth. But the true battlefield was inside his home, where his parents waged daily war over their son’s ethnicity. “You are not a Mexican!” his mother once screamed at him. “Why can’t you be called Louis instead of Luis?” He suffers disease and abuse and he learns brutal lessons about machismo. But there are gentler moments as well: a simple interlude with his father, sitting on the back of a bakery truck; witnessing the ultimate gesture of tenderness between the godparents who taught him the magical power of love. “I am nobody’s son. I am everybody’s brother,” writes Urrea. His story is unique, but it is not unlike thousands of other stories being played out across the United States, stories of other Americans who have waged war—both in the political arena and in their own homes—to claim their own personal and cultural identity. It is a story of what it means to belong to a nation that is sometimes painfully multicultural, where even the language both separates and unites us. Brutally honest and deeply moving, Nobody’s Son is a testament to the borders that divide us all.

Read an excerpt here.

Feminist Readings of Native American Literature: Coming to Voice

University of Arizona Press
1998
181 pages
6.0 x 9.0
Paper ISBN: 978-0-8165-1633-9

Kathleen M. Donovan, Professor and Department Head of English
South Dakota State University, Brookings

Who in a society can speak, and under what circumstances? These questions are at the heart of both Native American literature and feminist literary and cultural theory. Despite the recent explosion of publication in each of these fields, almost nothing has been written to date that explores the links between the two. With Feminist Readings of Native American Literature, Kathleen Donovan takes an important first step in examining how studies in these two fields inform and influence one another. Focusing on the works of N. Scott Momaday, Joy Harjo, Paula Gunn Allen, and others, Donovan analyzes the texts of these well-known writers, weaving a supporting web of feminist criticism throughout. With careful and gracefully offered insights, the book explores the reciprocally illuminating nature of culture and gender issues. The author demonstrates how Canadian women of mixed-blood ancestry achieve a voice through autobiographies and autobiographical novels. Using a framework of feminist reader response theory, she considers an underlying misogyny in the writings of N. Scott Momaday. And in examining commonalities between specific cultures, she discusses how two women of color, Paula Gunn Allen and Toni Morrison, explore representations of femaleness in their respective cultures. By synthesizing a broad spectrum of critical writing that overlaps women’s voices and Native American literature, Donovan expands on the frame of dialogue within feminist literary and cultural theory. Drawing on the related fields of ethnography, ethnopoetics, ecofeminism, and post-colonialism, Feminist Readings of Native American Literature offers the first systematic study of the intersection between two dynamic arenas in literary studies today.

Read an excerpt here.