Mixed Race Studies

White Parents – Black Children: How Parents Contribute to the Development of their Biracial Child’s Identity

American Sociological Association Annual Meeting
Hilton San Francisco
San Francisco, California
2009-08-09
20 pages

Cristina Ortiz
University of Chicago

When a biracial child has one black and one white parent, society tends to identify the child as “black” or “biracial” but rarely as “white”. This study investigates how parents contribute to the development of their biracial child’s identity. Using in-depth, open-ended interviews, my research examines the roles that parents play in negotiating their biracial child’s identity in a racialized society. The findings of my research demonstrate the overwhelming impact that the perceptions of race in society plays in the location, manner, and environment in which parents raise their biracial children. My research has found that these societal perceptions contribute to a shift in a way that parents identify their children and the strategies they use in developing their child’s identity. My findings demonstrate the significance of the one-drop rule in the strategies that these parents use in developing their biracial children’s identity. With the presence of the one-drop rule in our society, the participants in my research have placed more of an emphasis on the development and strengthening of their child’s black identity than their white identity. As the majority of the parents who participated in my research would identify their child as biracial, the strategies utilized in the development of their biracial children’s identity fails to correlate with the way in which they characterized their child’s race.

Read the entire paper here.

Persistence and Change in Asian Identity among Children of Intermarried Couples

Sociological Perspectives
Volume 38, Number 2 (Summer, 1995)
pages 175-194

Rogelio Saenz, Professor of Sociology
Texas A&M University

Sean-Shong Hwang, Professor of Sociology
University of Alabama, Birmingham

Benigno E. Aguirre, Professor of Sociology and Criminal Justice
University of Delaware

Robert N. Anderson

In recent years, a significant amount of attention has been devoted to the survival of ethnicity among multiracial people in the United States. This concern is especially evident in the case of the offspring of Asian-Anglo couples. While scholars have speculated on the extent to which Asian ethnicity will continue to persist among multiracial children, little empirical work has addressed this concern. In this analysis, we use a multilevel model to examine the ethnic identification (as reported by parents) of children of Asian-Anglo couples. Data from the 1980 Public-Use Microdata Sample for California are used in the analysis. The results indicate that the majority of the children had Anglo ethnic identities. The multivariate findings also identify several variables that are related to children’s ethnic identification.

Read or purchase the article here.

Being between: can multiracial Americans form a cohesive anti-racist movement beyond identity politics and Tiger Woods chic?

ColorLines: Race, Culture, Action
2003-06-22

Sasha Su-Ling Welland, Assistant Professor Anthropology & Women Studies
University of Washington

So much of being mixed race these days seems about having to explain, always answering “What are you?” for others and for one’s self. And I’m tired of it. This variation of identity politics confronts the annoying question, but then gets hung up on the self in a way that hinders the collaborations necessary for fighting racism in all its mutating forms. In my mind, the problem of how to move from individual experience to collective action defines the current struggle of the multiracial movement.

I grew up in St. Louis, where race was mostly black and white, and where it seemed clear enough in schoolyard politics that I had slanted eyes and was neither. In St. Louis, the police arrived at our burglarized house and questioned my mother about the Hong Kong gang connections they assumed she had used to rip off her own husband, whom they assumed she had married in a bid for a nice white slice of American pie. Never mind that my mother was born and raised in Indiana or that my father hails from working class Ontario. Being mixed race means you elicit fears of loss all around (of status for whites and culture for people of color) and accusations—sometimes justified—that multiracial identity is just about passing.

When I moved to California, I discovered the labels had shifted on me. An Asian American woman took one look at my face, and said, “You’re hapa haole, aren’t you.” Ignorant of her terms, I snapped back, “I don’t think so.” I soon learned, however, that hapa, from hapa haole or half-white in Hawaiian, was my mixed race category between categories of race in America. Two syllables dismissed me from belonging to the Asian America I had always imagined from my St. Louis schoolyard. I started to look at myself differently. I began a quest to become a real hapa, whatever that might be, not just one who was passing. But, passing for what? I’ve been Chicana in the eyes of Missourians, white in San Francisco Chinatown, and a Uighur minority on the streets of Beijing, where I landed after years of learning Chinese to prove myself to my own Chinese American family.

Multiracial identity, being between, challenges the biological essence of race and exposes it as a construction designed to create social hierarchy. But progressives find themselves resisting those who naively claim that the existence of multiracial people effectively ends racist thinking. A character in Afroasian playwright Velina Hasu Houston’s 1988 play Broken English declares that she lives in a “no passing zone.” She suggests a space of possibility for mixed folks to embrace composite identities as part of an inter-ethnic, anti-racism struggle…

Read the entire article here.

“Who Do You Think You’re Border Patrolling?”: Negotiating “Multiracial” Identities and “Interracial” Relationships

Georgia State University
2008
348 pages

Melinda Anne Mills

A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the College of Arts and Sciences Georgia State University

Research on racial border patrolling has demonstrated how people police racial borders in order to maintain socially constructed differences and reinforce divisions between racial groups and their members. Existing literature on border patrolling has primarily focused on white/black couples and multiracial families, with discussions contrasting “white border patrolling” and “black border patrolling,” in terms of differential motivations, intentions, and goals (Dalmage 2000). In my dissertation research, I examined a different type of policing racial categories and the spaces inbetween these shifting boundaries. I offer up “multiracial interracial border patrolling” as a means of understanding how borderism impacts the lives of “multiracial” individuals in “interracial” relationships. In taking a look at how both identities and relationships involve racial negotiations, I conducted 60 in-depth, face-to-face qualitative interviews with people who indicated having racially mixed parentage or heritage. Respondents shared their experiences of publicly and privately managing their sometimes shifting preferred racial identities; often racially ambiguous appearance; and situationally in/visible “interracial” relationships in an era of colorblind racism. This management included encounters with border patrolling from strangers, significant others, and self.

Not only did border patrolling originate from these three sources, but also manifested itself in a variety of forms, including benevolent (positive, supportive); beneficiary (socially and sometimes economically or materially beneficial); protective, and malevolent (negative, malicious, conflictive). Throughout, I discussed the border patrolling variations that “multiracial” individuals in “interracial” relationships face. I also worked to show how people’s participation in border patrolling encouraged their production of colorblind discourses as a strategy for masking their racial attitudes and ideologies about “multiracial” individuals in “interracial” relationships.

Table of Contents

• ACKNOWLEDGMENTS
• CHAPTER ONE: INTRODUCTION
  • Research Overview and Questions
  • Navigating Multiracial Interracial Borders
• CHAPTER TWO: LITERATURE REVIEW, THEORETICAL FRAMEWORK AND METHODS/METHODOLOGY
  • How Do You Solve A “Problem” Like Racial Mixture? Making Mixture Appear and Disappear
  • What is an “Interracial” Relationship?
  • Measuring Mixture, Exploring Mixed Matters
• CHAPTER THREE: BORDER PATROLLING FROM THE OUTSIDE IN
  • When Strangers Border Patrol Identities
  • When Strangers Border Patrol Both Identities and Partner Choices
  • Conclusions
• CHAPTER FOUR: BORDER PATROLLING FROM OUTSIDERS WITHIN/INSIDER OTHERS/INSIDERS WITHOUT
  • When Significant Others Border Patrol Identities
  • When Significant Others Border Patrol Both Identities and Partner Choices
  • Conclusions
• CHAPTER FIVE: BORDERISM FROM THE INSIDE OUT
  • When People Border Patrol Their Own Identities
  • When People Border Patrol Both Their Identities and Partner Choices
  • Conclusions
• CHAPTER SIX: DISCUSSION AND CONCLUSIONS
  • Conclusions
  • Future Research
• REFERENCES
• APPENDICES
• APPENDIX A: INTERVIEW GUIDE
• APPENDIX B: APPROVED INFORMED CONSENT FORM

Read the entire dissertation here.

The Influence of K-12 Schooling on the Identity Development of Multiethnic Students

University of British Columbia, Vancouver
April 2010

Erica Mohan

Thesis submitted in the partial fulfullment of the requirments for the degree of Doctor of Philosophy in the Faculty of Graduate Studies (Educational Studies)

This study examined the influence of K-12 schooling on the racial and ethnic identity development of 23 self-identified multiethnic students attending high schools across the San Francisco Bay Area. All of the students participated in a semi-structured interview, nine participated in one of two focus groups, and five completed a writing activity. I approached this study with a postpositivist realist conception of identity (Mohanty, 2000; Moya, 2000a/b) that takes seriously the fluidity and complexity of identities as well as their epistemic and real-world significance. In defining racial and ethnic identity formation, I borrowed Tatum’s (1997) understanding of it as “the process of defining for oneself the personal significance and social meaning of belonging to a particular racial [and/or ethnic] group” (p. 16).

The findings from this study indicate that the formal aspects of schooling (e.g., curriculum and diversity education initiatives) rarely directly influence the racial and ethnic identity development of multiethnic students. They do, however, shape all students’ racial and ethnic understandings and ideologies, which in turn shape the informal aspects of schooling (e.g., interactions with peers and racial and ethnic divisions within the student body) which exert direct influence over multiethnic students’ experiences and identities. Of course, schooling is not alone in shaping the racial and ethnic understandings and ideologies of the general student body; other influences such as family and neighborhood context cannot be discounted. Nevertheless, the findings indicate that schools are sites of negotiation, that these negotiations influence multiethnic students’ identities, and that these negotiations occur in the context of, and are shaped by, both formal and informal aspects of schooling, including, but not limited to, school demographics, curricula, race and ethnicity-based student organizations, and interactions between all members of the school community. Based on the findings, it is recommended that educators infuse the curriculum and classroom discussions with issues of race, ethnicity, multiethnicity, and difference; actively engage in the process of complicating, contesting, and deconstructing racial and ethnic categories and their classificatory power; and end the silence regarding multiethnicity in schools and ensure its authentic inclusion in the curriculum.

Table of Contents

• ABSTRACT
• TABLE OF CONTENTS
• LIST OF TABLES
• ACKNOWLEDGEMENTS
• CHAPTER ONE: INTRODUCTION
  • Context
  • Problem Statement and Purpose
  • Research Questions and Methods
  • Definitions
    • Schooling vs. Education
    • Race, Ethnicity, and Multiethnicity
  • Limitations and Delimitations
  • Overview of the Dissertation
  • Significance of the Study
• CHAPTER TWO: CONCEPTUAL AND THEORETICAL FRAMING OF IDENTITY
  • An Essentialist Approach to Identity
  • Postmodern and Poststructural Approaches to Identity
  • A Postpositivist Realist Approach to Identity
  • A Theory of Multiplicity
  • Conclusion
• CHAPTER THREE: REVIEW OF THE LITERATURE
  • Section I: Multiethnic Identity Development
  • Section II: Problem, Equivalent, and Variant Approaches to Multiethnic Identity
    • Problem Approaches to Multiethnic Identity
    • Equivalent and Variant Approaches to Multiethnic Identity
  • Section III: Schooling and Student Identity Construction
    • Overview of Multicultural and Antiracism Education
    • Critiques of Multicultural and Antiracism Education
  • Section IV: The K-12 Schooling Experiences of Multiethnic Students
  • Section V: Integrating the Literature
• CHAPTER FOUR: METHODOLOGY
  • Participant and Site Selection
  • Research Procedures
    • Semi-Structured Interviews
    • Focus Groups
    • Writing Activity
  • Data Analysis and Presentation
    • Starting Points
    • Generating Participant Profiles
    • Analysis of the Data Relating to K-12 Schooling Experiences
  • The Complexities of Researching Multiethnic Identities
  • Self as Research “Instrument”
    • Insider/Outsider Research
    • Self as Insider/Outsider
    • Additional Methodological Considerations
  • Conclusion
• CHAPTER FIVE: PARTICIPANT PROFILES
  • Jill
  • Mialany
  • Dana
  • Andrea
  • Anthony
  • Frank
  • Jasmine
  • David
  • Cara
  • Amaya
  • Raya
  • Barry
  • Christina
  • Kendra
  • Renee
  • Jen
  • Hip Hapa
  • Kelley
  • Josh
  • Jordan
  • Anne
  • Hannah
  • Marie
  • Discussion
• CHAPTER SIX: PARTICIPANTS’ EXPERIENCES AND PERCEPTIONS OF THE FORMAL ASPECTS OF K-12 SCHOOLING
  • Documentation of Racial and Ethnic Identities
  • Race and Ethnicity-Based Student Organizations
  • Relationships and Interactions with Teachers and Administrators
  • Specific Lessons, Projects, and Classroom Activities
  • (Not) Learning about Multiethnicity
  • (Not) Learning about Race and Ethnicity
  • Diversity Education Initiatives
  • Integrating the Data
• CHAPTER SEVEN: PARTICIPANTS’ EXPERIENCES AND PERCEPTIONS OF THE INFORMAL ASPECTS OF K-12 SCHOOLING
  • School Diversity
  • Friendships
  • Diverse Friendship Networks and Boundary Crossing
  • Friends with Similar Identities and Heritages
  • Stereotypes
  • Challenged Identities
  • Racial Tension at School
  • Integrating the Data
• CHAPTER EIGHT: PARTICIPANTS’ BROADER REFLECTIONS ON SCHOOLING AND RECOMMENDATIONS FOR EDUCATORS
  • Participant Perspectives
  • Integrating the Data
    • Correcting a “Blindness” Towards Multiethnic Students
    • Talking About Race (and Ethnicity and Multiethnicity)
    • Specifically Addressing Multiethnicity
    • Getting an Early Start
    • We All Have Similar “Needs”
    • A Desire for Awareness and Understanding
• CHAPTER NINE: CONCLUSION
  • Research Questions and Findings
  • Implications and Recommendations for Educators
  • Future Research Directions
  • Reflections on the Research Methodology
  • Reflections on a Postpositivist Realist Framing of Identity
  • Concluding Thoughts
• REFERENCES
• APPENDICES
  • Appendix I – Semi-Structured Interview Protocol
  • Appendix II – Writing Activity Prompt
  • Appendix III – Maria Root’s 50 Experiences of Racially Mixed People
  • Appendix IV – Behavioral Research Ethics Board Certificate of Approval

Read the entire thesis here.

Equally Multiracial? A Study of Asian/Whites and Black/Whites

American Sociological Association Annual Meeting
Hilton Atlanta and Atlanta Marriott Marquis
Atlanta, Georgia
2010-08-13
19 pages

Hephzibah Strmic-Pawl
University of Virginia

In a study with 28 individuals with either Asian/White or Black/White descent I find that all the participants prefer some variation of a multiracial identity. However, when investigating how class and gender intersect with race to affect one’s racial identity, I find that Asian/Whites have more positive experiences of their multiracial identity than Black/Whites. This discrepancy is largely due to persistent stereotypical and racist depictions of Blacks and of Asians.

…The Asian/White women in this study spoke of their mixed race identity with pride and ownership, which was often connected to beauty ideals. Their “exotic” look got them attention, most often to White men. One woman, Nancy, 29 years old and a graduate student is often asked “what are you?” When I asked her if that question bothered her, she said:

Uh, honestly I don‘t take offense. I think its kinda cool cause I have people stop me on the streets sometimes or in the elevator or something or when I go to work and meeting new people and they‘ll say,—I‘m sorry, I have to ask you, “what are you?” I always find it intriguing that people can look at me and be like she stands out—she‘s unique. I‘ve been told that I‘m beautiful, that I‘m exotic because I stand out. I actually don‘t mind, I love people questioning.

This woman repeatedly noted that she liked being seen as pretty and that her mixed-race identity did not lead to uncomfortable situations or discrimination. Instead, it was a positive experience for her. All of the Asian/White women noted having predominantly or all White partners (as well as White friends), revealing, I argue that their beauty is acceptable by the standards of the dominant White society. None of them remarked on having problems with dating or finding a partner; in fact one Asian/White woman, Kelly, 22 years old, and an artist, actually remarked that she often found men that have an “Asian fetish” men that were particularly attracted to the cultures and physical looks associated with Asian. This woman also noted that she enjoyed being “ethnically ambiguous” and that others were attracted to this feature; she notes:

I actually kind of take pride in being biracial because it… I kind of get a lot of attention as a result and I think being one or the other doesn‘t give you as much as attention, is that weird? I‘m so conceited. No, I‘m not saying that I love attention all the time but it does, it‘s more gratifying to say that you‘re biracial than to say that you‘re one, it makes you more special.

In this case, she clearly receives positive attention from being biracial and from appearing mixed race. She is attractive both because she is Asian and because she is “ethnically ambiguous” her identity serves her overall in a positive capacity.

In contrast to those of Asian/White descent, women of Black/White descent spoke to more distressing experiences related to their gender. In their case, although their biraciality likewise lent to a more unique look, it also was a point of contention when developing potential friendships with Black women, when having mostly all White friends, and when navigating relationships with men. Many of the women commented on how interactions with other Black women were problematic, teasing about skin color and hair texture were common experiences. Ashley, 24 years old, and a senior in college, noted that she continues to feel some animosity from Black women. In this passage she talks about how she goes to a bar that is often frequented by Black women, she says:

Again, love the music so I‘m going to keep going there but it was like, the Black girls were like, and I get there is this hair thing in the Black community so it‘s like my hair is always a dead give away for them to want to not like me or something like that… then I would assume that… Black people are kind of like ―oh, she‘s the mixed girl, she thinks she‘s better than us…

Read the entire paper here.

Beyond borders: Multiracial identities in the shadow of blackness

53rd Annual Conference of the Comparative and International Education Society
Francis Marion Hotel
Charleston South Carolina
2009-09-24

Fileve Palmer
Indiana University

Within the United States and South Africa the idea of multiracial identity has often been subverted beneath a collective, more powerful Black political identity. The idea of multiracial individuals within the larger realm of Blackness has varied throughout time. Often touted as being less than Black, inauthentic, or simply mimics of White, European culture; multiracial individuals in these two nations have similar experiences that form unique cultural traits. In this paper I compare multiracial communities within the United States and South Africa. Through first hand interviews and an in-depth literature review I will show that multiracial individuals living on either side of the equator share similar experiences and suffered like prejudices despite being worlds apart. From the stereotypical immoral, hypersexualized Coloured South African born from colonizers and colonized to weak, sterile Mulattos in the States born from slaves and masters I will demonstrate how these views affect identity formation and how one learns to be or not to be Coloured, Creole, Mulatto or forsake it to pass as Black or White, further problematizing rigid racial categories. How is the trend of multiculturalism within society and schools allowing for individuals within these categories to express themselves and be taken legitimately?

Panel discusses race, identity

Indiana Daily Student
2009-11-06

Therese Kennelly

Graduate student Fileve Palmer said though her parents always talked about their diverse backgrounds with her, she still struggled to find a way to relay her identity to others.

She struggled throughout her life to retain her African-American identity, while society viewed her as Puerto Rican.

“I have always been dealing with this,” Palmer said. “I always was familiar with what I was.“

She was part of a group of panelists who spoke Thursday on “Race and Ethnic Classification: Can Identity be Negotiated?” the final installment of the Choices of Color Series. The panel began with questions about how each of the participants acquired their own sense of identity while growing up in a multi-racial household.

Joseph Stahlman, interim director of the First Nations Educational and Cultural Center, served as moderator. He said his life has been a struggle preserving his Native  American heritage because people would often simply see him as white…

Read the entire article here.

Race in the Race: Mixed Race Identity and Obama’s Campaign

National Communications Association 95th Annual Convention
Chicago Hilton & Towers, Chicago, IL
2009-11-11
15 pages

Iliana Rucker
University of New Mexico

During Obama’s campaign, a video was created by the Los Angeles Times consisting of interviews with individuals who identify as multiracial. Three sections within the video are identified: assumptions about race, assumptions about racism, and the ideal of transcending race. Each section contains progressive and non-progressive stances on issues concerning multiracial identity and Obama’s candidacy. Obama’s presence in the campaign and his election may recast how race is talked about for the future.

Read the entire paper here.