Racial Socialization of Biracial Adolescents

Posted in Dissertations, Identity Development/Psychology, Media Archive, Social Work, United States on 2011-08-17 23:18Z by Steven

Racial Socialization of Biracial Adolescents

Kent State University
May 2006
158 pages

Ja’Nitta Marbury
Marbury & Associates, University Heights, Ohio

A dissertation submitted to the Kent State University Graduate School of Education, Health and Human Services in partial fulfillment of the requirements for the degree of Doctor of Philosophy

The purpose in conducting this research was to develop grounded theory regarding the racial socialization process of Biracial adolescents who were the offspring of an African American father and a European American mother. The participants in the study were eight European American mothers of Biracial adolescents ranging in age from 10 to 17 years old. This study was conducted in a qualitative format using individual and focus group interviews to gather data. The study was conducted to lay the foundation for the development of grounded theory on the Biracial socialization process. The grounded theory foundation developed from the results was the Biracial Socialization Spectrum. The Biracial Socialization Spectrum is a tetrahedron with the dynamic process as the base, side one representing the Black/African American parent spectrum, Side two representing the White/European American parent spectrum, and side three representing the Biracial Socialization Spectrum.

Table of Contents

  • ACKNOWLEDMENTS
  • LIST OF FIGURES
  • LIST OF TABLES
  • I. INTRODUCTION AND LITERATURE REVIEW
    • History of Biracial People in America
    • Politics of a Biracial Identity
    • Biracial Childhood and Adolescence
    • The Development and Socialization of White Adolescents
    • Racial Socialization
      • Black Racial Socialization
      • Biracial Socialization
    • Parental Racial Socialization Messages
      • White Racial Identity
  • II. METHODOLOGY
    • Purpose of the Study
    • Researcher Description
    • Research Design
    • Participants
    • Procedures
      • Individual Interviews
      • Focus Groups
    • Data Analysis
    • Limitations
  • III. RESULTS
    • Recruitment
    • Participants
      • Gayl
      • Ananda
      • Kalpana
      • Bridgette
      • Patricia
      • Sandy
      • Ella
      • Sharon
    • Demographics
    • Individual Interviews
    • RQ1: Research Question 1
      • IQ1: What does the term Biracial mean to you?
      • IQ2: What do you think being Biracial means to your child?
    • RQ2: Research Question 2
      • IQ3: What strategies, if any, of parenting a Biracial child are you using?
      • SQ3: How do you process both negative and positive cross-racial encounters with them?
      • IQ4: How does your child respond to the socialization methods you have tried?
      • IQ6: How does your family aid in the socialization of your child?
    • RQ3: Research Question 3
      • IQ5: What impact does the difference in physical characteristics between you and your child have on how you socialize your child?
    • Focus Group Interview
      • Member Checking
    • Emerging Themes
    • Data Triangulation
      • Peer Reviewers and Researcher
      • Peer Reviewers’ Perceptions
      • Researcher’s Perceptions
    • Delimitations
  • IV. DISCUSSION
    • Convergent & Divergent Socialization Process
    • Grounded Theory
      • Biracial Socialization Spectrum
    • Conclusions
      • White Racial Identity
      • Acceptance
      • Family of Origin and Immediate Family Acceptance
      • Social Political Environment
      • Implications For Counselors and Counselor Educators
    • Recommendations
    • The Intention Behind the Study
  • APPENDICES
    • APPENDIX A: WHITE RACIAL IDENTITY EGO STATUSES
    • APPENDIX B: DIVERSEGRAD-L LIST-SERV POSTING
    • APPENDIX C: INTRODUCTORY LETTER
    • APPENDIX D: DEMOGRAPHIC QUESTIONNAIRE
    • APPENDIX E: INFORMATION INDEX CARD
    • APPENDIX F: PEER REVIEWING CONSENT FORM (PARTICIPANT)
    • APPENDIX G: PARTICIPANT CONSENT FORM
    • APPENDIX H: AUDIO AND VIDEO TAPE CONSENT FORM
    • APPENDIX I: STRUCTURED INTERVIEW QUESTIONS
    • APPENDIX J: PEER REVIEWING CONSENT FORM (PEER REVIEWER)
    • APPENDIX K: RESEARCH QUESTION 1: INDIVIDUAL INTERVIEW
    • APPENDIX L: RESEARCH QUESTION 1: FOCUS GROUP
    • APPENDIX M: RESEARCH QUESTION 2: INDIVIDUAL INTERVIEW
    • APPENDIX N: RESEARCH QUESTION 2: FOCUS GROUP
    • APPENDIX O: RESEARCH QUESTION 3: INDIVIDUAL INTERVIEW
    • APPENDIX P: TREE NODE DIAGRAM FOR RESEARCH QUESTION 1
    • APPENDIX Q: TREE NODE DIAGRAM FOR RESEARCH QUESTION 2
    • APPENDIX R: TREE NODE DIAGRAM FOR RESEARCH QUESTION 3
  • REFERENCES

List of Figures

  1. Methodology flow chart
  2. Biracial Socialization Spectrum
  3. Parental Spectrums (Side 1 & Side 2 Tetrahedron)
  4. Dynamic process

List of Tables

  1. Participant Education Level
  2. Participant Marital Status
  3. Participant Annual Household Income
  4. Demographic Information Listed by Participant

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Charles Waddell Chesnutt and the Solution to the Race Problem

Posted in Articles, Literary/Artistic Criticism, Media Archive, Passing, United States on 2011-08-17 21:35Z by Steven

Charles Waddell Chesnutt and the Solution to the Race Problem

Negro American Literature Forum
Volume 3, Number 2 (Summer, 1969)
pagess 52-56

June Socken

Charles Waddell Chesnutt, the first American Negro short story writer and novelist of recognized professional quality, squarely faced the problem of Negro-White relations in America.   Although his short story “The Wife of His Youth” (1898) and his novel The Marrow of Tradition (1901) have been credited as bold treatments of the race issue, particularly miscegenation, all of the implications of Chesnutt’s fiction have not been explored. The Negro’s acceptance of the white man’s culture as well as the identity crisis of the mulatto are two crucial themes that have not received adequate attention. Chesnutt’s non-fictional writings, in which he stated quite forthrightly that total assimilation was the only solution to the race problem, have not been studied at all.   The following pages will attempt to describe and explore some of the perceptive, and still relevant, ideas put forth by Charles Chesnutt.

Born in Cleveland in 1858, but raised and educated in North Carolina, Chesnutt was the prototype of the self-made man. Fair skinned, he consciously identified himself as a Negro and became a teacher and then principal of a colored school in North Carolina. Later, he trained himself to become a stenographerand lawyer; at the age of twenty-five, he moved back to Cleveland. His hometown, he believed, judged men according to their merit ana not their color. Chesnutt always wanted to become a writer but practiced stenography and law so as to earn a living, thus providing himself with the means to write.   His plan worked, and by 1900, Chesnutt was devoting himself largely to writing. However, the novels he produced during the 1900-1905 period did not sell sufficient copies to allow him to remain a full-time writer.   He had to return to stenography after 1905 in order to earn a living.

Miscegenationwas the dominant theme in Chesnutt’s fiction. However, white audiences and critics who repeatedly discussed this fact failed to appreciate that Chesnutt was satirizing the mulattoes, his major characters, as well as the intolerant whites.He mocked the light-skinned Negroes’ aping of white man’s habits; he poked fun at the mulattoes who imitated all of the white American’s fashions and prejudice The protagonists in Chesnutt’s stories “A Matter of Principle” and “The Wife of His Youth,” for example, formed an exclusive society called the Blue Vein society (the members being so light that you could see the blue veins in their faces.); the purpose of the group was to remove themselves from the mass of black men and to create a mulatto aristocracy. This first group of assimilated Americans, Chesnutt seemed to be saying, still believed in the superiority of the white man’s value system; they had not broken out of the cultural restraints sufficiently to recognize that the white man’s value; were not American or human values. The mulattoes lauded whiteness and deplored blackness because they lived in a white society that did so.   They believed, based upon their experience, that the only way to advance was to become whiter; the thought that two races, one black and one white, could live side by side harmoniously was beyond their vision of possibilities.

Chesnutt’s reproof of his mulatto characters was often gentle, but nevertheless, firm.   The rich mulatto restaurateur in “A Matter of Principle” lost the opportunity to marry his daughter to a substantial Negro Congressman who was light skinned (and therefore an appropriate match) because of a case of mistaken identity; the restaurateur thought that a black-skinned Negro bishop was the Congressman, and thus hurriedly prevented the meeting between the suitor and his…

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Comparing Biracials And Monoracials: Psychological Well-Being And Attitudes Toward Multiracial People

Posted in Dissertations, Identity Development/Psychology, Media Archive, United States on 2011-08-17 21:15Z by Steven

Comparing Biracials And Monoracials: Psychological Well-Being And Attitudes Toward Multiracial People

Ohio State University
2008
108 pages

Peter J. Adams

DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University

The study of biracial individuals and their unique experience has been limited. As biracial individuals increase in number, understanding their experiences will become more important to psychologists and mental health professionals.

The purpose of the study was to compare biracial individuals and monoracial individuals on measures of psychological well being, ethnic identity, and attitudes towards biracial people. The present study examined one general research question and
three hypotheses:

  • General Research Question & Hypotheses
    • Will scores on measures of ethnic identity, individual self-esteem, collective self-esteem, subjective well being, and attitudes toward biracial children significantly differ between biracial and monoracial groups?
    • Bracey, Bamara, and Umana-Taylor’s (2004) results on self-esteem and ethnic identity will be replicated in this study on adults.
    • When compared to monoracial individuals, biracial individuals will have significantly more positive attitudes towards biracials
    • A positive relationship exists between psychological well being and attitudes towards biracials for biracial individuals.

Participants completed a web-based survey from an undisclosed location of their choosing. Participants were solicited from various multicultural and professional psychology list serves and through Ohio State University’s Research Experience Program.

Results indicated that biracial adults appear to be as psychologically well adjusted as their monoracial counterparts. Results even suggested that biracial adults have more realized ethnic identities than their monoracial counterparts. Bracey et al.’s (2004) results were replicated in the present study (biracials were found to be as psychologically well adjusted as monoracials). Also, a positive relationship was found between biracial individuals’ psychological well being and their attitudes towards multiracial children. Support for the second hypothesis was not found – biracial individuals in the study did not have more positive attitudes toward biracials than their monoracial counterparts.

Implications of the findings along with the limitations of the study are discussed. Recommendations of future research are also given.

Table of Contents

  • Abstract
  • Dedication
  • Acknowledgments
  • Vita
  • List of Tables
  • 1. Introduction
  • 2. Literature Review
    • 2.1 Ethnic Identity
    • 2.1.1 Biracial Ethnic Identity
    • 2.2 Psychological Well Being
    • 2.3 Attitudes Towards Biracial Individuals in America
    • 2.4 Summary, Hypotheses, and Research Questions
  • 3. Method
    • 3.1 Participants
    • 3.2 Instruments
      • 3.2.1 Demographic Questionnaire
      • 3.2.2 Multigroup Ethnic Identity Measure (MEIM)
      • 3.2.3 Collective Self-Esteem Scale (CSES)
      • 3.2.4 Rosenberg Self-Esteem Scale (RSE)
      • 3.2.5 Satisfaction With Life Scale (SWLS)
      • 3.2.6 Attitudes Toward Multiracial Children Scale (AMCS)
      • 3.2.7 Balanced Inventory of Desirable Responding (BIDR)
    • 3.3 Procedure
    • 3.4 Data Analysis
  • 4. Results
    • 4.1 Descriptive Statistics
    • 4.2 Correlations
      • 4.2.1 MEIM and the AMCS
      • 4.2.2 CSE and the AMCS
      • 4.2.3 RSE and the AMCS
      • 4.2.4 SWLS and the AMCS
      • 4.2.5 BIRD and the AMCS
    • 4.3 MANOVA
  • 5. Discussion
    • 5.1 General Research Question
    • 5.2 Hypotheses
    • 5.3 Other Finding of Interest – Correlational Findings
    • 5.4 Limitations
    • 5.5 Conclusion and Future Directions
  • List of references
  • APPENDICES:
    • A. Survey Solicitation Letter
    • B. REP Solicitation Letter
    • C. Debriefing Page
    • D. Survey Introduction
    • E. Consent for Participation
    • F. Demographic Questionnaire
    • G. Multigroup Ethnic Identity Measure
    • H. Collective Self-esteem Scale
    • I. Rosenberg Self-esteem Scale
    • J. Satisfaction With Life Scale
    • K. Attitudes Toward Multiracial Children Scale
    • L. Balanced Inventory of Desirable Responding

List of Tables

  • 4.1 Breakdown of Participants Based on Sex, Age, Racial Categorization, and Interracial Romantic Relationships
  • 4.2 Breakdown of Caucasian Participants Based on Sex, Age, and Interracial Romantic Relationships
  • 4.3 Breakdown of Monoracial Minority Participants Based on Sex, Age, and Interracial Romantic Relationships
  • 4.4 Breakdown of Biracial Participants Based on Sex, Age, and Interracial Romantic Relationships
  • 4.5 Descriptive Statistics for Measures and Age

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My Long Trip Home: A Family Memoir

Posted in Autobiography, Books, Media Archive, Monographs, United States on 2011-08-17 04:34Z by Steven

My Long Trip Home: A Family Memoir

Simon and Schuster
October 2011
368 pages
Hardcover ISBN-10: 1451627548; ISBN-13: 9781451627541
eBook ISBN-10: 1451627564; ISBN-13: 9781451627565

Mark Whitaker

In a dramatic, moving work of historical reporting and personal discovery, Mark Whitaker, award-winning journalist, sets out to trace the story of what happened to his parents, a fascinating but star-crossed interracial couple, and arrives at a new understanding of the family dramas that shaped their lives—and his own.

His father, “Syl” Whitaker, was the charismatic grandson of slaves who grew up the child of black undertakers from Pittsburgh and went on to become a groundbreaking scholar of Africa. His mother, Jeanne Theis, was a shy World War II refugee from France whose father, a Huguenot pastor, helped hide thousands of Jews from the Nazis and Vichy police. They met in the mid-1950s, when he was a college student and she was his professor, and they carried on a secret romance for more than a year before marrying and having two boys. Eventually they split in a bitter divorce that was followed by decades of unhappiness as his mother coped with self-recrimination and depression while trying to raise her sons by herself, and his father spiraled into an alcoholic descent that destroyed his once meteoric career.

Based on extensive interviews and documentary research as well as his own personal recollections and insights, My Long Trip Home is a reporter’s search for the factual and emotional truth about a complicated and compelling family, a successful adult’s exploration of how he rose from a turbulent childhood to a groundbreaking career, and, ultimately, a son’s haunting meditation on the nature of love, loss, identity, and forgiveness.

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The Effects of Race Intermingling

Posted in Anthropology, Articles, Health/Medicine/Genetics, Media Archive, Papers/Presentations, Social Science, United States on 2011-08-17 04:12Z by Steven

The Effects of Race Intermingling

Proceedings of the American Philosophical Society
Volume 56, Number 4 (1917)
pages 364-368

Charles B. Davenport, Director
Department of Experimental Evolution
(Carnegie Institution of Washington)
Cold Spring Harbor, Long Island, New York

Read on April 13, 1917

The problem of the effects of race intermingling may well interest us of America, when a single state, like New York, of 9,000,000 inhabitants contains 840,000 Russians and Finns, 720,000 Italians, 1,ooo,ooo Germans, 880,000 Irish, 470,000 Austro-Hungarians, 310,000 of Great Britain, 125,000 Canadians (largely French), and 9o,ooo Scandinavians. All figures include those born abroad or born of two foreign-born parents. Nearly two thirds of the population of New York State is foreign-born or of foreign or mixed parentage. Even in a state like Connecticut it is doubtful if 2 per cent of the population are of pure Anglo-Saxon stock for six generations of ancestors in all lines. Clearly a mixture of European races is going on in America on a colossal scale.

Before proceeding further let us inquire into the meaning of “race.” The modern geneticists’ definition differs from that of the systematist or old fashioned breeder. A race is a more or less pure bred “group” of individuals that differs from other groups by at least one character, or, strictly, a genetically connected group whose germ plasm is characterized by a difference, in one or more genes, from other groups. Thus a blue-eyed Scotchman belongs to a different race from some of the dark Scotch. Strictly, as the term is employed by geneticists they may be said to belong to different elementary species.

Defining race in this sense of elementary species we have to consider our problem: What are the results of race intermingling, or miscegenation? To this question no general answer can be given. A specific answer can, however, be given to questions involving specific characters. For example, if the question be framed: what are the results of hybridization between a blue-eyed race (say Swede) and a brown-eyed race (say South Italian)? The answer is that, since brown eye is dominant over blue eye, all the children will have brown eyes; and if two such children inter-marry brown and blue eyes will appear among their children in the ratio of 3 to 1. Again, if one parent be white and the other a full-blooded negro then the skin color of the children will be about half as dark as that of the darker parent; and the progeny of two such mulattoes will be white, 1/4, 1/2, 3/4 and full black in the ratio of 1:4:6:4:1…

…Not only physical but also mental and temperamental incompatibilities may be a consequence of hybridization. For example, one often sees in mulattoes an ambition and push combined with intellectual inadequacy which makes the unhappy hybrid dissatisfied with his lot and a nuisance to others.

To sum up, then, miscegenation commonly spells disharmony—disharmony of physical, mental and temperamental qualities and this means also disharmony with environment. A hybridized people are a badly put together people and a dissatisfied, restless, ineffective people. One wonders how much of the exceptionally high death rate in middle life in this country is due to such bodily maladjustments; and how much of our crime and insanity is due to mental and temperamental friction.

This country is in for hybridization on the greatest scale that the world has ever seen…

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Racialised relations in Liverpool: A contemporary anomaly

Posted in Articles, History, Media Archive, Social Science, United Kingdom on 2011-08-17 01:54Z by Steven

Racialised relations in Liverpool: A contemporary anomaly
 
Journal of Ethnic and Migration Studies
Volume 17, Issue 4 (1991)
pages 511-537
DOI: 10.1080/1369183X.1991.9976265

Stephen Small, Associate Professor, African American Studies; Associate Director of the Institute of International Studies; Director, The Rotary International Center for Studies in Peace and Conflict Resolution
University of California, Berkeley

The city of Liverpool stands out as an anomaly in the mapping of ‘racialised relations’ and the black experience in England. While it shares a number of continuities with other cities, it reveals several structural and cultural features which are absent or significantly at variance with patterns elsewhere. These include extreme residential segregation, a powerful white local sentiment and insular identity, and extremely virulent ‘racialised’ hostility. In addition, the black population is markedly different in its length of residence, its ethnic and national origins, the proportion of mixed parentage and the frequency of mixed dating and marriages. All of this has occurred in the context of regional deprivation scanning four decades.
 
The city of Liverpool stands out as an anomaly in the mapping of ‘racialised relations’ in England with regard to a number of structural, cultural and ideological features. The notion of an anomaly employed here refers to aspects of ‘racialised retations’, the black experience and the characteristics of the black population. In most analyses of the black experience in England, black people are correctly seen as immigrants of recent arrival, primarily Caribbean in origin, with the vast majority of families headed by two parents from the Caribbean (Daniel 1968; Smith 1977). These newcomers arrived almost exclusively to take up work in areas and industries with a demand for labour (Patterson 1963; Peach 1968; Rose et al 1969; pero 1971).

These characteristics simply do not apply to Liverpool. In Liverpool the vast majority of black people are indigenous, with many families resident over several generations (MAPG 1980; Liverpool Black Caucus 1986); it is a population which only a small proportion of West Indians, most being of African origin (Gifford 1989); and it is one characterised by frequent inter-dating with the white majority and a high proportion of mixed couples and marriages (Commission for Racial Equality 1989). In addition, the majority of black people in the city are of mixed origins (Gifford et al 1989; Ben-Tovim 1989). Black people did not settle there in response to a demand for labour, and they have never been the beneficiaries of an expanding economy (Caradog Jones 1940; Meegan 1989; Parkinson et al 1989).

But the city is not an island of activity unto itself and it is important to recognise the common features it shares with the black experience elsewhere in the country, in particular, the unrelenting ‘racialised’ discrimination, the confinement of black people to the most disadvantaged positions, and the hostility, indifference or inability of the majority population to combat this discrimination. Whether in employment or in housing, education or health, the private, voluntary or public sector, and in relations with the police, evidence from across the nation indicates that ‘racialised’ disadvantage is entrenched and discrimination continues unabated (Small 1984; Brown and Gay 1985; Smith 1989a; Rooney and McKain 1990; Interim Background Report 1991). The continuing impact of these obstacles has led to the charge of ‘uniquely horrific racism’ in the city (Gifford et al 1989: 82).

Both the continuities and the discontinuities are important and this combination makes it an aberrant case, an analysis of which has many implications for the study of ‘racialised relations’. The former because they underline the futility of analysing specific contexts in a vacuum; the latter because they belie the view that there are general solutions to general problems, reaffirming instead the need to find specific solutions 10 the particular manifestations of problems. The city is also important because of its symbolic significance as the longest standing black community in the country…

In this article I want to indicate why Liverpool is best considered as an anomaly and explain how it became one. I want to use the black experience in the city to make a broader contribution to theorising about ‘racisms’ and ‘race’. In so doing I will relate a story not previously told in full, or widely disseminated, and link this to broader debates on ‘racialised relations’ in England. This will highlight some of the limitations in general theories of ‘racialised relations’ and facilitate an examination of the interplay of local, regional, national and international contexts. The desirability of this has been emphasised in recent studies (Ouseley 1984; Boddy and Fudge 1984; Reeves 1989; Goldsmith 1989; Taylor 1989; Harloe et al 1990; Solomos and Back 1990; Ball and Solomos 1990), although most of the assumptions upon which these theories are based do not apply to Liverpool (Smith 1989b: 156). This is especially relevant as the pattern in Liverpool is suggestive of future developments elsewhere, as the black population becomes increasingly indigenous, socialised in England and young, and as patterns of inter-dating and inter-marriage increase (Brown 1984; Liverpool Black Caucus 1986; Smith 1989a; Ben-Tovim 1989).

All of this will be achieved in an approach that emphasises the ‘racialisation’ problematic (Banton 1977; Miles 1982; Jackson 1987; Small 1990c). I will argue that there is a need for considerable rethinking of theory about ‘racialised relations’. In particular, there is a need for a reassessment of ‘racial harmony’ and ‘racial parity’. This will also help advance our understanding of the interplay of ‘racisms’ and class relations, and emphasise the need to unravel the intricacies of this relationship empirically. I will address two specific omissions from existing analyses of ‘racisms’ and class relations. The first is a failure to extend detailed consideration to the nature and impact of the complex dynamic of ‘racialised’ attitudes and ideologies which help to structure relations between blacks and whites. A prime example of this dynamic is the matrix of meanings associated with inter-dating, and the pejorative category of ‘half-caste‘ in Liverpool (Fleming 1930; King and King 1938; McNeil 1948; Collins 1951, 1955; Richmond 1954; Manley 1955; Rich 1984a; Gifford ei al 1989; Wilson 1989)…

Liverpool’s black population…

…The majority of the black residents in Liverpool are indigenous while the majority of black people elsewhere in the country are immigrants (Brown 1984; Smith 1989a; Gifford et al 1989). Most studies date the establishment of the black community to the 1700s, though no doubt there were black individuals in the city before that date (Law and Henfry 1981; Fryer 1984). Liverpool thus has the longest standing and largest indigenous black population in the country. For the country as a whole, black people are becoming increasingly indigenous, but Liverpool is the only city with a major indigenous black community that dates back several generations. Even Bristol and Cardiff do not match it (Fryer 1984; Ramdin 1987). The best estimates place the population of the city with origins outside England in the region of 20,000 to 30,000 (4-6 per cent of the city) (Gifford et al 1989: 37). Some have estimated it to be closer to 40,000 (8 per cent) (MCRC 1980; Liverpool Black Caucus 1986: 17; Ben-Tovim 1989: 129). These figures include substantial numbers of Chinese, Arabs and Asians…

…The majority of black people elsewhere in the country have no immediate or apparent European origin and are presumed to be of exclusive African origins (in the sense of having two parents that are defined as ‘black’), while in Liverpool they are ‘Black People of Mixed Origins’. Again, it is currently impossible to say precisely how many are of mixed origins, but in Liverpool the notion of ‘British-born black’ is usually taken as synonymous with mixed origins (Commission for Racial Equality 1986; Gifford et al 1989; Ben-Tovim 1989: 129). This provides for a mixed population in Liverpool of between 7,400-11,100. This amounts to 37 per cent of the total population with origins outside England, and well over 50 per cent of the population of African origins (Commission for Racial Equality 1989; Gifford et al 1989: 37). Again, if we compare this with the nation as a whole we find that the population of mixed origins amounts to a far smaller proportion (Brown 1984).

The majority of black people elsewhere in the country live in households in which both parents are black, while Liverpool’s black population reveals a high incidence of mixed cohabitation and marriages. The majority of such families involves a white mother and a father who is black (or ‘Black of Mixed Origins’), The prima facie evidence for this is striking—it is invariably mentioned in all reports about the black presence in the city and is undisputed conventional wisdom—though again pinpointing numbers with any precision is not possible (Fletcher 1930a; MAPG 1980; Commission for Racial Equality 1986, 1989; Ben-Tovim 1989; Gifford et al 1989). This profile is in stark contrast to the other cities in which black people are to be found, and to the general settlement pattern of black people for the country as a whole (Bagley 1972, 1981). For England and Wales, Brown calculates that around 6 per cent of minority households involve mixed cohabitation or mixed marriages (1984: 21)…

…Historical background to the anomaly

Any explanation of the distinctive black experience in Liverpool must be located in the historical unfolding of migration and shipping, slavery and freedom, economics and employment, competition and conflict, and demography. Much of this has everything to do with ‘racisms’ of various kinds as evidenced in the coercion and exploitation of African people, the growth of the city on the basis of the slave trade, and the constraints imposed on its black residents (Clemens 1976; Ramdin 1987). But much of it has little to do with ‘racisms’, and is more directly impacted by broader structural developments, as in the changing balance of world trade, the establishment and growth of the European Economic Community and the vicissitudes of regional policy (Taylor 1989; Meegan 1989).

The slave trade made many in Liverpool prosperous, and forced the first black people there, as well as white slave owners and ideologies (Anstey and Hair 1976; Law and Henfry 1981). Black men outnumbered black women, which led to mixed relationships, inter-marriage and children (Richmond 1966; Rich 1984a, 1986). Shipping with Africa brought many black sailors there, and continues to do so (Lane 1990). The University and Polytechnic developed strength in maritime studies and continued to attract African students…

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Being Raced, Acting Racially: Multiracial Tribal College Students’ Representations of Their Racial Identity Choices

Posted in Campus Life, Dissertations, Identity Development/Psychology, Media Archive, Native Americans/First Nation, Social Science, United States on 2011-08-17 01:35Z by Steven

Being Raced, Acting Racially: Multiracial Tribal College Students’ Representations of Their Racial Identity Choices

University of New Mexico, Albuquerque
September 2010
208 pages

Michelle Rene Montgomery

DISSERTATION Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Language, Literacy, and Sociocultural Studies

In recent years, many studies have clearly documented that mixed-race people are currently engaged in the process of self validation (DaCosta. 2007; Dalmage, 2003; McQueen, 2002; Root, 1996 & 2001; Spencer, J, M., 1997; Spencer, R., 2006a; Thorton, 1992). There is not a lot of empirical research that examines how schools influence the racial identity of multiracial students, in particular mixed-race students that identify as Native American. Even more troubling is the lack of literature on experiences of mixed-race students using racial identity choice as a social and political tool through race discourse and actions. The aim of this qualitative case study was to look at the relationship between the racial agency of multiracial students and the larger white supremacist social structure. The research questions addressed in this study are as follows: (1) How do the formal and informal schooling contexts shape the identity choices of multiracial students? (2) How do the identity choices of multiracial students conform to an/or resist the racialized social system of the United States?

This study was conducted at a tribal college in New Mexico with selected mixed-race participants who identified as Native American, or acknowledged Native American ancestry. At the time of data collection, the school enrollment was 513 students, representing 83 federally recognized tribes and 22 state recognized tribes. The presence of a multi-racial body of students created a unique contributing factor of multiracial participants for a broader understanding of mixed-race experiences in cultural and traditional learning environments. The study was conducted using qualitative case study methodology of mixed-race students interviewed in the last weeks of the fall semester (pre-interview) and once during the last few weeks of the spring semester (post interviews). Mixed-race students were asked to discuss nine group sessions during the spring semester their lived experiences that influenced their identity choices. The sample for this study represented mixed-race participants from various tribal communities. In an eight-month time period of the study, nine participants were interviewed and participated in-group sessions. Of the nine total in sample, two were male, seven were female; three were Native American/white, two were black/white/Native American, three were Hispanic/white/Native American, and one were Hispanic/Native American.

From my analysis of the nine participants’ mixed-race experience, three overarching themes emerged: (a) racial(ized) self-perceptions, (b) peer interactions and influences, and (c) impact on academic experiences. Of the nine participants, how a students’ race was asserted, assigned, and reassigned appears to be determined by being mixed-race with black versus white or non-black. According to the participants, this particular tribal college did not provide a supportive or welcoming environment. As a result, students were highly stratified based on experiences tied to their phenotype and racial mixture; the more “black” they appeared, the more alienated they were. In the classroom, there was often a divide between black/Native mixed-race students versus white/Native mixed-race students, similar to the differences between monoracial white and black student experiences. As a result of dissimilar experiences based on mixedness, there were group association conflicts during their schooling experiences that included feeling vicitimized when their whiteness did not prevail as an asset or being alienated due to blackness. The study also found a clear distinction between the mixed-race black experience versus the mixed-race with white experience based on phenotypic features. Overall, mixed-race with black schooling experiences indicated situations of racial conflict. The findings of this study have policy implications for tribal colleges and other institutions to develop programs and services to help mixed-race students identify and bond with their learning environments.

Table of Contents

  • CHAPTER 1 INTRODUCTION
    • Introduction
    • Statement of the Problem
    • Purpose of the Study
    • Significance of the Study
    • Research Questions
    • Definition of Key Terms
    • Overview of Methodology
    • Limitations of the Study
  • CHAPTER 2 LITERATURE REVIEW
    • Introduction
      • The Politics of Multiracialism
      • Empirical Research On The Identity Politics of Multiracial Students40
  • CHAPTER 3 METHODS
    • Focus of the Research
    • Research Design
    • Research Participants
    • Setting
    • Portrait of Participants
    • Data Collection
    • Data Analysis
    • Ethics
    • Validity
    • Trustworthiness
  • CHAPTER 4 ANALYSIS OF MIXED-RACE EXPERIENCES
    • Theme One: Racial(ized) Self-Perceptions
      • Identity Politics of Blood Quantum
        • Black/Native American Experience
        • Non-Black/Native American Experience
      • Summary
      • Self-Perceptions of Race Being Asserted, Negotiated and Redefined
        • Non-Black/Native American Experience
        • Black/Native American Experience
        • Non-Black/Native American Experience
          • Black/Native American Experience
          • Non-Black/Native American Experience
      • Disadvantages: Mixed-race Identity Choice
        • Black/Native American Experience
        • Non-Black/Native American Experience
      • Advantages: Mixed-race Identity Choice
        • Non-Black/Native American Experience
      • Summary
    • Theme Two: Peer Interactions and Influences
      • Perceivable Differences
        • Non-Black/Native American Experience
        • Black/Native American Experience
      • Summary
      • Surviving the Losses
        • Non-Black/Native American Experience
        • Black/Native American Experience
      • Summary
    • Theme Three: The Impact on Academic Experiences
      • The Role of Tribal Colleges
      • Schooling Experiences
        • Black/Native American Experience
        • Non-Black/Native American Experience
      • Summary
  • CHAPTER 5 DISCUSSION
    • Discussion
      • Major Findings
        • Research Question #1
        • Research Question #2
      • Summary
      • Recommendations
        • Administrators
        • Faculty and Staff
        • Future Research
        • Conclusion
  • APPENDICES
  • APPENDIX A CONSENT TO PARTICIPATE IN RESEARCH
  • APPENDIX B PARTICIPANT DEMOGRAPHIC QUESTIONNAIRE
  • APPENDIX C FIRST PARTICIPANT INTERVIEW
  • APPENDIX D SECOND PARTICIPANT INTERVIEW
  • REFERENCES

Chapter 1: Introduction

Introduction

Dark brown skin with wavy hair, I am accustomed to being asked, “What are you?” Often I am mistaken for being reserved despite my easy, sincere grin. My facial expression perhaps does not show what I have learned in my life: reluctant people endure, passionate people live. Whether it is the glint of happiness in my eyes or what I call “using laughter to heal your soul,” my past experience as a mixed-race person has been significantly different from my current outlook on life. I am at ease with my lived experiences, very willing to share and even encouraging others to probe more into my racialized experience. Like many mixed-race people, I experienced an epiphany: disowning a need to belong and disengaging from the structure of race has given me the confidence to critique race discourse.

I identify as Native American with mixed-race heritage. I am mixed-race black/white, Native American, and mixed-race Korean/Mongolian. My father is mixedrace black/white and Native American, and my mother is mixed-race Korean/Mongolian. We are enrolled members of the Haliwa Saponi Tribe. When I was growing up, my father taught me that I am a multiracial person. So, I can personally relate to the idea that monoraciality does not fit my multiracial identity or those of other multiracials in our socalled “melting pot” society.

However, countless numbers of times I have been raced in ways that have forced me to choose a group association. My own experiences illustrate how racial designation and group association plays itself out in society, including in classroom learning environments. My siblings and I grew up in a predominantly mixed-race Native American community in northeastern North Carolina that included black, Native American, and white ancestry. I attended a rural high school that contained mixed-race black/Native American, mixed-raced white/Native American, monoracial blacks, and monoracial white students. It was not unusual for mixed-race black/Native American and monoracial blacks to create close group associations, which were exhibited through social interactions that occurred when sitting together in the cafeteria, classrooms, or in designated lounging areas around campus. However, mixed-race white/Native American students, especially those who seemed phenotypically white, did not want to be associated with monoracial black students. Most mixed-race white/Native American students created group associations with monoracial white students. As a brown complexioned multiracial person in this racially polarized environment, I was placed in a situation where I had to choose a group association to keep mixed-race black/Native American and monoracial black students from viewing me as acting white. On the other hand, the mixed-raced white/Native Americans and monoracial whites viewed my actions as acting black.

Because of my Korean and Mongolian ancestry, I was not perceived phenotypically as a true member of the black or Native American groups. My Koreanness caused friction between me and the monoracial black and mixed-race black/Native American groups with which I most commonly associated because it gave me an inroad to the white/r groups that they did not have. Because I did not acknowledge and challenge my advantage, I allowed myself to be used as an agent of racism. This happened in a number of ways. For instance, monoracial white and mixed-race Native American groups asked me to sit with them in the cafeteria, but they did not invite monoracial blacks and mixed-race black/Native Americans. And I accepted their invitation. As a consequence, the group with which I most associated viewed me as a race traitor, as a racial fraud. And I felt like one, too. I am ashamed that I actively participated in the denigration of blacks, which is the most denigrated part of my own ancestry. A multiracial person with black ancestry who accepts not being identified as black in an effort to subvert white privilege (i.e., resisting racial categorization as a way of challenging the notion of race) can actually be reinforcing it, as was the case for me. The problem is how the context and meaning of being a race traitor or committing racial fraud arises out of and is bounded by the social and political descriptions of race. Both social and political constructs are then used as a justification for policing the accuracy of racial identification or political alliance. In most instances, being cast as a race traitor, or as an alleged racial fraud, is a constitutive feature of the dynamics of the informal school setting, and is further developed in the formal schooling setting Since racial identity is a social and political construct, it requires meaning in the context of a particular set of social relationships. In a tribal college setting, the identity politics of blood quantum often influences the multiracial experience of students (i.e., learning environment…

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