Mixed Race Studies

Scholarly perspectives on the mixed race experience.

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  • The Influence of Race and Ethnicity on Substance Use and Negative Activity Involvement among Monoracial and Multiracial Adolescents of the Southwest

    The Influence of Race and Ethnicity on Substance Use and Negative Activity Involvement among Monoracial and Multiracial Adolescents of the Southwest

    Journal of Drug Education
    Volume 39, Number 2 (2009)
    Pages 195-210

    Kelly Faye Jackson, Assistant Professor of Social Work
    Arizona State University, Phoenix

    Craig W. LeCroy, Professor of Social Work
    Arizona State University, Phoenix

    This study examined predictors of substance use and negative activity involvement among a diverse sample of European American, African American, Hispanic, Native American, and multiracial early adolescents (n = 749) living in a large urban city in the Southwest United States. This study investigated a broad set of predictor variables that tap sociodemographic, peer, family, community, and school influences. Overall, findings from this study confirm that lifetime substance use remains high among youth of color. Of particular concern is this study’s finding that multiracial adolescents are at elevated risk to use substances and engage in negative activities. The implications of this study for understanding how risk factors are influenced by race and other variables on different measures of problem behavior are discussed.

    Read or purchase the article here.

  • Identifying Interventions to Improve the Retention of Biracial Students: A Case Study

    Identifying Interventions to Improve the Retention of Biracial Students: A Case Study

    Journal of College Student Retention: Research, Theory and Practice 
    Volume 5, Number 4 (2003-2004)
    pages 349-363

    Nicole Sands
    Johnson & Wales University, Colorado

    John H. Schuh, Distinguished Professor of Educational Leadership and Policy Studies
    Iowa State University

    Biracial students represent a growing number of students on many campuses and an increasingly significant segment of the population of the United States. Nevertheless, this group of students rarely has been studied with respect as to how their experiences affect persistence at colleges and universities. This case study reports on the experiences of biracial students at one institution. It also analyzes their racial identity development and presents recommendations designed to improve their persistence to graduation framed by Tinto’s theory of academic departure. Recommendations for additional study are presented.

    Read or purchase the article here.

  • College Students’ Multiracial Identity Perceptions and Experiences of Programs and Associations

    College Students’ Multiracial Identity Perceptions and Experiences of Programs and Associations

    Oregon State University
    2011-04-19
    89 pages

    Lauren S. Plaza

    A Thesis submitted to Oregon State University in partial fulfillment of the requirements for the degree of Master of Science

    This thesis examined the identity transitions that occurred prior to enrollment at a predominantly, White, large, public research university and after completing at least one year of college for students who identify as multiracial. As a secondary purpose, this thesis also examined whether these students sought support through groups that are similar to their ethnic and cultural identities. Using a sample of 10 interviews and a review of the secondary research literature, the principal findings of this thesis are that multiracial students identify differently based on their age, physical appearance, and consciousness about their racialized heritage. Participation in student programs and associations was examined in conjunction with student identity development. In order to encourage success for the multiracial students at a large, public, research institution, the findings from this research suggest that there is a need to expand existing monoracial programs to include broader definitions of racialized categories. There is also a need to develop new programs and associations that are specifically targeted to multiracial students. By making these changes university administrators may be able to support the adjustment and transition to college for students who are often not included in one of the five recognized racial categories.

    TABLE OF CONTENTS

    • Chapter 1: Introduction
      • United States Data and National Trends
      • Higher Education and Multiracial Students
      • Research topic and Proposed Thesis
      • Definition of Key Terms
    • Chapter 2: Literature Review
      • History of Higher Education and Access for Students of National Data
      • Multiracial Students on College Campuses and Related Theories
      • Assessment of Current Services and Programs
      • Conclusion
    • Chapter 3: Methods
      • Research Design Overview
      • Participants and Recruitment Methods
      • Data Analysis
      • Personal Disclosure
      • Summary
    • Chapter 4: Results
      • Data Collection
      • Summary of Participants
      • Summary
    • Chapter 5: Conclusion
      • General Conclusions
      • Anticipated Findings
      • Unanticipated Findings
      • Implications for Practice
      • Limitations
      • Recommendations for Further Research
      • Concluding Thoughts
    • References
    • Appendices

    Read the entire thesis here.

  • Brown on the Inside: Multiracial Individuals and White Privilege

    Brown on the Inside: Multiracial Individuals and White Privilege

    Oregon State University
    2011-04-27
    147 pages

    Shannon D. Quihuiz

    A Thesis submitted to Oregon State University in partial fulfillment of the requirements for the degree of Master of Science

    Biracial and Multiracial people are one of the fastest growing racial groups in the United States. Individuals with a mixed identity have the ability to choose endless racial/ethnic designations that best exemplify their racial/ethnic social identity. However, people who are racially/ethnically mixed may receive criticism if their proclaimed identity does not coincide with the societal perceptions of their racial/ethnic identity. People who identify with more than one race or ethnicity and have White ancestry can be perceived as White by society. Therefore, Biracial and Multiracial people have the ability to pass as White if they have White ancestry and appear White. This study explored racially/ethnically mixed peoples’ perceptions of passing as White. Qualitative surveys were conducted to find if Biracial and Multiracial people thought they could pass as White.

    When Biracial and Multiracial people have the ability to pass as White, they are associated with the White group. Association with the White group equates to being afforded advantages and benefits. Thus, White privilege may be afforded to racially/ethnically mixed people who pass as White. Qualitative interviews were used to explore if Biracial and Multiracial people identified with having White privilege. The research also examined the connection between Multiracial/ethnic people who can pass as White and White privilege. Findings suggest racially/ethnically people who can pass as White identified with having White privilege. Moreover, participants and a research team evaluation identified factors that contribute to passing as White. The findings presented in this study are significant as it explores the intersection between Biracial and Multiracial identity, passing as White, and White privilege. The information presented in this study implies that the phenomenon of passing is an important concept toward social justice and racial equity.

    TABLE OF CONTENTS

    • CHAPTER 1: INTRODUCTION
      • Background of the Study
      • Statement of the Problem
      • Purpose of the Study
      • Significance of the Study
      • Overview of the Methodology
      • Definition of Terms
      • Summary
    • CHAPTER 2: LITERATURE REVIEW
      • Multiracial Identity
        • Race and Ethnicity
        • Identity Development
      • Passing as White
        • Elements of Passing
        • Construction of Passing as White
      • White Privilege
        • Characteristics of Privilege
        • Becoming Aware of White Privilege
      • Summary
    • CHAPTER 3: RESEARCH METHODOLOGY
      • Purpose of the Study
      • Research Design
        • Participants and Recruitment
        • Two-Phased Approach
      • Data Collection
      • Data Analysis
      • Human Participants Protection and Confidentiality
      • Perspective of the Researcher
      • Perspective of the Research Team
      • Limitations
      • Summary
    • CHAPTER 4: FINDINGS, ANALYSIS, AND DISCUSSION
      • Participants
        • Anne
        • Chris
        • Daniel
        • Emma
        • Greg
        • Jill
        • Kayla
        • Laura
        • Lynn
        • Theresa
      • Categorizing the Data
        • Theme 1: White Privilege
        • Theme 2: Navigating Social Circles
        • Theme 3: Burden
      • Summary
    • CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS
      • Summary of the Study
      • Conclusions
        • Research Question 1
        • Research Question 2
        • Research Question 3
      • Implications
      • Recommendations for Future Research
      • Concluding Thoughts
    • REFERENCES
    • APPENDICIES

    LIST OF TABLES

    • Table Page
    • Table 1. Participant Demographic Information
    • Table 2. Participant Racial/Ethnic Identity and Perceptions of Passing as White
    • Table 3. Themes and Categories

    LIST OF APPENDICES

    • Appendix Page
    • Appendix A: Recruitment E-Mail
    • Appendix B: Recruitment Flyer
    • Appendix C: Standard Response to E-Mail Inquiries
    • Appendix D: Informed Consent Form
    • Appendix E: Participants’ Intake Form
    • Appendix F: Research Team’s Evaluation Form
    • Appendix G: Interview Questions

    Read the entire thesis here.

  • Cultural education of mixed heritage children by single mothers: A narrative inquiry of ethnic identity development

    Cultural education of mixed heritage children by single mothers: A narrative inquiry of ethnic identity development

    University of Wyoming, Laramie
    May 2011
    150 pages
    Publication Number: AAT 3453892
    ISBN: 9781124624242

    Lay-nah Blue Morris

    A Dissertation submitted to the Counselor Education and Supervision Department and the University of Wyoming in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in COUNSELOR EDUCATION AND SUPERVISION

    The purpose of this study was to discover how single mothers of mixed heritage children educated their children on their culture and ethnicity. Through the process of narrative inquiry, the impact this education had on the development of the cultural and ethnic identity of these children, who are now adults, was also explored. This study contributes to understanding the identity formation of mixed heritage individuals and the implications for multicultural counseling.

    Table of Contents

    • Copyright Page
    • Dedication Page
    • Acknowledgements
    • Table of Contents
    • CHAPTER ONE: INTRODUCTION
      • Statement of Problem
      • Purpose of Study
      • Research Questions
      • Discussion of Terms
    • CHAPTER II: LITERATURE REVIEW
      • The Nature of Identity
      • Ethnic Identity Development Models
      • Influential Factors Contributing to Ethnic Identity Development
      • Recognizing Racial Difference
      • Formation of Family Identity
      • Myths of Multiracial People
      • Transmission of Culture
      • How Families Transmit Culture and How This Impacts Ethnic Identity
      • Summary
    • CHAPTER III: METHODOLOGY
      • Conceptual Framework
      • Nature of Narrative Inquiry
      • Role of the Researcher
      • Research Questions
      • Participants
      • Data Sources
      • Interview Guide
      • Data Collection
      • Data Analysis
      • Research Ethics
      • Trustworthiness
      • Conclusion
    • CHAPTER IV: PARTICIPANT NARRATIVES
      • Robert
      • Janet
      • Interlude
      • Ama
      • Neesa
      • Interlude
      • Michael
      • Gwen
      • Interlude
      • Summary
    • CHAPTER V: CODA
      • Connection to Prior Research
      • Implications for Best Practices of Counselors
      • Implications for Counselor Education
      • Implications for Social Justice
      • Limitations
      • Future Research
    • REFERENCES
    • APPENDICES
      • IRBProposal
      • Informed Consent
      • Investigator Statement
      • Email to Participants

    Purchase the dissertation here.

  • Atlantic Creoles in the Age of Revolutions

    Atlantic Creoles in the Age of Revolutions

    Harvard University Press
    ISBN 9780674035911
    February 2010
    352 pages
    5-1/2 x 8-1/4 inches, 21 halftones, 2 maps

    Jane G. Landers, Gertrude Conaway Vanderbilt Professor of History
    Vanderbilt University

    2011 Rembert Patrick Award, Florida Historical Society

    Sailing the tide of a tumultuous era of Atlantic revolutions, a remarkable group of African-born and African-descended individuals transformed themselves from slaves into active agents of their lives and times. Big Prince Whitten, the black Seminole Abraham, and General Georges Biassou were “Atlantic creoles,” Africans who found their way to freedom by actively engaging in the most important political events of their day. These men and women of diverse ethnic backgrounds, who were fluent in multiple languages and familiar with African, American, and European cultures, migrated across the new world’s imperial boundaries in search of freedom and a safe haven. Yet, until now, their extraordinary lives and exploits have been hidden from posterity.
     
    Through prodigious archival research, Jane Landers radically alters our vision of the breadth and extent of the Age of Revolution, and our understanding of its actors. Whereas Africans in the Atlantic world are traditionally seen as destined for the slave market and plantation labor, Landers reconstructs the lives of unique individuals who managed to move purposefully through French, Spanish, and English colonies, and through Indian territory, in the unstable century between 1750 and 1850. Mobile and adaptive, they shifted allegiances and identities depending on which political leader or program offered the greatest possibility for freedom. Whether fighting for the King of Kongo, England, France, or Spain, or for the Muskogee and Seminole chiefs, their thirst for freedom helped to shape the course of the Atlantic revolutions and to enrich the history of revolutionary lives in all times.

  • Racial Taxonomy in Genomics

    Racial Taxonomy in Genomics

    Social Science & Medicine
    Volume 73, Issue 7, October 2011
    pages 1019–1027
    DOI: 10.1016/j.socscimed.2011.07.003

    Catherine Bliss, Andrew W. Mellon Postdoctoral Fellow, Race and Science Studies
    Department of Africana Studies
    Brown University

    This article examines the reflexive, biosocial nature of genomic meaning making around race, drawing on discourse analysis of 732 articles on genomics and race published from the years 1986 to 2010, in-depth interviews with 36 of the world’s most elite genomics researchers, interviews with 15 critics, policymakers, and trainees involved in debates over race, and participant observation at a core genotyping facility that specializes in ancestry estimation. I reveal how biomedical researchers identify with, value, and make sense of the taxonomies they construct. My analysis goes beyond a consideration of instrumental rationales to analyze the experiential and political motivations that shape how researchers get involved in racial ethical dilemmas. I theorize taxonomic practice as a reflexive form of biosociality, a conscious shaping of social notions about biology and race to produce a future that researchers themselves want to live in. I demonstrate how reflexive biosociality paradoxically leads researchers to advance social explanations for race while investing in genomics as a solution to racial quandaries.

    Read or purchase the article here.

  • Environmental Influences on the Development of Female College Students Who Identify as Multiracial/Biracial-Bisexual/Pansexual

    Environmental Influences on the Development of Female College Students Who Identify as Multiracial/Biracial-Bisexual/Pansexual

    Journal of College Student Development
    Volume 52, Number 4 (July/August 2011)
    pages 440-455
    E-ISSN: 1543-3382 Print ISSN: 0897-5264

    Alissa R. King, Instructor in Social Sciences
    Iowa Central Community College

    Using Renn’s (2000, 2004) ecology of college student development model as a theoretical framework, I report and discuss the findings of my study involving 6 female college students who identify as multiracial/biracial-bisexual/pansexual. I describe how these findings validate Renn’s model, specifically discussing how the campus environment influenced the students’ identity development in relation to three themes that emerged from my study: trying on, negotiating self, and finding fit. Finally, I discuss the implications of the results of my study for student affairs practice.

    Read or purchase the article here.

  • Behavioral Health in Multiracial Adolescents: The Role of Hispanic/Latino Ethnicity

    Behavioral Health in Multiracial Adolescents: The Role of Hispanic/Latino Ethnicity

    Public Health Reports
    Volume 121 (March–April 2006)
    pages 169-174

    Arthur L. Whaley
    Hogg Foundation for Mental Health
    University of Texas, Austin

    Kimberly Francis
    Hogg Foundation for Mental Health
    University of Texas, Austin

    SYNOPSIS

    Objectives. The purpose of the present study was twofold: (1) to determine whether adolescents who self-identify as multiracial have more adverse health behaviors than their monoracial counterparts, and (2) to examine whether the health behaviors of adolescents who are multiracial and Hispanic are more similar to those who identify as monoracial Hispanic or those who are multiracial and non-Hispanic.

    Methods. Secondary analyses of data in a subsample from the Youth Risk Behavior Survey of 3,704 (27.2%) adolescents who identified as Hispanic/Latino only, multiracial Hispanic, or multiracial non-Hispanic were conducted. Regression analyses were conducted using SUDAAN for the complex sampling to test for differences in health behaviors (i.e., smoking, exercise, substance abuse, and suicide risk) among the three ethnicity/race groups.

    Results. Each health behavior scale yielded significant between-group differences according to ethnic/racial identity: Hispanic/Latino adolescents scored significantly lower than both multiracial groups on the measure of cigarette smoking, lower than multiracial Hispanic adolescents on the substance abuse scale, and lower than multiracial non-Hispanic adolescents on the measure of exercise. The multiracial Hispanic group was also at marginally increased risk for suicide compared to the Hispanic/Latino group.

    Conclusions. The results support the hypothesis that multiracial Hispanic adolescents have more behavioral health problems than monoracial Hispanic adolescents. The second hypothesis—that multiracial Hispanic adolescents are more similar to multiracial non-Hispanic adolescents—was also supported. The implications of these findings for the classification of Hispanic adolescents in terms of ethnicity and race in relation to health behaviors are discussed.

    Read the entire article here.

  • Race Mixing a Religious Fraud

    Race Mixing a Religious Fraud

    circa 1930-1960s
    8 pages
    Source: Digital Collections of the University of Southern Mississippi Libraries
    USM Identifier: mus-mcc033

    D. B. Red, (Author of the pamphlet, A Corrupt Tree Bringeth Forth Evil Fruit)

    From the McCain (William D.) Pamphlet Collection; D. B. Red states that God implemented segregation after the flood and enforced it all through the Old Testament. He quotes the Bible to support his belief that segregation of races was ordained by God and that race-mixing is an instrument of the Devil. He also quotes Thomas Jefferson and Abraham Lincoln to support his view that racial integration is undesirable. Red also contends that religious leaders who support integration have been duped by an influx of Communist rhetoric that seeks to undermine the social structure of the United States.

    Race Mixing A Religious Fraud

    Race mixing not only disregards the age-long experience of man and constitutional guarantees, but as it is now taught, is a religious fraud. Many religious leaders have asked the Federal Government to reach over the heads of the states into homes to usurp the God-given right and duty of parents to give their children the benefit of the most wholesome surroundings in public schools. Approval is given to Block Busting integration which divides the value of residential property by two or three, and exposes people to all of the annoyance and dangers of slum and crime areas.

    The indifference of church leaders to the fate of the victims of race mixing reminds this scribe of the hit and run drivers who never change their ways or look back at their victims. Some are worse than others but all of the larger denominations are pushing us down the Devil’s highway of racial integration and on toward national perdition.

    Christ says: “YE MUST BE BORN AGAIN… BEHOLD I STAND AT THE DOOR AND KNOCK”, Church and State say: “YOU MUST BE INTEGRATED NOW; BEHOLD A BAYONET IS AT YOUR BACK.”

    IS THIS SEPARATION OF CHURCH AND STATE, OR IS SEPARATION OF CHURCH AND CHRIST ?

    God Introduces Multiple Races and Segregation

    While the virgin earth spread her beauty and bounty in all directions, great evils arose among men, who reveled in sin and so vexed the Creator that He almost destroyed mankind. As He again sent man forth with the hope of producing much more righteous conditions, He introduced the multiple race plan. Have age-long results justified the wisdom of God as displayed in this crisis? Or has time justified the wisdom of those who have long ignored this plan and spread a blanket of perpetual blight and mixed races over much of the earth?

    Every faculty of man as he was originally created is capable of both good and evil. Frightful evils are entagled with the desire for a happy future existence. Evil also arises from a loyalty to your own kind and an aversion to other kinds. Should we denounce these things and reject the wisdom of the Creator? Or should we seek to better understand His wisdom?

    The efforts of religious leaders to lead and force men to accept racial integration are surprising, and become even more so when the communist attitude is known. In 1913, a communist living in England suggested the agitation of the race problem in the United States of America as a trouble-maker. Comrade Lenin said, “We will find our most fertile field for the infiltration of Marxism within the field of religion, because religious people are the most gullible and will accept almost anything if it is couched in religious terminology.” Soon the viper of racial integration was brought forth in robes of righteousness, and religious leaders have abundantly justified this statement of Lenin as to their gullibility. They freely misuse or ignore scripture in efforts to fit scriptural robes on this ancient abomination. It seems safe to assume that if God did err by the introduction of the multiple race plan, He would surely have been able to see it and would have at least relaxed in His demands for the adherence to this plan. The division of the land and the confusion of tongues at the Tower of Babel both tended to maintain racial divisions. The call of Abraham produced a racial subdivision and rigid segregation was used to preserve it. We find that God has always had to depend on minorities to carry His message. Perhaps He was wisely preparing in advance for this.

    God Deals With Mixed People

    There were natural and special penalties for integration. The commandments of Moses and Joshua clearly forbade mixing with the descendants of Ham. In strong, figurative language Joshua foretold the frightful price of disobedience- Quote Joshua 23:13: “They shall be snares and traps unto you and scourges in your sides, and thorns in your eyes, until ye perish from off this good land which the Lord your God hath given you.” In Ezra, chapters 9 and 10, and Nehemiah, chapters 9 through 13, we find that on discovery of mixed marriages a systematic check was made and a considerable number were required to give up their strange wives with any children that they may have had. “Also they separated from Israel all of the mixed multitude.” This was a clear-cut case of a special penalty. Others seem to have suffered a combination of penalties. In Genesis 26: 34-35 we find that Esau first took two Hittite wives “which were a grief of mind to Isaac and Rebecca.” In Obadiah 18 we find, “There shall not be any remaining of the house of Esau.” This came to pass centuries ago. Concerning Israel, Hosea said in 7:8-9, “Ephraim, he hath mixed himself among the people . . . Strangers hath devoured his strength and he knoweth it not.”…

    …Who Plays the Sucker

    In the time of Christ gambling was hoary with age. National bondage and individual slavery were great evils. Neither of these are condemned in the Bible. They are generally conceded to be evil. Race-mixing is not only often and severely condemned in the Bible, but is an age-long and incurable curse of the first magnitude. Of all the millions and billions of people who have borne the curse of blended blood and jumbled humanity, the mixers will only speak of the situation in Hawaii where they are said to have an easy fluid mixture of the races. They fail to note that communist influence has long been strong in the islands and that this fluid situation is a much sought goal of communism, since it facilitates the easy formation of communist cells, and leaves no coherent group to oppose them. Are these mixers as ignorant as they seem, or are they only presuming on the ignorance of others?…

    Read the entire pamphlet here.