Mixed Race Studies

The Social Construction of Racial and Ethnic Identity Among Women of Color from Mixed Ancestry: Psychological Freedoms and Sociological Constraints

City University of New York (CUNY)
2009
211 pages

Laura Quiros

A dissertation submitted to the Graduate Faculty in Social Welfare in partial fulfillment of the requirements for the degree of Doctor of Philosophy

In the context of the 21st century, when an increasing number of people cannot be classified by an archaic system based on race, an awareness of the complexities of ethnic and racial identity is more important than ever. This study assists in the development of a critical understanding of the complexity of racial and ethnic identity by exploring the construction of racial and ethnic identity among women of color from mixed ancestry. These women are the offspring of parents from multiple racial and ethnic backgrounds. As a result, their identities—both internally and externally constructed—belie traditional racial and ethnic categories. This population faces unique struggles, as identified in the empirical literature and supported by the data analysis. Women of color from mixed heritages: have been assigned monolithic labels based primarily on their physical appearance; may feel pressured to adopt a single and predetermined ethnic or racial label; and are often researched as one ethnic or racial group. Furthermore, scholars agree that institutional racism has been a constricting force in the construction of identity and identification for ethnic groups of color in the United States. This study is important because women of color are not always comfortable with the ascribed identity, particularly when it is based on faulty characterizations and when their ethnicity is overlooked. Additionally, this study brings insight to the psychological and social impact of socially constructed identifications.

This study regards race and ethnicity as social constructions, defined by human beings and given meaning in the context of family, community, and society. As such, women of color from mixed ancestry find themselves in the middle of the psychological freedoms and sociological constraints of identity construction within the dominant society. As a result, they develop management techniques for integrating components of self and for managing the freedoms and constraints in social constructions of race and ethnicity.

This is a subject of pivotal importance to multiple fields of inquiry as well as one having significant educational, clinical, and programmatic implications. Among the implications for social work practice and pedagogy are the need for critical reflection, increased awareness, and cultural diversity.

Read the entire dissertation here.

The Sigh of Triple Consciousness: Blacks Who Blurred the Color Line in Films from the 1930s through the 1950s

City University of New York (CUNY)
May 2019
50 pages

Audrey Phillips

A master’s thesis submitted to the Graduate Faculty in Liberal Studies in partial fulfillment of the requirements for the degree of Master of Arts

This thesis will identify an over looked subset of racial identity as seen through film narratives from the 1930’s through the 1950’s pre-Civil Rights era. The subcategory of racial identity is the necessity of passing for Black people then identified as Negro. The primary film narratives include Veiled Aristocrats (1932), Lost Boundaries (1949), Pinky (1949) and Imitation of Life (1934). These images will deploy the troupe of passing as a racialized historical image. These films depict the pain and anguish Passers endured while escaping their racial identity. Through these stories we identify, sympathize and understand the needs of Black people known as Passers, who elected a chosen exile in order to live in a world which offered opportunity to the White race. These films will also portray the social betrayal forced upon Black people for the need of survival. These films show the desperation for equality as seen through a new genre of film trail blazers, all of whom understood the need to expose this hidden truth. These films also demonstrate the imperativeness to adjust in all aspects of their lives including physical, mental, emotional and psychological. This constant demand for interchange puts tremendous pressure on the psyche of Passers.

Through the cover of passing one life was denied while another was born, allowing Blacks to inconspicuously wear a mask of survival. This strategy was based on the prejudice of America, which judged people by the color of their skin and not the content of their character. The study of passing, which is an identified classification of being Black, is useful in courses about race and identity. Educators dealing with themes of race and identity in their classes would greatly benefit by incorporating these films on racial passing as part of their lessons. They will help students to better understand the connection between race and identity in American society, especially for those living under the yoke of government supported racism.

Read the entire thesis here.

This edition: Moiya McTier, Mekita Rivas and Tanya Hernandez

Shades of U.S.
CUNY TV
The City University of New York
Original tape date: 2018-10-19
First aired: 2019-01-17

From a cabin in the woods without running water to astronomy Ph.D. candidate, Moiya McTier uses her platform to advocate for women of color in the sciences. Then, growing up Filipina and Mexican in Nebraska could be confusing, but Mekita Rivas finds her style as a fashion journalist. And last, Hell’s Kitchen-bred Tanya Hernández knows discrimination first hand, so she builds a legal career fighting it.

Guest List

• Tanya Hernández Professor of Law, Fordham University [and author of Multiracials and Civil Rights: Mixed-Race Stories of Discrimination]
• Moiya McTier PhD Candidate, Columbia University
• Mekita Rivas Freelance Writer

Watch the entire episode (00:26:46) here.

Minorities’ Perceptions of Minority-White Biracials: The Role of Identification for Cognitive, Affective, and Behavioral Responses

City University of New York
2014-06-03
134 pages

Sabrica Barnett

A dissertation submitted to the Graduate Faculty in Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy, the City University of New York

Research on intergroup relations has a rich history in social psychology, with scholars devoting a considerable effort investigating factors that influence stereotyping, prejudice and discriminatory behavior. The results of these studies suggest that individuals’ cognitions, affect, and behaviors are affected by their own group memberships as well as the groups to which others belong. People generally view the groups that they belong to (their ingroup) positively, and view the groups that others belong to (outgroups) stereotypically (Tajfel & Turner, 1986). However, much of the research on social identification and subsequent perceptions has focused on socially distinct groups rather than groups that blur categorical boundaries. As such, there is a dearth of research on how individuals identify with and perceive people who belong to multiple racial groups.

To address this gap in the literature, I investigated minorities’ identification with minority-White biracials, as well as the downstream cognitive (warmth and competence stereotypes), affective (pride, shame), and behavioral (facilitation, distancing) consequences of identification across three studies. Results demonstrated that Black (Study 1) and Hispanic (Study 2) participants were equally identified with biracials and other ingroup members (Blacks, Hispanics), and were less identified with outgroup members (Whites). In contrast, White participants (Study 1) were most identified with other White people, least identified with Black people, and moderately identified with Black-White biracial people.

Moreover, Black participants stereotyped Blacks and Black-White biracials as equally warm and competent (Study 1); Hispanic participants felt equally proud of and were equally willing to help Hispanics and Hispanic-White biracials (Study 2); and both Black and Hispanic participants felt equally ashamed when a Black or Hispanic and Black-White or Hispanic-White biracial person acted in a stereotypically negative manner, and wanted to distance themselves from the wrongdoer (Study 3). In contrast, minorities perceived Whites less positively across measures of stereotypes, emotions and behaviors. Finally, consistent with self-categorization theory (Turner et al., 1987), minorities’ identification with minority-White biracials predicted their group-based stereotypes, emotions and behaviors. These results make an important contribution to the limited work on perceptions of biracial people, and extend previous research regarding the role of identification for intergroup perceptions.

Read the entire dissertation here.

CUNY Exhibition Documents Lives of Black Africans in Early Dominican Republic

The New York Times
2015-07-13

Sandra E. Garcia

Scholars at the City University of New York are using clues left in 16th-century manuscripts and Spanish records to track the lives of the earliest black Africans in the Dominican Republic.

An exhibition now on view of letters and other documents from the archives of CUNY’s Dominican Studies Institute and the General Archives of the Indies in Seville, Spain, provides a window onto the lives of the often ignored black Africans of La Española, the island of Hispaniola.

In the exhibition, “16th-Century La Española: Glimpses of the First Blacks in the Early Colonial Americas,” 25 panels display photos of an original letter or record, along with an English translation, that explain or question situations involving formerly enslaved Africans on the island.

When searching the archives, Anthony Stevens-Acevedo, the assistant director of the Dominican Studies Institute, focused on keywords like “mulatto,” “negro” and “negra,” he said.

Read the entire article here.

Bringing Black History Home

CUNY Newswire
The City University of New York
2011-04-15

Antoinette Martignoni, left, and her granddaughter Greta Blau hold a family Bible that contains the name of their ancestor, Dr. James McCune Smith, the nation’s first African American physician at Martignoni’s home in Fairfield, Conn., Thursday, Sept. 23, 2010. (AP Photo/Jessica Hill)

The name James McCune Smith meant little to Greta Blau in 1996, when she briefly mentioned him in a research paper she wrote for a History of Blacks in New York City course designed and taught by Joanne Edey-Rhodes.

Blau’s paper for the Hunter College class focused on the Colored Orphan Asylum, founded on Fifth Avenue to assist homeless and destitute African-American children. She noted that Smith, the asylum’s doctor, was the nation’s first professionally trained African-American physician — as well as an eminent 19th century abolitionist and author whose friends included antislavery movement leader Frederick Douglass.

Little did Blau know that the assignment would years later lead her on an engrossing journey into her own family’s roots.

It began one day in 2003, at her grandmother’s house in Connecticut, when she was looking through the family Bible that an Irish relative had. “The name was in there as the father of my great-grandmother’s second husband,” she said. “I knew I had heard that name before. I went home and Googled the name, and he came up. I said, ‘That can’t be the right person, because I’m white.’”…

Read the entire article here.

CUNY DSI Monograph Documents Dominican Heritage of First Settler

The City University of New York
City College
2012-10-04

Juan Rodríguez, native of Santo Domingo, comes to New York in 1613 and stays when his ship sails to Holland

The first non-native to live in what is now New York City was a black or mixed race Dominican, a new monograph produced by researchers at the CUNY Dominican Studies Institute (CUNY DSI) documents. Juan Rodríguez, who was born on the colony of La Española, now the Dominican Republic, came to the Big Apple in 1613 aboard a Dutch trading vessel en route from the Caribbean. He decided to stay and live among the natives when the ship returned to Holland.
 
“This is the kind of research that produces new academic knowledge and engages in a conversation with a scholarly community who studies New York City’s early history,” said Dr. Ramona Hernández, director of CUNY DSI. “This research also serves people from a practical point of view: A very early predecessor of the large Dominican population that thrives in New York City today, Juan Rodriguez’s story belongs to the history of all New Yorkers.
 
“As residents of a port city with a uniquely multiethnic population since its very beginnings next to the mighty Hudson River, New York has always been a community of interactions and intermingling amongst races and ethnicities.”
 
The monograph was commissioned by the American Chamber of Commerce of the Dominican Republic, which will receive the first copy at a luncheon meeting at City College Thursday, October 4. The following day, a two-hour colloquium with experts in translations and transcription will examine the challenges, excitement and insights of translating the documentation for the Juan Rodríguez story.
 
Earlier this week, New York City Mayor Michael Bloomberg named a stretch of Broadway between W. 159th Street and W. 218th Street for Mr. Rodríguez. The section of the famed roadway runs through Washington Heights, home of one of the largest concentrations of Dominicans living outside their homeland.
 
According to archival records reviewed by DSI researchers, Mr. Rodríguez, a black or mulatto free sailor born on La Española, arrived in an estuary of the Hudson River in the spring of 1613, aboard the “Jonge Tobias,” a Dutch ship captained by Thijs Mossel. After two months presumably spent trading with Native Americans, Captain Mossel decided to return to Holland, but Mr. Rodríguez refused to make the journey and was allowed to stay on shore…

Read the entire article here.

“Race” & Ethnicity in Society in Social-Historical Context (AAS-SOC 338)

Lehman College, City University of New York
Spring 2012

Mark Christian, Professor & Chair of African & African American Studies

The idea of “race” since the 18th Century, and up to the present, has brought forth tremendous social inequality and, not to be over-dramatic, “social death” in a global sense. The ironic thing about “race” is that, from a scientific-biological sense, most authoritative commentators note that it is a problematic concept with little validity if one is arguing for “distinct races” among humankind. In other words, there are no distinct racial types of humans that can be separated from one another. Yes, there is some minor genetic difference among humans, such as skin color, hair texture, eye shape, lip-size; but when measured by what it is to be a human being these add up to only minor genetic differences. However there are still those who will try to put difference between humankind via pseudo-scientific racial theories. Some biologists use modern genetic science to distort the truth that we are all basically the same in humanity. A recent book by Dorothy Roberts called Fatal Invention: How Science, Politics, and Big Business Re-Create Race in the Twenty-First Century (The New Press, 2011) gives a powerful insight into the abuse of modern genetics.

What is significant about “race” and ethnicity (ethnicity is largely related to shared cultural experiences of a specific racialized social group) is the reality of its social significance over time and place. Indeed, “race” has changed from one place to another. For example, what it is to be Black in South Africa is not the same in a social-historical context to what it is to be Black in the United States over time. We can make this point even more complex by stating what it was to be Black in the United States could once change from one state to another. The point here is to comprehend that “race” has been a socially constructed concept over time that has wielded a great amount of human misery and pain for certain social groups, and a great amount of power and privilege for other social groups. Our task is to come to an understanding of this complex topic and for this to be worthwhile intellectually we shall have to comprehend the idea of “race” from a social-historical context.

Given the social significance of White privilege in terms of “race” grouping and hierarchy, this course will focus on the how “whiteness” creates both a conscious and sub-conscious reality that is born out of the historical exploitation of people of color from the period enslavement and the plantation economy (17th – 19th Centuries) experience right through to the present. Even though we now live in a world whereby racism is largely outcast and a forbidden entity in social discourse and interaction, it still lurks beneath the surface in all things social. The current US statistical data on health, wealth, and other societal disparities between so-called “races” makes the comprehension of “whiteness” an important, indeed essential, part of our studies.

Although the course is taught primarily from a social-historical perspective, it is at bottom an interdisciplinary course involving aspects of knowledge from the humanities and social sciences. Having a positive and open mind that has a willingness to learn and work hard will be the key to your success in this class. We shall combine sociology, history, film & documentary to give a dynamic learning experience. The course will be taught via an interactive perspective whereby students will engage with the material and present in individual and group formats. Moreover, it is essentially a reading and writing class with interactive discussion. RESPECT for all in the classroom environment is imperative; regardless of one’s philosophical views or social background, gender, racialized self, or other human attribute.

Learning outcomes:
By the end of this course students should be able to demonstrate an understanding of:

• “Race” as a social construct and therefore “racialized” issues that produce social inequality in the US.
• “Race” as a problematic concept if put to biological scientific inquiry.
• The fallacy of “racial typology” classification.
• Whiteness in the social imagination.
• White privilege and white ethnic groups.
• Sociological theories of “race” & ethnicity.
• How to think critically about “race” & ethnicity.
• The “cultural minority” problematic in regard to peoples of color.
• Multicultural issues in a hierarchical “race” and social-cultural framework.
• Social inequality in terms of “race,” class and gender.
• How to talk about “racial issues” effectively, and get beyond racialized stereotyping.

Key Reading:

• Mark Christian. (Ed.) Integrated but Unequal: Black Faculty in Predominately White Space. (Trenton, NJ: Africa World Press, 2012)
• Nell I. Painter. The History of White People. (New York: Norton, 2010)
• Paula S. Rothenberg. (Ed.) White Privilege: Essential Readings on the Other Side of Racism. (New York: Worth, 2011)
• Barbara Trepagnier. Silent Racism: How Well-Meaning White People Perpetuate the Racial Divide, 2nd Edition. (Boulder, CO: Paradigm, 2010)