Mixed Race Studies

School Racial Composition and Biracial Adolescents’ School Attachment

Sociological Quarterly
Volume 51, Issue 1 (Winter 2010)
Published Online: 2010-01-15
Pages 150 – 178
DOI: 10.1111/j.1533-8525.2009.01166.x

Simon Cheng, Associate Professor of Sociology
University of Connecticut

Joshua Klugman, Assistant Professor of Sociology and Psychology
Temple University

Despite extensive research on multiracial youth in recent years, to date, no empirical studies have analyzed how racial context may affect biracial adolescents’ sense of belonging in a social institution beyond families. In this study, we examine how the racial makeup of the student body affects self-identified biracial adolescents’ school attachment. Using data from the National Longitudinal Study of Adolescent Health, we find that the proportions of white or black students in school significantly affect the school attachment of Hispanic/black, Asian/black, and American Indian/black biracial adolescents, but school racial composition in general has little influence on biracial adolescents with a partial-white identification (i.e., black/white, Hispanic/white, Asian/white, and American Indian/white). Our analyses also show that on average, students of most biracial groups display lower school attachment than their corresponding monoracial groups, but the differences from the monoracial groups with the lower school attachment are generally small. We discuss the implications of our findings for biracial adolescents’ perceived racial boundaries and contemporary American race relations.

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Beyond the Looking Glass: Exploring Variation between Racial Self-Identification and Interviewer Classification

Population Association of America
2010 Annual Meeting Program
2010-04-17
10 pages

Aliya Saperstein, Assistant Professor of Sociology
Stanford University

Andrew Penner, Associate Professor of Sociology
University of California, Irvine

Recent research has demonstrated the existence of fluidity in both racial self-identification and interviewer classification. Racial self-identification has been shown to vary for the same individuals across contexts (Harris and Sim 2002), over time (Doyle and Kao 2007; Hitlin et al. 2006) and depending on their social position (Penner and Saperstein 2008). Similarly, interviewer classifications of the same individuals have been shown to vary over time (Brown et al. 2007), as well as change in response to biographical events such as incarceration, unemployment and experiencing a spell of poverty (Penner and Saperstein 2008). However, the specific pattern of variation between racial self-identification and interviewer classification—i.e., how they might influence each other over time—has yet to be empirically explored.

The prevailing assumption in the literature on racial identity is that people calibrate or edit their self-identification based on how they are perceived by others (e.g., Nagel 1994). We propose to test this hypothesis directly by examining what happens when there is discordance between an individual’s perceived and self-identified race, using data from the National Longitudinal Study of Adolescent Health. This is a crucial, and up to now missing, piece of the puzzle of whether and how different measures of race relate to one another. Additional analyses will also provide insight into how differences in life chances, such as educational attainment and contact with the criminal justice system, affect how respondents racially identify, are perceived by others and how both change over time.

Read the entire paper here.

Health and Behavior Risks of Adolescents with Mixed-Race Identity

American Journal of Public Health
Volume 93, Number 11 (November 2003)
Pages 1865-1870

J. Richard Udry, PhD, Kenan Professor of Maternal and Child Health and Sociology
Carolina Population Center, University of North Carolina, Chapel Hill

Rose Maria Li, PhD
Carolina Population Center, University of North Carolina, Chapel Hill

Janet Hendrickson-Smith, MA
Analytical Sciences, Inc.

Objectives. This study compared the health and risk status of adolescents who identify with 1 race with those identifying with more than 1 race.

Methods. Data are derived from self-reports of race, using the National Longitudinal Study of Adolescent Health (Add Health), which provides a large representative national sample of adolescents in grades 7 through 12. Respondents could report more than 1 race.

Results. Mixed-race adolescents showed higher risk when compared with single-race adolescents on general health questions, school experience, smoking and drinking, and other risk variables.

Conclusions. Adolescents who self-identify as more than 1 race are at higher health and behavior risks. The findings are compatible with interpreting the elevated risk of mixed race as associated with stress.

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Multiracial Groups and Educational Inequality: A Rainbow or a Divide?

Social Problems
Volume 56, Number 3 (August 2009)
Pages 425–446
DOI 10.1525/sp.2009.56.3.425

Mary E. Campbell, Associate Professor of Sociology
University of Iowa

How do multiracial groups “fit” into the system of racial oppression and privilege in the United States? Are the outcomes of multiracial individuals explained by the Latin Americanization hypothesis (Bonilla-Silva 2002), or a hardening racial divide between blacks and all other racial groups (Gans 1999; Yancey 2006)? Using the National Longitudinal Study of Adolescent Health, I address these questions and show that the educational outcomes of multiracial groups and individuals are not consistently explained by measures of appearance, as suggested by these theories. Although the educational outcomes of Latinos and single-race groups are significantly associated with skin color and the racial perceptions of observers, multiracial young adults’ high school and college educational outcomes are not consistently related to either measure of appearance. Parental education and family income are the most important predictors of educational outcomes for multiracial respondents across different types of outcomes. The implications of these findings for racial inequality and research on multiracial groups are discussed.

One of the key debates about the future of racial and ethnic inequality in the United States is the question of how multiracial Americans will fit into the United States’ system of racial oppression and privilege. These groups may be a bellwether we can use to discern how racial inequality is changing, since they straddle racial boundaries and therefore are often the first to experience changes in those boundaries and systems of racialized advantage. For example, Eduardo Bonilla Silva (2002; Bonilla Silva and Embrick 2006) has argued that the United States is moving towards a three-tier racial stratification system that is increasingly similar to Latin American systems of racial stratification based on skin tone, and thus biracial groups that are lighter skinned will have greater privilege than those that are darker skinned. George Yancey (2006) and Herbert Gans (1999), in a distinct but related argument, contend that we are moving away from a binary system that used a narrow and exclusive definition of “whiteness” to disadvantage anyone perceived as “not white” towards an evolving binary system that systematically disadvantages anyone seen as “black” and advantages anyone seen as “not black” (even those who are not considered “white”). Under this shifting system, biracial individuals perceived as black will experience oppression, while the rest of the multiracial groups will experience positive outcomes that become more similar to whites over time…

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Are Racial Identities of Multiracials Stable? Changing Self-Identification Among Single and Multiple Race Individuals

Social Psychology Quarterly
Volume 70, Number 4 (December 2007)
Pages 405–423
DOI: 10.1177/019027250707000409

Jamie Mihoko Doyle
Department of Biostatistics and Epidemiology
University of Pennsylvania

Grace Kao, Professor of Sociology, Education, and Asian American Studies
University of Pennsylvania

Using the National Longitudinal Study of Adolescent Health (Add Health), we estimate the determinants and direction of change in individual racial identification among multiracial and monoracial adolescents as they transition to young adulthood. We find that while many multiracials subsequently identify as monoracials, sizable numbers of monoracials also subsequently become multiracials. Native American-whites appear to have the least stable identification. We find strong support that socioeconomic status, gender, and physical appearance shape the direction of change for multiracials, and that black biracials are especially compelled to identify as monoracial blacks.

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Race, Multirace, and Racial Heterogeneity of Friends

Paper presented at the annual meeting of the American Sociological Association, TBA
New York, New York City
2007-08-11

27 pages

Bethany Hashiguchi

Are biracial youth more likely to be in racially heterogeneous friendship networks than single race youth, and do they act as catalysts for decreased social distance? Using a sample of youth in grades 7-12 in 1994-1995 from the National Longitudinal Survey of Adolescent Youth, I study the effects of race and school context on racial diversity of friendship networks to answer these questions.  I find that biracial and Hispanic youth are more likely to report heterogeneous friendship groups than non-Hispanic single race youth. In addition, school racial composition is important in determining the relationship between race and friendship heterogeneity.  These results suggest that biracial and Hispanic youth bridge the social distance among different single race groups and help weaken social boundaries between racial groups by fostering interracial interactions.

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Gaining Interactional Leverage: School Racial Compositions and Multiracial Youths

Paper presented at the annual meeting of the American Sociological Association
Hilton San Francisco & Renaissance Parc 55 Hotel
San Francisco, California
2004-08-14
44 pages

Simon Cheng,  Associate Professor of Sociology
University of Connecticut

One of the most important changes in the contemporary American population is the rapid increase of biracial youths. Given the ongoing interest by sociologists and other social scientists in the potentially difficult life experiences and the social advantages that are associated with biracial youths’ identity formation and peer affiliation, I ask: To what extent are biracial adolescents’ life experiences shaped by contextual factors and types of biracial status? Using data from the National Longitudinal Study of Adolescent Health of 1994-95, I distinguish between white biracial and non-white biracial adolescents, and examine the contextual effects of school racial compositions on three measures of psychological states—school attachment, general happiness, and psychological disorder. Analyses provide evidence that school racial compositions affect the school attachment of monoracial, white biracial, and non-white biracial adolescents in different ways. For monoracial adolescents, their school attachment increases as the number of their same-race students increases in schools. Whereas school racial compositions show no effect on the school attachment of white biracial adolescents, non-white biracials’ school attachment increases only in schools with large proportions of racial minority students, and these effects are the strongest among all the racial groups explored in this study. The contextual effects of school racial compositions disappear when applied to outcome variables that are less related to school environments, such as students’ general happiness and symptoms of psychological disorder. Theoretical implications of these patterns are discussed at the end of this study.

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Status Maximization or Identity Theory?: A Theorectical Approach to Understanding the Racial Identification of Multiracial Adolescents

Paper presented at the annual meeting of the American Sociological Association
Marriott Hotel, Loews Philadelphia Hotel, Philadelphia, PA
2005-08-12

Matthew Oware, Associate Professor of Sociology
DePauw University

Previous research has found that there are multiple factors that influence the racial identification of mixed-race adolescents.  This paper examines whether the racial identification of mixed-race adolescents can be understood through the broader theories of Status Maximization or Identity theory. Status Maximization theory posits that mixed-race adolescents will attempt to identify as the highest racial status group they possibly can. Yet, due to the “one-drop” rule, mixed-race black-white adolescents will be limited to selecting only “black” as their primary identification when forced to select one race. Identity theory posits that the higher frequency or better quality contacts with parents or individuals in mixed-race adolescents’ peer networks affect the racial identification of mixed-race adolescents. I use the National Longitudinal Adolescent Health (Add Health) dataset to perform statistical analyses on mixed-race adolescents. I find that Asian-white and American-Indian-white adolescents do not status maximize, but that black-white adolescents do adhere to the one-drop rule when forced to choose one race. Also, several social-psychological variables are found to influence the racial identification of mixed-race adolescents, corroborating previous research. My research suggests that racial identification for Asian-white and American-Indian-white adolescents are both fluid and optional; this is not the case for black-white adolescents.

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The friendship networks of multiracial adolescents

Social Science Research
Volume 38, Issue 2, June 2009
pages 279-295
DOI: 10.1016/j.ssresearch.2008.09.002

Lincoln Quillian, Associate Professor
Department of Sociology
Northwestern University

Rozlyn Redd
Institute for Social and Economic Research and Policy
Columbia University, USA

We investigate the friendship networks of multiracial adolescents through a comparison of the size and composition of the friendship networks of multiracial adolescents with single-race adolescents.  We consider three hypotheses suggested by the literature on multiraciality and interracial friendships: (1) that multiracial adolescents have smaller friendship networks than single-race adolescents because they are more often rejected by their single-race peers, (2) that multiracial adolescents form more racially diverse friendship networks than single-race adolescents, and (3) that multiracial adolescents are especially likely to bridge (or socially connect) friendships among members of their single-race heritage background groups.  Using data on adolescent friendship networks from the National Longitudinal Study of Adolescent Health (Add Health), we find that multiracial adolescents are as popular as non-white adolescents and have social networks that are as racially diverse as the single-race groups with the most diverse friendship networks. Biracial adolescents with black ancestry have an especially high rate of friendship bridging between black persons and persons of other races, relative to black or white adolescents.  The results hold using both self-identified and parental race definitions. 

1. Introduction
2. Background
2.1. Social science studies of multiraciality
2.2. Racial friendship segregation and multiracial adolescents
2.3. Social rejection or social acceptance?
2.4. The racial composition of multiracial social networks
2.5. Research questions and our approach
3. Data
3.1. Construction of the self-assessed race and parental race samples
3.2. Measures of race
3.3. Social networks measurement
3.4. Analytic procedures
4. Analysis and results
4.1. The popularity of multiracial adolescents
4.2. Multiraciality and friendship diversity
4.3. Do multiracial adolescents bridge social networks of single-race students?
5. Discussion
References

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Mother’s, Father’s, or Both? Parental Gender and Parent-Child Interactions in the Racial Classification of Adolescents

Jenifer L. Bratter, Assistant Professor of Sociology and Associate Director of the Institute for Urban Research
Rice University

Holly E. Heard
Rice University

Sociological Forum
Volume 24, Number 3, September 2009
pages 658-688
DOI: 10.1111/j.1573-7861.2009.01124.x

Research on racial identification in interracial families shows that children are more likely to be labeled as minority if the father is of minority race. Yet, prior studies have not sufficiently considered the role of parent-child relationships in shaping children’s identification with either mother’s or father’s race.  We address this limitation using data on 706 adolescents in interracial families from Wave 1 of Add Health.  We examine whether adolescents identify with their mother’s race or with their father’s race, as opposed to selecting a multiracial identity, within specific combinations of parents’ races. We also explore whether indicators of parental involvement (i.e., quantity and quality of involvement, educational involvement, and social control) explain any gender effects. Contrary to prior studies, we find that the tendency to match father’s race is only true in black/white households, particularly if he is white, while adolescents in Asian/white families tend to match mothers regardless of her race. Moreover, while father’s involvement, particularly educational involvement, was more likely than mother’s to influence racial classification, adjusting for involvement does not explain gender patterns.  This study shows that the well-known gender influences on parenting have little to do with the complex ways parent-child relationships impact racial classification.

Read the entire paper proposal for presentation at the Annual Meeting of the Population Association of America, 2006 here.

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