Mixed Race Studies

Palmer Patton recognized as earliest identified African American graduate, faculty member at Oregon State

OSU Today
Oregon State University
2020-02-20

Theresa Hogue, Public Info Representative

Palmer Patton

Oregon State University archivist Larry Landis was leafing through a 1919 Beaver Yearbook in 2018 as he did research on representations of blackface in old university publications. As he looked for examples, he came across a yearbook photo of a student who appeared to be African American.

As the director of the Special Collections & Archives Research Center, Landis knew that officially, Carrie Halsell was considered the earliest identified African American graduate of Oregon State (at that time Oregon Agricultural College) in 1926. But the man in the photos, Palmer Patton, graduated from OAC with his bachelor’s degree in 1918 and a master’s degree in 1920. Landis investigated further.. He combed the university archives, online historic newspapers, and even accessed information through his personal Ancestry.com account. He also made inquiries with archives at other universities – Montana State University, UC Davis and the University of Chicago – all of which provided or confirmed information on Patton. He spent part of an afternoon in the archives at Montana State while in Bozeman for a conference.

“Over the course of several months I pieced together Palmer Patton’s story,” Landis said. “The end result is a story of someone who was most likely bi-racial, who identified as white at times, and who was able to navigate through places and spaces that were predominantly white.”…

Read the entire article here.

“I’m the Best of Both Worlds” Factors Influencing the Racial Identities of Biracial Youth

Oregon State University
2008-06-11
140 pages

Christine LeAnn Mouzong

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

This study examined the social and contextual factors that lead to differences in the way biracial adolescents interpret their racial identity. Using 11 interviews with a sample of biracial youth between the ages of 14 and 17-years-old, this study also explores the strategies these individuals use to achieve social validation for their preferred racial self-understanding. Theoretically, the factors shaping identity construction and the strategies used to negotiate identity are studied through both a bioecological model and a symbolic interactionist framework.

The findings from this study provide new insights into adolescent biracial identity that involve issues ranging from cultural racism to the impact of video media on adolescent development. The main themes emerging from youth narratives suggest that four primary factors shape how biracial youth understand and reconcile their racial identities. First, community messages about race define the parameters of adolescents’ racial identity options. Secondly, social meanings attached to physical appearance play a pivotal role in how racial identities are understood by self and others. Thirdly, peer endorsements of color-based stereotypes, especially those derived from popular media images of Black entertainers, are crucial to how these adolescents frame their racial identity options. Lastly, racial socialization in the familial context provides an important, though often ambiguous, piece to biracial identity formation.

As well, four strategies surfaced in this study that biracial adolescents appear to use when negotiating identity claims in interactions with others. These strategies include compromise, evoking mixed parentage, emotion regulation, and using humor.

TABLE OF CONTENTS

• Chapter 1: Introduction
  • Purpose of Study
  • Background
  • Historical Context
  • Research Questions
• Chapter 2: Literature and Theory Review
  • Symbolic Interaction
    • Self-concept and Identity
    • Individuals as Social Actors
  • Bioecological Perspective
    • Proximal Processes
    • Person Factors
    • Context
    • Time
    • Summary
  • Adolescent Identity Development
  • Race and Ethnicity
    • Race/Ethnic Identity Development
  • Multiracial Identity
    • The Multidimensional Model of Biracial Identity
    • Part-Black Youth
    • Part-Hispanic Youth
  • Factors that Influence Identity Options
    • Social Networks
    • Schools
    • Peers
    • Family Influences
    • Physical Appearance
  • Summary
• Chapter 3: Method
  • Recruitment
  • Sample
  • Site Selection
  • Interview Procedures
  • Interview Protocol
  • Data Coding and Analysis Procedures
• Chapter 4: Results
  • Qualitative Data Analysis
  • “My Mississippi self” Community Messages and Racial Identity
    • General Impressions of Community
  • Identity Options and Community
    • Mixed Messages
    • Prejudice and Identity Options
    • Messages Conveyed at School
    • Conclusions from Community Influences
  • The Role of Physical Appearance in Racial Identity
    • Reconciling Ambiguous Appearance
    • “How do people tell you apart?”
    • Conclusions about Appearances and Identity
  • “The Whitest Black girl” Racial Identity through the looking glass of Peer Culture
    • Media and “Cool-Pose” Culture
    • “It’s so funny!”
    • Conclusions from Peer Influences on Racial Identity
  • “You’re in the South now girl, you’d better buck up” Family Influences on Racial Identity
    • “Stop talking!”
    • Explicit Messages
    • Implicit Messages
    • Conclusions from Family Influences on Racial Identity
• Chapter 5: Discussion and Conclusions
  • Conclusions
    • Community Interpretations of Appearance
    • Gender and Color-based codes of Behavior
    • Construing Parental Messages
    • Negotiating Identity
    • Compromising
    • Evoking Mixed Parentage
    • Emotion Regulation
    • Using Humor
  • Discussion
  • Color-stratification and Identity
  • The Paradox of “Cool-Pose” Culture
  • The Familial Context
  • Negotiating Self
  • Limitations
  • Implications
    • Future Research
    • Symbolic Interaction
    • Bioecological Perspective
• References
• Appendices
  • Appendix A Informed Consent Document
  • Appendix B Assent Document
  • Appendix C In-Depth Interview Guide

LIST OF TABLES

1. Description of Respondents
2. Contextual Factors Salient to Racial Identity Development
3. Negotiation Strategies for Validating Racial Identity

Read the entire thesis here.

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

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.

The Voices Project Screening and Discussion: Multi-Racial Identities, Part 1

Oregon State University
Wednesday, 2010-03-03 12:00-13:00 PST (Local Time)
Memorial Union
Room: Journey Room
Contact: Diane Davis

OSU students, staff and faculty share their experiences and challenges of being multiracial at OSU and in life. They address issues such as their identity and when they realized it; their cultural attachments; how others perceive them; their family interactions; the pros and cons of being multiracial; whether there is anything they would change about their identity, advice for others and why this issue is important.

For more information, click here.