Mixed Race Studies

Correcting the conversation about race

OUPblog: Oxford University Press’s Academic Insights for the Thinking World
2015-11-20

Carlos Hoyt

On 6 November 2015, the New York Times featured a poignant five-minute documentary called “A Conversation About Growing Up Black,” produced by Joe Brewster and Perri Peltz. Brewster and Peltz present Rakesh, Miles, Malek, Marvin, Shaquille, Bisa, Jumoke, Maddox, and Myles. The youngest are 10 and the eldest is 25 years old. These nine individuals are very different from one another (hair, height, weight, skin color, voice, manner of speech, body language… all those things that combine to make each of us unique). As with all human beings, each of them is his own universe of individuality and each occupies several universes of other individuals known as family, friends, teammates, school mates, colleagues, and the like.

But we never learn much about the individuality of these individuals: where they live; where they go to school or work; what their worldviews might be on faith, politics, or the environment; what are their talents, their challenges; what they love, and what they dislike. Instead we are introduced to them as racialized human beings, adversely racialized nominally black males to be specific, who by dint of this social relegation are subject to suspicion, discrimination, degradation, and brutality.

We encounter them as living, breathing targets of racism.

We are graced with their eloquent and compelling meditations on racism, their narratives of being misrepresented, misunderstood and mistreated, and their heroic resolve to successfully navigate the mine-infested landscape of the racist country in which they live – for themselves and for their loving, protective, and worried parents.

It is a heartbreaking five-minutes of film.

And it will change nothing…

Read the entire article here.

Beyond Zebra – presented at National Association of Social Workers 2014 National Conference

Slideshare
2014-07-31

Carlos Hoyt

Read the presentation transcript here.

Raceless Like Me: Students at Harvard Navigate their Way Beyond the Boundaries of Race

The Harvard Crimson
Harvard University
2011-10-13

Zoe A. Y. Weinberg, Crimson Staff Writer

One day last fall, Paula M. Maouyo ’14 sat in front of her laptop in Matthews trying to think of a topic for her Expos paper about racial identity.

When Maouyo was a child, she identified as biracial. Her father is black, originally from Chad and her mother is white and American. But by the time she was nine, she began to move away from a biracial identity.

“For a long time I just didn’t identify,” Maouyo said, though she acknowledges that when most people look at her, they immediately categorize her as black.

She had never articulated her non-identification in concrete terms. That is, until she began brainstorming for her Expos paper.

After floating around ideas and fiddling with labels and words, Maouyo suddenly conceived of a term she felt most accurately captured her own identity: araciality.

“People use apolitical and asexual,” Maouyo observed. “Why not aracial?”…

…THE RACIAL SKEPTIC

“Transcendent identity” was first described by Dr. Kerry Ann Rockquemore, a former sociology professor and author of Beyond Black: Biracial Identity in America. The current working definition of racial transcendence that she offers—and the one that will be used in this article—is the conscious rejection of racial identity altogether. Not “black,” “white,” or “both” —but rather, “none.”

“My journey has taken me past constructions of race, past constructions of mixed race, and into an understanding of human difference that does not include race as a meaningful category,” wrote Rainier Spencer, the founder and director of Afro-American Studies at the University of Nevada, who identifies as racially transcendent.

Spencer grew up in a black neighborhood in Queens in the 60s with a white mother and black father. Over the years, Spencer has identified as everything from Afro-German to New Yorker to academic to baby boomer. It was not until his thirties, when he was a philosophy teacher at a northeastern college, that he began to question racial identity itself.

During the 1990s, debates about the politics of multiracial identity began to emerge in academic circles. According to Spencer, most of the discussion at the time revolved around the relative importance of multiracial versus monoracial identity.

Spencer entered the debate as a racial skeptic. “A lot of the black scholars who are against multiracial identity are very invested in black identity,” Spencer said. “I think all racial identity is bogus, and that makes me kind of unique.”

Race transcendence should not be confused with color-blindness, which advocates ignoring race without confronting the inequality and discrimination it breeds. Color-blindness implies that racism can be solved passively. Racelessness is far more complex, because people who transcend race “are actually aware of how race negatively affects the daily existence of people of color. They have very likely experienced discrimination, yet they respond by understanding those situations as part of a broad societal problem; one in which they are deeply embedded, but not one that leads to their subscription to racial identity,” according to Rockquemore as cited on a website for race transcenders…

…WHO GETS TO BE RACELESS?

A lot of people might claim not to have a race for one reason or another. According to professor Jennifer Hochschild, who teaches “Transformation of the American Racial Order?”, there are three groups of people that might refuse to identify by race: 1) disaffected (probably white) people who believe the world is post-racial and that we should all be color-blind; 2) recent immigrants for whom American racial categories simply do not resonate nor make any sense; and 3) bi-racial or multiracial people who do not identify with any particular racial category…

…White students might also check “none” for other reasons. Sometimes white students will check the “other” box is if they are uncomfortable with the social meaning of whiteness, said Natasha K. Warikoo, an associate professor at the Graduate School of Education who studies race, immigration, and inequality in educational contexts. “It signifies privilege and racial exploitation, a history that some white people are uncomfortable with,” she said. In the blank line, these students might write “Italian-American,” or “Jewish-American,” Warikoo said.

To solve this problem, Harvard could have two sections—one in which you identify for the purpose of statistics and civil rights compliance, and one in which you identify in the way that reflects your personal life. This would allow raceless students (and the perplexed white students) to identify by race, and by whatever else they like…

Read the entire article here.

Refusing to Identify by Race

The New York Times
2013-07-11

Carlos Hoyt
Andover, Massachusetts

Re “Has ‘Caucasian’ Lost Its Meaning?” (news analysis, Sunday Review, July 7 [2013]):

I recently completed a doctoral study at the Simmons School of Social Work about people who are commonly ascribed to the black/African-American, biracial or multiracial categories, but who do not themselves subscribe to any racial identity.

These race transcenders refuse to self-racialize, while being fully conscious of the fact that they are and have been racialized by others since the Constitution mandated the census, making racialization legal and compulsory beginning in 1790. We have been knotted up in meaningless terms like Caucasian ever since…

Read the entire opinion piece here.

The Pedagogy of the Meaning of Racism: Reconciling a Discordant Discourse

Social Work: A Journal of the National Association of Social Workers
Volume 57, Issue 3 (July 2012)
pages 225-234
DOI: 10.1093/sw/sws009

Carlos Hoyt, Jr., MSW, LICSW, Associate Dean of Students
Phillips Academy Andover, Andover, Massachusetts

Racism is a term on which a great deal of discourse does and should turn in all realms of social work theory, practice, policy, and research. Because it is a concept heavily freighted with multiple and conflicting interpretations and used in a wide variety of ways, the idea and action of racism is not easy to teach or learn in a simple and straightforward manner. It is a term the meaning of which has been the subject of so much argument and mutation that its utility as a clear and reliable descriptor of a crucial form of ideology or behavior is less than certain. In this article, an analysis of the dispute over the proper definition of racism is undertaken, and an approach to teaching about the term is offered in an effort to provide both teachers and students with a clear, consistent, and useful understanding of this important and challenging phenomenon.

Having taught courses in which the concept of racism is a phenomenon of critical focus, I have been consistently struck by the challenge students confront when the subject of how to define this term becomes a topic of consideration and discussion. Although several key concepts in the study of diversity, social bias, and social justice are somewhat nebulous and overlapping (for example, “culture,” “race,” and “ethnicity”), there is perhaps no term that provokes the level of confusion, consternation, and conflict that the term “racism” does. As will be seen in this article, this is due to the dispute that has destabilized use of the term for much of its short history and boils down to a sharp disagreement among both professionals and laypeople about whether the original definition of racism, the belief in the superiority/inferiority of people based on racial identity, should be revised to exclusively and strictly mean the use of power to preserve and perpetuate the advantages of the dominant social identity group—that is, white people in American society.

In this article, an analysis of the dispute about the definition of racism within academia will be conducted to elucidate the arguments by those who promote the revised definition and those who resist the revision. Following this analysis, based on the strengths and weaknesses of each, a pedagogical approach to teaching the definition of racism that resolves the dispute will be presented. At the outset it will be useful to provide the definitions of key terms in the discourse on racism. The following definitions, while not copied verbatim from any dictionary, reflect what can be found in standard dictionaries and usage and will serve as the meanings of the terms used in this article.

DEFINITIONS OF CRITICAL TERMS IN THE DISCOURSE ON RACISM

Prejudice—preconceived opinion not based on reason or actual experience; bias, partiality.

Racism—(original definition) the belief that all members of a purported race possess characteristics, abilities, or qualities specific to that race, especially so as to distinguish it as inferior or superior to another race or other races. Racism is a particular form of prejudice defined by preconceived erroneous beliefs about race and members of racial groups.

If one is to be thoroughgoing a la Muir, then racism is in evidence at the point that one subscribes to the notion of race itself, because belief in race is the fallacious prerequisite for the belief in differences between races (Muir, 1993).

Power—the capacity to exert force on or over something or someone.

Oppression—the exercise of authority or power in a burdensome, cruel, or unjust manner.

With a clear understanding of these terms as the atomic elements of the discourse on the definition of racism, we can proceed with an elucidation of the problem…

Read or purchase the article here.

Invitation to Participate in Groundbreaking Study of Racial Identity

If you are a person at least 18 years old, who is commonly identified as black, African American, biracial, mixed, or multiracial, but do not yourself subscribe to racial identity as part of your sense of self, please consider reviewing the information at www.racetranscenders.com to see if you might be interested in participating in an important study of this identity disposition.

Carlos Hoyt to be Featured Guest on Mixed Chicks Chat

Mixed Chicks Chat (The only live weekly show about being racially and culturally mixed. Also, founders of the Mixed Roots Film & Literary Festival) Hosted by Fanshen Cox and Heidi W. Durrow
Website: TalkShoe™ (Keywords: Mixed Chicks)
Episode: #204 – Carlos Hoyt
When: Wednesday, 2011-05-04, 21:00Z (17:00 EDT, 14:00 PDT)

Carlos Hoyt

Carlos Hoyt is the creator the site Race Trancenders which is created for individuals (like himself) who are commonly ascribed to the black or African American race, but who do not subscribe to any notion of race whatsoever.  He is also a researcher seeking to provide a voice for other individuals.

To read more about his study, click here.

Seeking Race Transcenders to Participate in Racial Identity Study

Carlos Hoyt, a Ph.D. student at Simmons College in Boston, is currently seeking individuals who are commonly identified as black or African American (including biracial or black-multiethnic), but who do not define themselves according to the social construct of race. Hoyt’s study will give race transcenders the opportunity to describe the factors and paths that led to a sense of self beyond black, bi- or multiracial identity and to an identity orientation that is non-racial.

Race transcenders are aware that society racializes them as black or African American and they are well aware of the effects of race and racism in society, but they do not subscribe to racial categorization or racial identity as part of their sense of self.  This is analogous to someone raised in a religious faith who, at some point, chooses to renounce religion altogether.  Others might know this person as a member of a family or community in a particular religious category, but the individual chooses an identity that does not include such categorization; she or he has become non-religious. The following quotation gives a clear illustration of the race transcendent orientation.

“My journey has taken me past constructions of race, past constructions of mixed race, and into an understanding of human difference that does not include race as a meaningful category (Spencer in Penn, 2002, p.10).”

If you feel that you are a race transcender and would like to share the story of how you arrived at that sense of self, please contact Carlos at hoyt.carlos@gmail.com and/or visit www.RaceTranscenders.com for more information.