Mixed Race Studies

Scholarly perspectives on the mixed race experience.

Biologically speaking, there’s no such thing as race. As hard as they’ve tried, scientists have never been able to define it. That’s because race is a human creation, not a fact of nature. Like money, it only exists because people accept it as “real.” Races exist because humans invented them.

Why would people invent race? Race was created in America in the late 1600s in order to preserve the land and power of the wealthy. Rich planters in Virginia feared what might happen if indigenous tribes, slaves, and indentured servants united and overthrew them. So, they cut a deal with the poor English colonists. The planters gave the English poor certain rights and privileges denied to all persons of African and Native American descent: the right to never be enslaved, to free speech and assembly, to move about without a pass, to marry without upper-class permission, to change jobs, to acquire property, and to bear arms. In exchange, the English poor agreed to respect the property of the rich, help them seize indigenous lands, and enforce slavery.

This cross-class alliance between the rich and the English poor came to be known as the “white race.” By accepting preferential treatment in an economic system that exploited their labor, too, the white working class tied their wagon to the elite rather than the rest of humanity. This devil’s bargain has undermined freedom and democracy in the U.S. ever since.

Joel Olson, “Whiteness and the 99%,” Bring the Ruckus. (October 20, 2011). http://www.bringtheruckus.org/?q=node%2F146.

Strategies Multiracial College Women Use to Navigate Monoracial Systems

Posted in Articles, Campus Life, Identity Development/Psychology, Media Archive, United States, Women on 2010-04-16 03:46Z by Steven

Strategies Multiracial College Women Use to Navigate Monoracial Systems

Education and Human Sciences, College of (CEHS) Open Access Theses and Dissertations from the College of Education and Human Sciences
University of Nebraska, Lincoln
May 2009
248 pages

Minisa Michiko Chapman-Huls
University of Nebraska – Lincoln

A Dissertation Presented to the Faculty of The Graduate College at the University of Nebraska-Lincoln In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy

An exploration of the college experiences of multiracial women uncovered the strategies they used to navigate the monoracial system of predominately white institutions. A purposeful sample of 18 women who were multiracial was chosen. Data was collected through semi-structured face-to-face interviews. Participants’ stories represented multiracial experiences at thirteen different undergraduate institutions. A participant’s precollege experiences, identity and the college’s peer culture impacted how she approached social situations in the highly homogenous and monoracial setting at college. Participants took on the roles of pacifist, non-conformist, and activist to successfully navigate college environments and social scenarios. The findings also support prior study on the identity development of multiracial college students. Childhood experiences shaped the racial identity of participants that was affirmed and challenged, but not changed by college factors and experiences. Significant factors to the identity development of participants at college were academic courses, faculty and peers. Implications of the findings and limitations of the study are discussed.

Table of Contents

CHAPTER 1: Introduction
Significance of research
Statement of the Problem
Purpose of the study
Definitions
Limitations and delimitations

CHAPTER 2: Review of Literature
Identity Development of Multiracial Individual
Psychological Studies of Impact of Multiracial Identity
Racial Categorization of Mixed-race Persons
Racial Attitudes towards multiracial Individuals
Experiences of Multiracial College Students
Summary

CHAPTER 3: Methods
Purpose
Characteristics of Qualitative Research
Research Design
Data Collection
Managing and Recording Data
Data Analysis Strategies
Ethical Considerations
Validity
Particiment Vignettes
Findings

CHAPTER 4: Foundations for Success: Development of Strategies to Successfully Naviage Monoracial Systems
Racial Identity and formation
Childhood Experiences
Summary

CHAPTER 5: The College Experience: Test of Strategy
Challenges to identity
Resources for support
Summary

CHAPTER 6: Strategies for Success
Playing the role of Pacifist
Playing the role of NonConformist
Playing the role of Activist
Summary

CHAPTER 7: Thoughts and Suggestions
Implications
Further Research
Conclusion

BIBLIOGRAPHY

APPENDICES
Appendix A: Participant Consent Form
Appendix B: E-Mail Invitation to Participants
Appendix C: Interview Protocol

Read the entire dissertation here.

Tags: Minisa Chapman-Huls, Minisa Michiko Chapman-Huls, University of Nebraska

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Strategies Multiracial College Women Use to Navigate Monoracial Systems

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