Multiracial Faculty Members’ Experiences in the Academy

Posted in Campus Life, Media Archive, United States, Wanted/Research Requests/Call for Papers on 2017-02-20 02:16Z by Steven

Multiracial Faculty Members’ Experiences in the Academy

University of California, Los Angeles
Graduate School of Education and Information Studies
2017-01-31

Jessica C. Harris, PhD, Assistant Professor
Department of Higher Education & Organizational Change
University of California, Los Angeles
310-794-4982

Jessica Harris, PhD, from the Graduate School of Education and Information Studies at the University of California, Los Angeles (UCLA) is conducting a research study to explore multiracial tenured/tenure track faculty members’ experiences within the academy.

Why is this study being done?

This research will qualitatively explore the academic experiences of mixed race faculty working in U.S. institutions of higher education. While the experiences of monoracial faculty of color are documented in extant literature, there exist no studies, to my knowledge, of the experiences of mixed race faculty in the academy. The study will focus on participants’ experiences with tenure and advancement, teaching, research, service, and other important issues that must be explored in order to better inform inclusive practices that help to recruit and retain mixed race faculty and increase diversity within and across institutions.

What will happen if I take part in this research study?

If you volunteer to participate in this study, the researcher will ask you to do the following:

  • Fill out an online demographics questionnaire.
  • Participate in an approximately 60-minute individual interview conducted by the lead researcher and/or a graduate student researcher that the lead researcher supervises.
  • Individual interviews will take place via Skype, telephone, or the communication software preferred by the participant. The researcher will conduct the interview in a private room.
  • Questions within the interview may relate to participants’ experiences with the tenure and advancement process, teaching, pedagogical approach, and research.

How long will I be in the research study?

The demographic form will take about 15 minutes to complete. The individual interview will last approximately 60 minutes. The total time you will dedicate to this research is about 75 minutes. Given the time that lapses between filling out the demographic questionnaire and setting up an interview for the research, you may be an enrolled participant in this research anywhere from a few days to several months.

Are there any potential risks or discomforts that I can expect from this study? Are there any potential benefits if I participate?

Your participation should cause no more discomfort than you would experience in your everyday life. Participation may prove cathartic for participants. The information obtained from the study will help educators and campus leaders gain a better understanding of multiracial peoples’ experiences on the college campus. This will guide inclusive practices on campus. Your identifiable information will not be shared unless (a) it is required by law or university policy, or (b) you give written permission.

Will information about me and my participation be kept confidential?

Any information that is obtained in connection with this study and that can identify you will remain confidential. It will be disclosed only with your permission or as required by law. Confidentiality will be maintained by means of storing information with identifiers in a locked file cabinet in the lead researcher’s office- transcripts, audio files, and demographics forms will be stored under a numerical pseudonym. Your name will only be linked by a numerical code key that will be kept in a separate file cabinet and will only be accessible to two individuals, the lead researcher and the graduate research assistant. Finally, when information is reported out (via publications and conference presentations) all participants and institutions will be given pseudonyms. Other information will be reported back in general, broad categories, e.g. southern institution rather than an institution in Atlanta. All information will be kept in a secure and locked location for use in future research and destroyed within 10 years of the first interview.

What are my rights if I take part in this study?

  • You can choose whether or not you want to be in this study, and you may withdraw your consent and discontinue participation at any time.
  • You may refuse to answer any questions that you do not want to answer and still remain in the study.

Who can I contact if I have questions about this study?

  • The research team: If you have any questions, comments or concerns about the research, you can talk to the one of the researchers. Please contact: Jessica C. Harris at jharris@gseis.ucla.edu or 310-794-4982.
  • UCLA Office of the Human Research Protection Program (OHRPP):
    If you have questions about your rights while taking part in this study, or you have concerns or suggestions and you want to talk to someone other than the researchers about the study, please call the OHRPP at (310) 825-7122 or write to:

UCLA Office of the Human Research Protection Program
11000 Kinross Avenue
Suite 211, Box 951694
Los Angeles, California 90095-1694

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Safe space for multiracial students

Posted in Articles, Campus Life, Census/Demographics, Media Archive, United States on 2017-02-06 00:52Z by Steven

Safe space for multiracial students

The Sagamore: Brookline High School’s student newspaper
Brookline, Massachusetts
2017-02-04

Sofia Reynoso, Staff Writer

According to the Massachusetts Department of Elementary and Secondary Education’s 2016-2016 data, 7.5 percent of the high school’s student body consists of multiracial students. A new club known as the Multiracial Identifying Community (MIC) is forming from this growing population.
MIC provides students with a safe space to discuss unique issues pertaining to the multiracial experience.

Meetings are every other Monday around 3 p.m. in room 340. Junior Lena Harris, an active member of the club, said that they are trying to work around varying schedules.

“We’re going to be trying in the future to get more meeting times because we do feel like this is an important issue, and we really want to get out there at the high school,” Harris says…

Read the entire article here.

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Unmaking Race and Ethnicity: A Reader

Posted in Anthologies, Asian Diaspora, Barack Obama, Books, Brazil, Campus Life, Caribbean/Latin America, Europe, History, Law, Media Archive, Mexico, Religion, Slavery, Social Justice, Social Science, Teaching Resources, United States on 2017-01-30 01:51Z by Steven

Unmaking Race and Ethnicity: A Reader

Oxford University Press
2016-07-20
512 Pages
7-1/2 x 9-1/4 inches
Paperback ISBN: 9780190202712

Edited by:

Michael O. Emerson, Provost and Professor of Sociology
North Park University
also Senior Fellow at Rice University’s Kinder Institute for Urban Research

Jenifer L. Bratter, Associate Professor of Sociology; Director of the Program for the Study of Ethnicity, Race, and Culture at the Kinder Institute for Urban Research
Rice University, Houston, Texas

Sergio Chávez, Assistant Professor of Sociology
Rice University, Houston, Texas

Race and ethnicity is a contentious topic that presents complex problems with no easy solutions. (Un)Making Race and Ethnicity: A Reader, edited by Michael O. Emerson, Jenifer L. Bratter, and Sergio Chávez, helps instructors and students connect with primary texts in ways that are informative and interesting, leading to engaging discussions and interactions. With more than thirty collective years of teaching experience and research in race and ethnicity, the editors have chosen selections that will encourage students to think about possible solutions to solving the problem of racial inequality in our society. Featuring global readings throughout, (Un)Making Race and Ethnicity covers both race and ethnicity, demonstrating how they are different and how they are related. It includes a section dedicated to unmaking racial and ethnic orders and explains challenging concepts, terms, and references to enhance student learning.

Table of Contents

  • Preface
  • UNIT I. Core Concepts and Foundations
    • What Is Race? What Is Ethnicity? What Is the Difference?
      • Introduction, Irina Chukhray and Jenifer Bratter
      • 1. Constructing Ethnicity: Creating and Recreating Ethnic Identity and Culture, Joane Nagel
      • 2. The Racialization of Kurdish Identity in Turkey, Murat Ergin
      • 3. Who Counts as “Them?”: Racism and Virtue in the United States and France, Michèle Lamont
      • 4. Mexican Immigrant Replenishment and the Continuing Significance of Ethnicity and Race, Tomás R. Jiménez
    • Why Race Matters
      • Introduction, Laura Essenburg and Jenifer Bratter
      • 5. Excerpt from Racial Formation in the United States From the 1960s to the 1990s, Michael Omi and Howard Winant
      • 6. Structural and Cultural Forces that Contribute to Racial Inequality, William Julius Wilson
      • 7. From Traditional to Liberal Racism: Living Racism in the Everyday, Margaret M. Zamudio and Francisco Rios
      • 8. Policing and Racialization of Rural Migrant Workers in Chinese Cities, Dong Han
      • 9. Why Group Membership Matters: A Critical Typology, Suzy Killmister
    • What Is Racism? Does Talking about Race and Ethnicity Make Things Worse?
      • Introduction, Laura Essenburg and Jenifer Bratter
      • 10. What Is Racial Domination?, Matthew Desmond and Mustafa Emirbayer
      • 11. Discursive Colorlines at Work: How Epithets and Stereotypes are Racially Unequal, David G. Embrick and Kasey Henricks
      • 12. When Ideology Clashes with Reality: Racial Discrimination and Black Identity in Contemporary Cuba, Danielle P. Clealand
      • 13. Raceblindness in Mexico: Implications for Teacher Education in the United States, Christina A. Sue
  • UNIT II. Roots: Making Race and Ethnicity
    • Origins of Race and Ethnicity
      • Introduction, Adriana Garcia and Michael Emerson
      • 14. Antecedents of the Racial Worldview, Audrey Smedley and Brian Smedley
      • 15. Building the Racist Foundation: Colonialism, Genocide, and Slavery, Joe R. Feagin
      • 16. The Racialization of the Globe: An Interactive Interpretation, Frank Dikötter
    • Migrations
      • Introduction, Sandra Alvear
      • 17. Excerpt from Becoming Mexican American: Ethnicity, Culture, and Identity in Chicano Los Angeles, 1900-1945, George J. Sánchez
      • 18. Migration to Europe since 1945: Its History and Its Lessons, Randall Hansen
      • 19. When Identities Become Modern: Japanese Emigration to Brazil and the Global Contextualization of Identity, Takeyuki (Gaku) Tsuda
    • Ideologies
      • Introduction, Junia Howell
      • 20. Excerpt from Racism: A Short History, George M. Fredrickson
      • 21. Understanding Latin American Beliefs about Racial Inequality, Edward Telles and Stanley Bailey
      • 22. Buried Alive: The Concept of Race in Science, Troy Duster
  • Unit III. Today: Remaking Race and Ethnicity
    • Aren’t We All Just Human? How Race and Ethnicity Help Us Answer the Question
      • Introduction, Adriana Garcia
      • 23. Young Children Learning Racial and Ethnic Matters, Debra Van Ausdale and Joe R. Feagin
      • 24. When White Is Just Alright: How Immigrants Redefine Achievement and Reconfigure the Ethnoracial Hierarchy, Tomás R. Jiménez and Adam L. Horowitz
      • 25. From Bi-Racial to Tri-Racial: Towards a New System of Racial Stratification in the USA, Eduardo Bonilla-Silva
      • 26. Indigenism, Mestizaje, and National Identity in Mexico during the 1940s and the 1950s, Anne Doremus
    • The Company You Keep: How Ethnicity and Race Frame Social Relationships
      • Introduction, William Rothwell
      • 27. Who We’ll Live With: Neighborhood Racial Composition Preferences of Whites, Blacks and Latinos, Valerie A. Lewis, Michael O. Emerson, and Stephen L. Klineberg
      • 28. The Costs of Diversity in Religious Organizations: An In-Depth Case Study, Brad Christerson and Michael O. Emerson
    • The Uneven Playing Field: How Race and Ethnicity Impact Life Chances
      • Introduction, Ellen Whitehead and Jenifer Bratter
      • 29. Wealth in the Extended Family: An American Dilemma, Ngina S. Chiteji
      • 30. The Complexities and Processes of Racial Housing Discrimination, Vincent J. Roscigno, Diana L. Karafin, and Griff Tester
      • 31. Racial Segregation and the Black/White Achievement Gap, 1992 to 2009, Dennis J. Condron, Daniel Tope, Christina R. Steidl, and Kendralin J. Freeman
      • 32. Differential Vulnerabilities: Environmental and Economic Inequality and Government Response to Unnatural Disasters, Robert D. Bullard
      • 33. Racialized Mass Incarceration: Poverty, Prejudice, and Punishment, Lawrence D. Bobo and Victor Thompson
  • Unit IV. Unmaking Race and Ethnicity
    • Thinking Strategically
      • Introduction, Junia Howell and Michael Emerson
      • 34. The Return of Assimilation? Changing Perspectives on Immigration and Its Sequels in France, Germany, and the United States, Rogers Brubaker
      • 35. Toward a Truly Multiracial Democracy: Thinking and Acting Outside the White Frame, Joe R. Feagin
      • 36. Destabilizing the American Racial Order, Jennifer Hochschild, Vesla Weaver, and Traci Burch
    • Altering Individuals and Relationships
      • Introduction, Horace Duffy and Jenifer Bratter
      • 37. A More Perfect Union, Barack Obama
      • 38. What Can Be Done?, Debra Van Ausdale and Joe R. Feagin
      • 39. The Multiple Dimensions of Racial Mixture in Rio de Janeiro, Brazil: From Whitening to Brazilian Negritude, Graziella Moraes da Silva and Elisa P. Reis
    • Altering Structures
      • Introduction, Kevin T. Smiley and Jenifer Bratter
      • 40. The Case for Reparations, Ta-Nehisi Coates
      • 41. “Undocumented and Citizen Students Unite”: Building a Cross-Status Coalition Through Shared Ideology, Laura E. Enriquez
      • 42. Racial Solutions for a New Society, Michael Emerson and George Yancey
      • 43. DREAM Act College: UCLA Professors Create National Diversity University, Online School for Undocumented Immigrants, Alyssa Creamer
  • Glossary
  • Credits
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Mixing It Up: Students, professors reflect on the definition of mixed race in modern society

Posted in Articles, Campus Life, Census/Demographics, Identity Development/Psychology, Media Archive, United States on 2017-01-08 02:23Z by Steven

Mixing It Up: Students, professors reflect on the definition of mixed race in modern society

HiLite: Your Source For CHS News
Carmel High School, Carmel, Indiana
2016-12-12

Allison Li, Calendar/Beats Editor, Feature Reporter

Junior Kiki Koniaris is Korean, Pennsylvanian Dutch and Grecian. Despite being of mixed race, Koniaris said she believes race should not define a person.

“I feel like (how you define yourself) should be based off of personal attributes in general,” Koniaris said. “Because if you start defining everyone by race, then at a certain point, it becomes this idea that we separate ourselves based on race, and I think history has shown us that that’s not the best idea. But with that being said, sometimes you want to say, ‘I’m different from everyone else because this is how my culture worked out.’”

But while Koniaris said race shouldn’t define people, the very recognition of people of mixed races is still relatively new in this country. In the 1967 Loving v. Virginia case, the U.S. Supreme Court struck down previous laws prohibiting interracial marriage. In 2000, the U.S. Census Bureau first allowed people to identify themselves. With those statistics in mind, in the just last 50 years, the population of people of mixed races has increased exponentially. According to a 2015 Pew Research study, between 2000 and 2010, the number of white and black biracial Americans has more than doubled, while people of white and Asian backgrounds have increased by 87 percent.

This inclusion of mixed races has led to societal changes, as well as some discomfort form those who discuss those changes. According to Matthew Hayes, assistant professor of political science at IU, when identifying people of mixed race, there has been a general accompaniment of ‘politically correct’ terminologies. That language comes both from those who are not of mixed backgrounds, as well as from those who are…

Read the article here.

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Leona Amosah, the Founder of SWIRL, Talks Diversity and Identity

Posted in Articles, Campus Life, Identity Development/Psychology, Media Archive, United States on 2016-12-30 18:34Z by Steven

Leona Amosah, the Founder of SWIRL, Talks Diversity and Identity

Study Breaks
2016-12-28

Molly Flynn
University of North Carolina, Charlotte

Celebrating Students with Interracial Legacies (SWIRL)

Amosah, a high-achieving senior at UNC Chapel Hill, created the organization to provide a community for students with multiracial and mixed-race identities.

While many college students occupy their time with binge-watching Netflix, binge-drinking at parties and binge-eating at their campus diners, Leona Amosah has chosen to indulge in things much more productive.

Amosah, a senior at the University of North Carolina in Chapel Hill, seems to be involved in a little bit of everything. As a double major in Russian and Global Studies, Amosah spends her time not only in the books, but also involved in a wide range of campus groups. She actively participates in organizations such as Tarheel Outreach Program, Harmonyx A Capella group, Easing Students Abroad Entry (EASE), APPLES Service-Learning Program and Buckley Public Service Scholars, just to name a few.

But, her brainchild, as she calls it, is an organization that she started in August 2015. This past week, I had the opportunity to speak directly with Amosah and learn a little but more about SWIRL, which stands for Students with Inter-Racial Legacies.

Molly Flynn: What inspired you to start SWIRL?

Leona Amosah: I came up with the idea for starting SWIRL after watching a documentary called “Little White Lie.” It told the story of a Jewish woman [Lacey Schwartz] who grew up with a white identity, until she discovered that her biological father was black.

Throughout the film, she grapples with her mixed-race identity, discussing how she felt when she identified as white versus how she felt when she identified as black. I very much connected with the film as a person of mixed-race, and was sobbing by the end of it…

Read the entire interview here.

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On the Record: Georgetown and the racial identity of President Patrick Healy

Posted in Articles, Biography, Campus Life, History, Interviews, Media Archive, Passing, Religion, United States on 2016-12-23 02:15Z by Steven

On the Record: Georgetown and the racial identity of President Patrick Healy

The Georgetown Voice
2010-04-14


Patrick Healy

Matt Sheptuck (COL ’10) is an American Studies major writing his senior thesis, which explores how Georgetown University has perceived Jesuit Father Patrick Healy’s racial identity over the years. In his research Sheptuck found that Healy, whom many of us know as the first African-American President of Georgetown and one of the first black presidents of any major American university, was understood as white for much of the University’s history, until beginning in the 1960s, when Georgetown began to “market” Healy as black.

Sheptuck says he isn’t “overtly condemnatory” of the University’s history, knowing that how they framed Healy was a product of the times. But he proposes that going forward, Georgetown doesn’t need to relegate Healy’s racial identity to the “one-dimensional” white or black designation, and should present him as the complex man he was. He also thinks Georgetown needs to look closely at its relationship with race in America in the past. Intrigued by his research, Vox caught up with Sheptuck on Tuesday to learn more.

Vox Populi: So tell me a little about your thesis.

Matt Sheptuck: I’m looking at how the University’s changing racial conceptualization of Patrick Healy’s identity fit in relation to how the University thought about race in general. And what I’ve found in my research about Healy, who was president from 1874 – 1882, is two main periods from the 1880s, when Healy resigned as president, up to the present, in which the University talked about his racial identity differently…

Read the interview here.

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Good riddance to RU’s Powell Hall

Posted in Articles, Campus Life, History, Media Archive, United States, Virginia on 2016-12-16 01:07Z by Steven

Good riddance to RU’s Powell Hall

The Roanoke Times
Roanoke, Virginia
2010-09-21

Christina Nuckols, Editorial Page Editor

One can, if optimistically predisposed to believe in the inherent honesty and good-natured character of people, accept the story of why Radford University’s arts and music building still bore the name of John Powell until last week.

One might, just barely, trust that university leaders in 1967 chose the name ignorant of Powell’s past, even though the U.S. Supreme Court that same year struck down the Virginia anti-miscegenation law that he had championed.

It’s easier to believe Interim Provost Joe Scartelli when he says he intended to change the name of the building in 2005 after he learned about Powell’s racism, but forgot amid renovation and construction plans…

Read the entire article here.

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Mixing kids in school leads to more mixed-race adult relationships

Posted in Articles, Campus Life, Media Archive, Social Science, United States on 2016-11-26 00:26Z by Steven

Mixing kids in school leads to more mixed-race adult relationships

IZA Newsroom
Forschungsinstitut zur Zukunft der Arbeit (Institute for the Study of Labor)
Bonn, Germany
2016-11-24

Does the racial mix of students’ classmates affect their behavior later on in life? A new IZA Discussion Paper by Luca Paolo Merlino, Max Friedrich Steinhardt and Liam Wren-Lewis compares American students, contrasting those who happen to be in an age group with fewer blacks in their class compared to other classes in the school.

The study finds that white students with more black classmates are more likely to cohabit and have children with a black partner later on in life. The effect is driven by a change in racial attitudes: These students report less prejudice, and as adults they are less likely to think that race is an important factor within a relationship…

Read the entire article here.

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More than Just Friends? School Peers and Adult Interracial Relationships

Posted in Campus Life, Media Archive, Papers/Presentations, Social Science, United States on 2016-11-25 17:06Z by Steven

More than Just Friends? School Peers and Adult Interracial Relationships

Forschungsinstitut zur Zukunft der Arbeit (Institute for the Study of Labor)
Bonn, Germany
Discussion Paper No. 10319 (October 2016)
40 pages

Luca Paolo Merlino, Associate Professor
Université Paris 1 Panthéon Sorbonne

Max F. Steinhardt, Research Fellow
Helmut Schmidt University, IZA, LdA and CELSI

Liam Wren-Lewis, Associate Member
Paris School of Economics and INRA

This paper investigates the impact of individuals’ school peers on their adult romantic relationships. In particular, we consider the effect of quasi-random variation in the share of black students within an individual’s cohort on the percentage of adults’ cohabiting partners that are black. We find that more black peers leads to more relationships with blacks later in life. The results are similar whether relationships begun near or far from school, suggesting that the racial mix of schools has an important and persistent impact on racial attitudes.

Read the entire discussion paper here.

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Multiracial college students’ experiences with multiracial microaggressions

Posted in Articles, Campus Life, Media Archive, Teaching Resources, United States on 2016-11-08 14:22Z by Steven

Multiracial college students’ experiences with multiracial microaggressions

Race Ethnicity and Education
Published online 2016-11-07
pages 1-17
DOI: 10.1080/13613324.2016.1248836

Jessica C. Harris, Multi-Term Lecturer
Department of Educational Leadership and Policy Studies
University of Kansas

While research on monoracial college students’ experiences with racial microaggressions increases, minimal, if any, research focuses on multiracial college students’ experiences with racial microaggressions. This manuscript addresses the gap in the literature by focusing on multiracial college students’ experiences with multiracial microaggressions, a type of racial microaggression. Utilizing qualitative data, this study explored 3 different multiracial microaggressions that 10 multiracial women experienced at a historically white institution including, Denial of a Multiracial Reality, Assumption of a Monoracial Identity, and Not (Monoracial)Enough to ‘Fit In.’

Read or purchase the article here.

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