Claiming Race, Identity and a Right to Education

Posted in Articles, Autobiography, Campus Life, Family/Parenting, Media Archive, Passing, United States on 2015-02-03 21:02Z by Steven

Claiming Race, Identity and a Right to Education

Mixed Roots Stories
2015-02-02

Briellen Griffin, Doctoral Student of sociology in Cultural and Educational Policy Studies
School of Education
Loyola University Chicago

It is my job to think about school. Everyday, I read, write, and speak about education. I ask, and often try to answer, the big questions. Like, why do we have schools? Or, what is the purpose of education? Even more specifically, how do I make sure all kids get the education they deserve? Since I now have my own children, these questions have taken on new meaning in my life. They have become personal. More than I expected, they have become questions that challenge who we are; who I am and who my children will become.

When I think back to my earliest years of schooling, I can’t pinpoint a specific moment when I knew that I was getting a different education that my friends. I grew up in urban public schools, not unlike the one my own kids attend today. I LOVED SCHOOL. I mean, LOVED it. All parts. Carrying the milk crate for snack, practicing handwriting, chasing friends on the playground. Later, the love grew to encompass algebra and writing, student council and more writing… I was good at school and that made every moment satisfying and fulfilling.

At some point, I began to realize that I got more credit than I deserved. It wasn’t just that I was good at what I did. Maybe, I thought, it wasn’t even that I was better than anyone else at school, at all. It did have something to do with having blond hair and blue eyes. It had to do with feeling free in a place that didn’t criminalize me. It had to do with looking white.

I am, perhaps, one of the more stereotypical American multiracial blends, one that connotes the taboo of race-mixing specific to slavery in this country. My mother is white and my father is Black, though his heritage includes European & American Indian and is evidenced by a “high yellow” complexion and wavy black hair. What is less stereotypical about my multiracial identity is that I look white, especially to most white people. And the result is that I benefit from white privilege…

Read the entire article here.

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Today’s college students see no problem with multiracial relationships

Posted in Articles, Campus Life, Media Archive, Social Science, United States on 2015-01-09 18:53Z by Steven

Today’s college students see no problem with multiracial relationships

College
USA Today
2014-01-08

Aja Frost
California Polytechnic State University, San Luis Obispo

Had Kim Kardashian and Kanye West gotten married 48 years ago, they would have probably been met with more policemen than paparazzi. That’s because interracial marriages weren’t legalized in the U.S. until 1967.

Interracial relationships are more common than ever. In 1960, just 0.4% of marriages were interracial. A recent study found that number had increased to 15% for newlyweds.

Nowhere is the growing acceptance and practice of multiracial relationships more common than on college campuses.

“Younger people aren’t tied down with all the old racial stereotypes,” says Dr. Erica Chito-Childs, a sociology professor at Hunter College in New York City and author of two books on interracial marriage. “They’re more likely to have grown up with a favorite musical entertainer [who] is African-American or of a different race. They’ve grown up watching shows or cartoon shows that are multiracial. And depending on where they live, they’ve probably gone to school with friends that are of a different race.”…

…A survey by the Pew Research Center showed that 43% of all Americans believe the rise in intermarriages has been a good thing. However, among 18- to 29-year-olds, a majority 61% approve of interracial marriage and 93% favor multiracial dating. The approval for multiracial marriages rises in accordance with college education levels.

But Dr. Chito-Childs cautions against getting too excited about the statistics surrounding multiracial relationships…

Read the entire article here.

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Mixed College Students: WHO vs. WHAT

Posted in Articles, Campus Life, Identity Development/Psychology, Media Archive, United States on 2015-01-06 01:36Z by Steven

Mixed College Students: WHO vs. WHAT

NASPA: Student Affairs Administrators in Higher Education
2014-12-24

Aaron Moore, Residence Life: Hall Director
Ohio State University

Over the past few weeks I have read Mixed: Multiracial College Students Tell Their Life Stories (2014) and was extremely pleased with the thought provoking and eye opening narratives that were shared by the many students included in this book. I decided to read this book as a means of furthering my understanding of identity and how students come to understand who they are, but specifically, for individuals who identify as multiracial. I teach a Social Justice education course and understanding the racial landscape is often tough for students when they look at understanding themselves and relating to others, but grasping that there is not a “binary” if you will as it relates to how one identifies can be a challenging topic to explore and a tough even tougher for individuals trying to answer the question of “who am I.” When reading this book and the narratives I often had moments where I shook my head and understood what was being shared, but as I worked to connect with each student sharing their story, I found myself clothed with empathy as I tried to imagine what it must be like to answer the following:

  • What are you?
  • What does it take to be noticed?
  • Is there a “better” race to identify with?
  • How do I fight for how I want to be seen?

The list went on. The experiences of students who identify as being multiracial is not one of understanding, but is often one that presents itself with more questions than answers…

Read the entire article here.

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So, What Are You?: A Multiracial Perspective On Identity

Posted in Articles, Asian Diaspora, Campus Life, Identity Development/Psychology, Media Archive, United States on 2015-01-06 01:27Z by Steven

So, What Are You?: A Multiracial Perspective On Identity

Jossle Magazine
2014-11-18

Leilani Stacy
Wellesley College, Wellesley, Massachusetts

“So, what are you?”

In a word, “Wasian,” or more accurately, “Multiracial.” Specifically, I’m a quarter Japanese, a “mutt” of white—Scottish, Irish, Pennsylvania Dutch, French, English, German, Danish—and probably a little Native American (don’t worry, I didn’t put that down just to get into colleges) and, contrary to my name, not Hawaiian.

So when the issue of race comes up, one question often arises: Where do I fit in?

I’m sure if I ever visited Japan, people wouldn’t consider me “Japanese enough.” Meanwhile in the US, I get a little too tan to be considered “White enough.” Additionally, I’ve never felt comfortable joining a Japanese or Asian-American cultural club. And when people start talking about “cultural” traditions or life at home, forget it…

Read the entire article here.

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Getting in Touch with Our “Identity”

Posted in Campus Life, Identity Development/Psychology, Live Events, Media Archive, United States on 2015-01-05 02:23Z by Steven

Getting in Touch with Our “Identity”

Multiracial Identity Program
Portland State University
2015-01-13 through 2015-01-15

Multicultural Center
1825 SW Broadway
Smith Memorial Student Union, Suite 228
Portland, Oregon 97201
Wednesday, 2015-01-14, 12:00-13:30 PST (Local Time)

The multiple types of racial identities on campus varies. Let’s come together and discuss our identities to break barriers and create a better knitted community amongst ourselves. For more information please contact the Cultural Centers at cultures@pdx.edu or (503) 725-5342.

For more information, click here.

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Multiracial Identity Program – Panel Discussion

Posted in Campus Life, Identity Development/Psychology, Live Events, Media Archive, United States on 2015-01-05 02:22Z by Steven

Multiracial Identity Program – Panel Discussion

Multiracial Identity Program
Portland State University
2015-01-13 through 2015-01-15

Multicultural Center
1825 SW Broadway
Smith Memorial Student Union, Suite 228
Portland, Oregon 97201
Tuesday, 2015-01-13, 16:00-18:00 PST (Local Time)

Kickstarting the Multiracial Identity Program, this panel will consist of individuals who identity as multiracial and/or multiethnic. Come together for an insightful discussion of the experiences and implications of identifying along a spectrum of racial and ethnic backgrounds. For more information please contact the Cultural Centers at cultures@pdx.edu or (503) 725-5342.

For more information, click here.

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Revealing Racial Purity Ideology: Fear of Black–White Intimacy as a Framework for Understanding School Discipline in Post-Brown Schools

Posted in Articles, Campus Life, Media Archive, Teaching Resources, United States on 2015-01-03 18:41Z by Steven

Revealing Racial Purity Ideology: Fear of Black–White Intimacy as a Framework for Understanding School Discipline in Post-Brown Schools

Educational Administration Quarterly
Volume 50, Number 5 (December 2014)
pages 783-795
DOI: 10.1177/0013161X14549958

Decoteau J. Irby, Assistant Professor
School of Education
University of Wisconsin, Milwaukee

Purpose: In this article, I explore White racial purity desire as an underexamined ideology that might help us understand the compulsion of disciplinary violence against Black boys in U.S. public schools. By pointing to the dearth of research on sexual desire as a site of racial conflict and through revisiting Civil Rights–era fears about interracial intimacy between Black men and White women, I encourage readers to consider if and to what extent fears about sexual desires remain in the fabric of our school and social lives.

Proposed Conceptual Argument: I argue that in schools, White-supremacist patriarchy reproduces normative Whiteness through the continual surveillance, punishment, distancing, and removal of primarily heteronormative Black male bodies, locating its justification in protecting the bodily safety and academic achievement of heteronormative White girls. I suggest that in predominantly White desegregated schools, disciplining heteronormative Black boys represents a new policy-based campaign of institutionalized violence and intimidation that reflects a subtle, but nonetheless pernicious, White male segregationist agenda.

Implications: Considering fear/desire of interracial intimacy as a lens, alongside economic and political explanations of resistance to desegregation, provides a more complete analytical framework to comprehend racial conflict and segregationism in contemporary school settings. Our collective failure to acknowledge and interrogate the ways schools produce Whiteness by seeking to protect White girls from Black boys ensures Black boys’ bodies and minds will continue to be unfairly subjected to the violence of harsh and disproportionate disciplinary measures.

Read or purchase the article here.

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Multiracial College Students and Institutions of Higher Education

Posted in Articles, Campus Life, Media Archive, United States on 2014-12-28 03:13Z by Steven

Multiracial College Students and Institutions of Higher Education

Engaged Learning Collection
2013-04-15
Paper 20
18 pages

Jacqueline V. Ross
Southern Methodist University, Dallas, Texas

The multiracial student population is one of the fastest growing populations in the United States. The growth in students of two or more racial backgrounds is grounds for recognizing and acceptance of campuses of higher education. The purpose of this study was to look at the experiences of multiracial students and what it means for institutions of higher education through an integrated communication framework (theorists, year; theorist, year; theorist, year). This study employed a phenomenological approach and used a semi-structured interview style with 10 self-identified multiracial students from Southern Methodist University (SMU). SMU is a middle sized, private, conservative, liberal arts, Greek life driven and predominately White institution in the South.

The primary research questions was: what does the increase of the multiracial student population mean for institutions of higher education in regards to student inclusion, exclusion, academic success, social life, retention and future alumni relations. In particular to students at a middle sized, private, conservative, liberal arts, Greek life driven and predominately White institution in the South.

Overall four key findings emerged: (1) Students felt like SMU had not recognized their multiracial backgrounds, (2) students flourished when they had a supportive group or community, (3) there is ignorance on SMU’s campus of racial diversity within single individuals, and (4) the climate of SMU’s campus contributed to being excluded from the general student population or from one of their own racial groups.

This study found that students had positive and negative experiences in relations to being multiracial. These experiences have shaped them an in turn have affected their academic success, social life, retention and future alumni relations. Because of these findings, institutions of higher education must proactively support multiracial students and help to change campus climates for more inclusion and acceptance of multiracial students.

Read the entire article here.

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Anti-intellectualism is taking over the US

Posted in Articles, Campus Life, Latino Studies, Media Archive, Politics/Public Policy, United States on 2014-12-21 21:57Z by Steven

Anti-intellectualism is taking over the US

The Guardian
2012-05-18

Patricia Williams, James L. Dohr Professor of Law
Columbia University, New York, New York

The rise in academic book bannings and firings is compounded by the US’s growing disregard for scholarship itself

Recently, I found out that my work is mentioned in a book that has been banned, in effect, from the schools in Tucson, Arizona. The anti-ethnic studies law passed by the state prohibits teachings that “promote the overthrow of the United States government,” “promote resentment toward a race or class of people,” “are designed primarily for pupils of a particular ethnic group,” and/or “advocate ethnic solidarity instead of the treatment of pupils as individuals.” I invite you to read the book in question, titled Critical Race Theory: An Introduction, so that you can decide for yourselves whether it qualifies.

In fact, I invite you to take on as your summer reading the astonishingly lengthy list of books that have been removed from the Tucson public school system as part of this wholesale elimination of the Mexican-American studies curriculum. The authors and editors include Isabel Allende, Junot Díaz, Jonathan Kozol, Rudolfo Anaya, bell hooks, Sandra Cisneros, James Baldwin, Howard Zinn, Rodolfo Acuña, Ronald Takaki, Jerome Skolnick and Gloria Anzaldúa. Even Thoreau’s Civil Disobedience and Shakespeare’s The Tempest received the hatchet.

Trying to explain what was offensive enough to warrant killing the entire curriculum and firing its director, Tucson school board member Michael Hicks stated rather proudly that he was not actually familiar with the curriculum. “I chose not to go to any of their classes,” he told Al Madrigal on The Daily Show. “Why even go?” In the same interview, he referred to Rosa Parks as “Rosa Clark.”

The situation in Arizona is not an isolated phenomenon. There has been an unfortunate uptick in academic book bannings and firings, made worse by a nationwide disparagement of teachers, teachers’ unions and scholarship itself. Brooke Harris, a teacher at Michigan’s Pontiac Academy for Excellence, was summarily fired after asking permission to let her students conduct a fundraiser for Trayvon Martin’s family. Working at a charter school, Harris was an at-will employee, and so the superintendent needed little justification for sacking her. According to Harris, “I was told… that I’m being paid to teach, not to be an activist.” (It is perhaps not accidental that Harris worked in the schools of Pontiac, a city in which nearly every public institution has been taken over by cost-cutting executives working under “emergency manager” contracts. There the value of education is measured in purely econometric terms, reduced to a “product,” calculated in “opportunity costs.”)…

Read the entire article here.

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Conference Recap

Posted in Articles, Campus Life, United States on 2014-12-18 18:18Z by Steven

Conference Recap

DePaul Magazine
December 2014 (2014-12-16)

For the third biennial Critical Mixed Race Studies Conference, hosted at DePaul last month, participants could be heard speaking in British, Finnish, Japanese, Australian and Canadian accents, among others. This medley of voices perfectly encapsulated the theme of this year’s conference, Global Mixed Race. Co-organizers Camilla Fojas, Vincent de Paul professor and director of Latin American and Latino Studies, LGBTQ Studies and Critical Ethnic Studies, and Laura Kina, Vincent de Paul professor of art, media and design, chose this theme in recognition of the widening scope of critical mixed race studies in its comparative, transnational and global dimensions.

The emerging field of critical mixed race studies (CMRS) focuses on the institutionalization of social, cultural and political orders based on dominant conceptions of race. CMRS theorists, who come from many different disciplines, engage with issues of systemic injustice, the mutability of race and racial boundaries, and processes of racialization and social stratification. “We are here to create an inclusive community that honors the dignity of all individuals,” said Sara Furr, director of the Center for Intercultural Programs. “This conference truly embodies DePaul’s commitment to social justice.”…

Read the entire article here.

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