A Qualitative Analysis of Multiracial Students’ Experiences With Prejudice and Discrimination in College

Posted in Articles, Campus Life, Identity Development/Psychology, Media Archive, Social Science, United States on 2016-09-25 23:26Z by Steven

A Qualitative Analysis of Multiracial Students’ Experiences With Prejudice and Discrimination in College

Journal of College Student Development
Volume 57, Number 6, September 2016
pages 680-697
DOI: 10.1353/csd.2016.0068

Samuel D. Museus, Associate Professor of Higher Education and Student Affairs
Indiana University

Susan A. Lambe Sariñana, Clinical Psychologist
Cambridge, Massachusetts

April L. Yee
University of Pennsylvania

Thomas E. Robinson

Mixed-race persons constitute a substantial and growing population in the United States. We examined multiracial college students’ experiences with prejudice and discrimination in college with conducted focus group interviews with 12 mixed-race participants and individual interviews with 22 mixed-race undergraduates to understand how they experienced prejudice and discrimination during their college careers. Analysis revealed 8 types of multiracial prejudice and discrimination which were confirmed by individual interviews: (a) racial essentialization, (b) invalidation of racial identities, (c) external imposition of racial identities, (d) racial exclusion and marginalization, (e) challenges to racial authenticity, (f) suspicion of chameleons, (g) exoticization, and (h) pathologizing of multi-racial individuals. Implications for research and practice are discussed.

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Audiology freshman talks finding cultural identity on campus

Posted in Articles, Campus Life, Identity Development/Psychology, Media Archive, Texas, United States on 2016-09-04 00:48Z by Steven

Audiology freshman talks finding cultural identity on campus

The Daily Texan: Serving the University of Texas at Austin community since 1900
2016-08-31

Henry Youtt


Audiology freshman Karis Paul is the daughter of an Indian father and a half-Irish, half-Austrian mother. Mixed-race students make up only 3 percent of the students on campus.
Photo Credit: Juan Figueroa | Daily Texan Staff

“What race are you?” the questionnaire reads above a set of yet unmarked boxes.

White. Black. Hispanic.

For many people, this requires just another stroke of the pen, but for audiology freshman Karis Paul, there’s a little more to it than that.

Growing up in El Paso — where the population is approximately 80 percent Hispanic — Karis, the daughter of an Indian father and a half-Irish, half-Austrian mother, found acceptance in a town that exudes racial diversity. However, Karis was seen as white, leaving her uncertain of her identity in a nation that didn’t allow people to check multiple boxes in the census’ race category until 2000.

“My situation was nothing that I was very aware of until I got a little older,” Karis said. “I would tell people I’m Indian, and they’d be like, ‘What? Are you serious? Show me a picture of your dad.’ They would say, ‘You’re so not Indian.’”

Only about 3 percent of students on campus identify as mixed race. Karis said this underrepresentation often leads to misunderstandings in conversations about racial identity or, in her case, a sheer lack of such conversations…

Read the entire article here.

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Recognizing the Need to Support Multiracial College Students

Posted in Articles, Campus Life, Media Archive, United States on 2016-08-25 13:22Z by Steven

Recognizing the Need to Support Multiracial College Students

Insight Into Diversity
September 2016

Allen Kenneth Schaidle

Roughly 2.4 percent of Americans identified as multiracial in the 2000 census. In 2010, that number increased to 2.9 percent, and the U.S. Census Bureau predicts that individuals identifying as multiracial will dramatically rise in the following decades. This increase can in part be attributed to the U.S. Supreme Court’s decision to decriminalize interracial marriage in the case Loving v. Virginia, in 1967, sparking what many call the “multiracial baby boom.”

However, the U.S. census currently restricts individuals by allowing them to define themselves as being in only one of five racial categories; multiracial individuals often do not identify with these classifications because they adhere to multiple racial and cultural identities.

The rise in the number of young people who identify as multiracial presents higher education institutions with an opportunity to expand their racial categories to better serve this growing population and become more inclusive in the process…

Read the entire article here.

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Q&A: Sophomore creates group to discuss mixed-race issues

Posted in Articles, Asian Diaspora, Campus Life, Interviews, Media Archive, United States on 2016-08-25 13:08Z by Steven

Q&A: Sophomore creates group to discuss mixed-race issues

The Ithican
Ithaca College, Ithaca, New York
2016-08-24

Celisa Calacal, Opinion Editor


Sophomore Walt Martzen created the group IC Mixed, where students can discuss mixed-race issues, a topic Martzen believes is often missing from conversations on race and identity.
Jade Cardichon/The Ithacan

This semester, sophomore Walt Martzen plans to expand the conversation on mixed-race identities through a new student discussion group, IC Mixed. As a biracial student himself, Martzen created this group over the summer to bring students of mixed race together and educate other students about what it means to be biracial or multiracial.

Though the group is not an official student organization recognized by the Office of Student Engagement and Multicultural Affairs, Martzen hopes the group will inspire an organic discussion about mixed-race identities beginning this semester.

Opinion Editor Celisa Calacal spoke with Martzen about his inspiration behind creating the group, why it’s important to talk about mixed-race identities and his personal experiences as a biracial student.

This interview has been edited for length and clarity.

Celisa Calacal: What inspired you to start this group?

Walt Martzen: I think one of the things that really got me thinking about how mixed people define themselves is when I went to ECAASU [East Coast Asian-American Student Union] last year with Asian-American Alliance. … There was a lot of good discussion that happened around talking about what it means to be Asian in that context and also what it means to be mixed. … It’s something that I struggled with at first and I didn’t realize, but I would call myself half-Chinese or half-white and that kind of language, I didn’t realize how it kind of isolated me. And so, I think from those conversations I kind of realized how important it is that, even while as mixed people, we are allies for different people, especially when maybe you look more white and people can’t tell you’re Asian or you look more like a certain race, and it’s important that we also take care of ourselves and that we look after our own health, and I think that’s one of the things that we want to do…

Read the entire interview here.

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The Effects of School Desegregation on Mixed-Race Births

Posted in Campus Life, Economics, Media Archive, Papers/Presentations, Politics/Public Policy, United States on 2016-08-22 19:44Z by Steven

The Effects of School Desegregation on Mixed-Race Births

The National Bureau of Economic Research
NBER Working Paper No. 22480
Issued in August 2016
47 pages
DOI: 10.3386/w22480

Nora Gordon, Associate Professor
McCourt School of Public Policy
Georgetown University, Washington, D.C.

Sarah Reber, Associate Professor of Public Policy
Luskin School of Public Affairs
University of California, Los Angeles

We find a strong positive correlation between black exposure to whites in their school district and the prevalence of later mixed-race (black-white) births, consistent with the literature on residential segregation and endogamy. However, that relationship is significantly attenuated by the addition of a few control variables, suggesting that individuals with higher propensities to have mixed-race births are more likely to live in desegregated school districts. We exploit quasi-random variation to estimate causal effects of school desegregation on mixed-race childbearing, finding small to moderate statistically insignificant effects. Because the upward trend across cohorts in mixed-race childbearing was substantial, separating the effects of desegregation plans from secular cohort trends is difficult; results are sensitive to how we specify the cohort trends and to the inclusion of Chicago/Cook County in the sample. Taken together, the analyses suggest that while lower levels of school segregation are associated with higher rates of mixed-race childbearing, a substantial portion of that relationship is likely due to who chooses to live in places with desegregated schools. This suggests that researchers should be cautious about interpreting the relationship between segregation—whether residential or school—and other outcomes as causal.

Read the paper here.

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Where Hip Hop Fits in Cuba’s Anti-Racist Curriculum

Posted in Anthropology, Articles, Arts, Campus Life, Caribbean/Latin America, Media Archive, Politics/Public Policy, Social Science on 2016-08-02 20:13Z by Steven

Where Hip Hop Fits in Cuba’s Anti-Racist Curriculum

The Atlantic
2016-08-01

Erik Gleibermann

The country’s education leaders confront deep-seated discrimination in the classroom through rap.

I was sitting with the Afrocentric rapstress Magia López Cabrera in her modest Havana walk-up in June when Cuba’s prominent black-history scholar Tomás Fernández Robaina showed up for a café con leche. Her tiny living room was filled with African folk art and images of women with 1970s-style Afros. It felt like the Cuban equivalent of Cornel West dropping in on Queen Latifah. Two nights later at an anniversary celebration for López’s rap-duo Obsesión, Fernández Robaina sat discussing racial profiling in the U.S. with Roberto Zurbano Torres, widely known in the U.S. for his writing on Cuban racial issues.

Since arriving in Havana several weeks before to investigate Cuba’s work to eliminate racism, I had discovered a collaborative, tight-knit movement that’s gone largely unpublicized in the U.S., including in its six-time-zone, decentralized academic world. In Havana, community artists like Lopez, academics like Fernández, and members of the National Ministry of Education are collectively exploring how to integrate Afro-Cuban history and related gender concerns into the primary-through-university school system. It’s hard to imagine a U.S. parallel, such as Secretary of Education John King officially asking teachers to teach students a song like “Le Llaman Puta” (They Call Her Whore)—López’s critique of how Afro-Cuban women are driven into prostitution—to fulfill the Common Core standards.

Efforts to combat racism in Cuba—which is widely believed to be majority nonwhite—through education have emerged quietly over the last several years. The National Ministry of Education officially leads the way through the Aponte Commission, where Fernández has served, exploring how to remove traces of racially denigrating language and imagery from, and include more Afro-Cuban history in, school textbooks. But the bold efforts are coming from below. A few semi-independent universities in Havana, and regional centers like Matanzas, Santiago de Cuba, and Camagüey, are taking the initiative, along with grassroots educators and activists involved in a hip-hop movement spearheaded by Obsesión…

Read the entire article here.

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The Evolution of My Mixed Race Identity

Posted in Articles, Autobiography, Campus Life, Identity Development/Psychology, Media Archive, United States on 2016-07-24 00:08Z by Steven

The Evolution of My Mixed Race Identity

NASPA Student Affairs Administrators in Higher Education
2016-07-11

Jeanette Snider, Assistant Director in the Undergraduate Program
Robert H. Smith School of Business
University of Maryland

I recently took an intergroup dialogue-training course for administrators and graduate students interested in leading a related course offered at my university. We were ushered through a number of activities to explore our own life experiences and interrogate any biases we might bring to our class as facilitators. One of the exercises that particularly stood out to me during the training was the “Racialized Life Map” worksheet. We were asked to record the first 5 experiences we can recall in which we encountered or recognized ourselves as racialized beings.

As a Black biracial (African American and German American) woman several moments came to mind. I can remember in kindergarten, being asked if I was adopted by my classmates after my father came in for career day. I recall getting strange stares from my father’s coworkers on take-your-daughter-to-work-day or even being called the “N word” by a white classmate in 6th grade after school.

The memories continue…my first recollection of being tokenized by my middle school history teacher occurred when she asked me to speak on behalf of African Americans in class when the topics of slavery and the Civil Rights movement arose. As a high school senior, I vividly recall my guidance counselor telling me I had a strong chance of getting admitted to my top college choice, an elite, small public university in southern Virginia, because I am black. I was constantly socialized and treated as an African American woman. You see, in my mind, I didn’t have a choice to be biracial. Based on the aforementioned interactions along with a lifetime of experiences, I have identified as Black for most of my life. This, often conscious decision is based on people’s perceptions of my racial identity…

Read the entire article here.

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Multiraciality Enters the University: Mixed Race Identity and Knowledge Production in Higher Education

Posted in Campus Life, Dissertations, Media Archive, United States on 2016-07-11 17:07Z by Steven

Multiraciality Enters the University: Mixed Race Identity and Knowledge Production in Higher Education

University of Maryland
2016
DOI: 10.13016/M2QB78

Aaron Allen

“Multiraciality Enters the University: Mixed Race Identity and Knowledge Production in Higher Education,” explores how the category of “mixed race” has underpinned university politics in California, through student organizing, admissions debates, and the development of a new field of study. By treating the concept of privatization as central to both multiraciality and the neoliberal university, this project asks how and in what capacity has the discourses of multiracialism and the growing recognition of mixed race student populations shaped administrative, social, and academic debates at the state’s flagship universities—the University of California at Berkeley and Los Angeles. This project argues that the mixed race population symbolizing so-called “post-racial societies” is fundamentally attached to the concept of self-authorship, which can work to challenge the rights and resources for college students of color. Through a close reading of texts, including archival materials, policy and media debates, and interviews, I assert that the contemporary deployment of mixed race within the US academy represents a particularly post-civil rights development, undergirded by a genealogy of U.S. liberal individualism. This project ultimately reveals the pressing need to rethink ways to disrupt institutionalized racism in the new millennium.

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New Yale award to honor high school juniors for community engagement

Posted in Articles, Campus Life, Media Archive, Native Americans/First Nation, United States on 2016-06-20 19:32Z by Steven

New Yale award to honor high school juniors for community engagement

Yale News
New Haven, Connecticut
2016-06-15


This photograph of Ebenezer Bassett is part of the collection in the Yale Library’s Department of Manuscripts and Archives.

Select high school juniors across the nation will be honored for their public service through the Yale Bassett Award for Community Engagement, established by Yale’s Center for the Study of Race, Indigeneity, and Transnational Migration (RITM). The first awards will be presented in the spring of 2017 to high school students in the Class of 2018.

The new award honors the legacy of influential educator, abolitionist, and public servant Ebenezer Bassett (1833-1908), the United States’ first African American diplomat.

“Ebenezer Bassett is an exemplar of so many qualities we seek to foster in all Yale students,” said Yale President Peter Salovey. “He was a superb intellectual who used the fruits of his education to serve his fellow global citizens and contribute to a more unified world. We are proud to bring heightened awareness of his name and legacy to those who follow in his footsteps today — and particularly to do so by recognizing outstanding young people who are tomorrow’s college students.”.

Professor Stephen Pitti, director of the RITM Center, added: “The faculty in the Center for the Study of Race, Indigeneity, and Transnational Migration established this award to honor emerging leaders who, like Ebenezer Bassett in the 19th century, bring under-recognized perspectives to the public sphere, think hard about our collective futures, work on behalf of others, and exemplify intelligence and courage.”

Born into a Native American (Schaghticoke) and African American family nearly 200 years ago, Bassett was the first black student admitted to the Connecticut Normal School (now Central Connecticut State University). He excelled there and at Yale, where he pursued courses in mathematics and classics in the 1850s. Bassett was a friend and supporter of abolitionist Frederick Douglass and served as principal of the Philadelphia Institute for Colored Youth (now Cheney University). He was named consul general to Haiti (becoming the first African American ambassador) and as chargé d’affaires to the Dominican Republic, gaining a hemispheric understanding of racial politics. He also served as Haiti’s consul in New York City

Read the entire article here.

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News Alert | Four new theses in Europe explore Louisiana history

Posted in Articles, Campus Life, History, Louisiana, Media Archive, United States on 2016-06-17 17:40Z by Steven

News Alert | Four new theses in Europe explore Louisiana history

Louisiana Historic and Cultural Vistas
2016-06-17

Christophe Landry

For immediate release

European theses explore Louisiana history

In 2015 and 2016, students in England and the Netherlands finalized research on Louisiana history, culminating in dissertations (called theses in the United Kingdom and Holland). It probably will sound far-fetched, but there’s good reason behind it. The University of Sussex in Brighton, England, has a scholar named Richard Follett. Richard conducted his doctoral research at LSU in Bâton Rouge and has written and spoken extensively on the sugarcane industry in Louisiana, especially on race and emancipation in Louisiana’s sugarcane-growing parishes. The University of Leiden, in Leiden, Holland, has Adam Fairclough. Adam’s career also hinges on US history, specifically on race, racism and the African American experiences in the US South.

Richard supervised 3 theses on Louisiana. Carin Peller-Semmens’s thesis discusses issues preventing Reconstruction from materializing its intended goals on a longterm basis in Louisiana’s Anglo Red River valley (northwest Louisiana). Darryl Barthé and I both wrote on 20th century transformations in the Creole community of New Orleans and southwest Louisiana.

Mark Leon de Vries, like Carin, explored Reconstruction in Louisiana’s Red River valley.

Below is a summary of each of those theses, as well as a URL where they can be downloaded free of charge. I’ve grouped them in Creole and Red River, since they present different periods, cultural milieux, ethnic groups, realities and experiences in Louisiana’s Latin and Anglo communities…

Read about the four theses here.

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