Posted in Articles, Campus Life, Media Archive, Passing, United States on 2016-06-15 21:58Z by Steven


The Saint Paul Globe
Sunday, 1897-09-05
page 21, column 7

People at Poughkeepsie Thought Miss Hemmings Was a Spaniard.

Anita Florence Hemmings, the Boston girl who has stirred up such a sensation by daring to complete a course at exclusive Vassar when she new that there was negro blood in her veins, is a handsome, modest and refined young woman. Both her mother and father are mulattoes, the father of each being white. Miss Hemmings herself shows few traces of her black ancestors. She is a decided brunette, but her black hair is as straight as that of an Indian’s, and it was supposed by most of her college mates that she was a Spaniard.

The Hemmings have lived in Boston for twenty-five years. Anita was always a studious girl. She attended the Boston grammar school and was afterward graduated from the girls high school. Then she expressed a desire to go to college. Vassar was her choice, and there she went. Mr. Hemmings denies the report that a wealthy lady who had taken an interest in Anita paid the bills. He says he paid them himself, as he was amply able to do. Anita did not think it necessary to announce that her parents were mulattoes, and no one suspected that she was not of pure Caucasian blood.

Miss Hemmings’ friends say that the report that she waa a reigning social favorite at Vassar is an exaggeration. She was modest and retiring, making few friends and not seeking to take a prominent part in social life. Her pure, sweet soprano voice won for her a place in the college glee club, but she did not belong to any other of the various college societies. Miss Hemmings spent her summers at Cottage City, where she was received in the best of society. The fact that there is a trace of Ethiopian blood in her veins was discovered after she left college by the publication, in a Boston paper, of an item concerning her brother, who was recently graduated from the Massachusetts Institute of Technology.

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Essential Measures: Ancestry, Race, and Social Difference

Posted in Articles, Campus Life, Census/Demographics, Media Archive, Social Science, United States on 2016-06-13 23:48Z by Steven

Essential Measures: Ancestry, Race, and Social Difference

American Behavioral Scientist
April 2016, Volume 60, Number 4
pages 498-518
DOI: 10.1177/0002764215613398

Aaron Gullickson, Associate Professor of Sociology
University of Oregon

Race and ancestry are both popularly viewed in the United States as different but intertwined reflections on a person’s essentialized identity that answer the question of “who is what?” Despite this loose but well-understood connection between the two concepts and the availability of ancestry data on the U.S. census, researchers have rarely used the two sources of data in combination. In this article, drawing on theories of boundary formation, I compare these two forms of identification to explore the salience and social closure of racial boundaries. Specifically, I analyze race-reporting inconsistency and predict college completion at multiple levels of racial ancestry aggregation using Census data. The results suggest that, while much of the variation in these measures corresponds to popular “big race” conceptions of difference, considerable variation remains among individual ancestries.

Read or purchase the article here.

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Mixed Student Union Hosts Fourth Annual Heritage Conference

Posted in Articles, Campus Life, Media Archive, United States on 2016-06-06 18:51Z by Steven

Mixed Student Union Hosts Fourth Annual Heritage Conference

Pacific Ties
University of California, Los Angeles

Ayesha Sheikh

UCLA’s Mixed Student Union (MSU) hosted their fourth annual Mixed Heritage Conference on April 30 in the James West Alumni Center. The organization’s goal for hosting the conference on campus, according to the organization’s co-director Ariel Pezner, was to spread awareness of mixed identity among student audiences within UCLA as well as circles of mixed groups outside UCLA.

The reach of the organization’s efforts go well beyond the campus, with its connections to several other student organizations such as those at the University of Southern California. Chelsea Strong, co-director of MSU alongside Pezner, shared that the conference was the biggest event hosted by the organization to attract students, staff, and faculty of all backgrounds “to get a chance to learn critically about mixed heritage.” To manifest the appropriate space for this exchange of ideas and learning, prominent speakers from various mixed backgrounds were invited to speak.

The keynote Speaker Dr. Velina Hasu Houston, who wrote her senior thesis at UCLA and received her doctorate from USC, is recognized locally and internationally for her analytical playwriting on genres of mixed heritage, a topic often overlooked as “too uninteresting” for the arts.

The conference brought into projection the importance of using art as a medium to communicate beyond the subjects of the composition itself. Among Dr. Houston’s most renowned works is “Tea, with Music” and “Cinnamon Girl.” She is a leadership force for many organizations such as HapaSC, a mixed heritage organization at USC, and Multiracial Americans of Southern California (MASC), whose mission statement is “to advocate for and foster multiracial community and identity.”….

…Some of the other organizations’ representatives in attendance included Dr. Chandra Crudup, from One Drop of Love and the co-director of Mixed Roots Stories (MRS), who sponsored the conference. In addition to teaching at Arizona State University, Dr. Crudup is also a social worker. She said, “Race is in the face a lot more than in the past,” and that there needs to be a healthy way to deal with social justice issues. She spoke on what a healthy lifestyle looks like, a survival guide to not getting “jaded out by issues that affect life at work and socially.”…

Read the entire article here.

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Helping mixed heritage children develop ‘character and resilience’ in schools

Posted in Articles, Campus Life, Media Archive, United Kingdom on 2016-05-27 16:53Z by Steven

Helping mixed heritage children develop ‘character and resilience’ in schools

Improving Schools
Published online before print 2016-05-26
DOI: 10.1177/1365480216650311

Kirstin Lewis
Educational Studies
Goldsmiths, University of London

Recent UK government policy suggests that all schools have a key role to play in building ‘character and resilience’ in children. This article draws on data from a wider research project, exploring the school experiences of mixed White/Black Caribbean and mixed White/Black African children in two London secondary schools. Because data from this project suggest that many children experienced adversity at school, a theoretical framework previously developed by Ungar et al. was used to assess how they coped with adversity and to what extent their schools supported them with it. Findings revealed that although positive relationships with adults were essential, teachers could not offer the necessary support and guidance because they were unaware of mixed heritage children’s needs and any challenges they faced. This article asks whether such a framework might prove useful in supporting teachers to understand what factors develop ‘character and resilience’ and the ways in which they might therefore support children to cope.

Read or purchase the article here.

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Remarks by the President at Howard University Commencement Ceremony

Posted in Articles, Barack Obama, Campus Life, Media Archive, Politics/Public Policy, United States, Videos on 2016-05-11 21:44Z by Steven

Remarks by the President at Howard University Commencement Ceremony

The White House
Washington, D.C.

Office of the Press Secretary

Howard University
Washington, D.C.

11:47 A.M. EDT

THE PRESIDENT: Thank you! Hello, Howard! (Applause.) H-U!

AUDIENCE: You know!


AUDIENCE: You know!

THE PRESIDENT: (Laughter.) Thank you so much, everybody. Please, please, have a seat. Oh, I feel important now. Got a degree from Howard. Cicely Tyson said something nice about me. (Laughter.)

AUDIENCE MEMBER: I love you, President!

THE PRESIDENT: I love you back.

To President Frederick, the Board of Trustees, faculty and staff, fellow recipients of honorary degrees, thank you for the honor of spending this day with you. And congratulations to the Class of 2016! (Applause.) Four years ago, back when you were just freshmen, I understand many of you came by my house the night I was reelected. (Laughter.) So I decided to return the favor and come by yours…

…Now, how you do that, how you meet these challenges, how you bring about change will ultimately be up to you. My generation, like all generations, is too confined by our own experience, too invested in our own biases, too stuck in our ways to provide much of the new thinking that will be required. But us old-heads have learned a few things that might be useful in your journey. So with the rest of my time, I’d like to offer some suggestions for how young leaders like you can fulfill your destiny and shape our collective future — bend it in the direction of justice and equality and freedom.

First of all — and this should not be a problem for this group — be confident in your heritage. (Applause.) Be confident in your blackness. One of the great changes that’s occurred in our country since I was your age is the realization there’s no one way to be black. Take it from somebody who’s seen both sides of debate about whether I’m black enough. (Laughter.) In the past couple months, I’ve had lunch with the Queen of England and hosted Kendrick Lamar in the Oval Office. There’s no straitjacket, there’s no constraints, there’s no litmus test for authenticity…

Read the entire transcript here. Download the video in MP4 or MP3 format.

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Obama Gets All In His Blackness At Howard

Posted in Articles, Barack Obama, Campus Life, Media Archive, Politics/Public Policy, United States, Videos on 2016-05-11 20:41Z by Steven

Obama Gets All In His Blackness At Howard

Code Switch
National Public Radio

Leah Donnella

“Be confident in your heritage. Be confident in your blackness,” President Barack Obama told graduates and their families at Howard University’s 2016 Commencement Ceremony. It was one of many moments in a speech that honored the achievements of black folks — many Howard alumni — and called on graduates to get and stay politically active. His speech was met with laughter, generous applause, and largely positive reviews. Paul Holston, editor-in-chief of Howard’s student newspaper The Hilltop, wrote that Obama’s address was “strong, eloquent, and inspirational,” and would “go down as one of the most significant moments in Howard University’s history.”

Howard students weren’t the only ones cheering over the speech. Janell Ross at The Washington Post lauded Obama’s call for “empathy and [an] expanded moral imagination” as one of the few surprising and thought-provoking messages that graduates will receive this season. On Twitter, Slate writer Jamelle Bouie called the speech “a great mediation on democracy AND a celebration of black life.” Mathew Rodriguez at Mic described Obama’s speech as “one of the best and blackest he’s given.”

Melissa Harris-Perry, editor-at-large of Elle, wrote that Obama’s speech was remarkable in its treatment of gender as well as race, and proved “that he is our most black, feminist president to date” by highlighting the genius of black women like Lorraine Hansberry, Harriet Tubman, Fannie Lou Hamer and Zora Neale Hurston:

“Once again, [Obama] put black women at the very center of the stories he told and the lessons he imparted. As he warmed up, he jokingly referred to ‘Shonda Rhimes owning Thursday night’ and ‘Beyonce running the world.’ They were casual references, not central themes of his talk, but even here he deployed two boss black women as representatives of black excellence and achievement.”…

Read the entire article here.

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The Experiences of Mixed-Race Students In An Urban Area

Posted in Campus Life, Dissertations, Media Archive, United States on 2016-05-09 13:49Z by Steven

The Experiences of Mixed-Race Students In An Urban Area

University of Nebraska, Lincoln
189 pages
ISBN: 9781267282132

Germaine W. Huber
University of Nebraska, Lincoln

Mixed-race children are the fastest growing segment of the U.S. population, and it is essential that educators are aware of the unique experiences of this student population. The purpose of this phenomenological research study was to examine the experiences of mixed-race students in relation to their racial identity formation, their social emotional development, and their academic experiences within urban public schools Educators who have a better understanding of the life experiences of these students have a greater ability to create positive relationships, a caring environment, and effective teaching strategies for the classroom that can lead to greater academic success for these students. Twenty mixed-race participants between the ages of 19–36 years were interviewed. Themes that emerged from the analysis of the interview transcripts included: Identity Factors; Adversity; Rewards; Family Relationships and Support; School Interactions; Peers, and Suggested Academic Supports. Participants shared childhood and teen experiences with families, peers and in the school environment that influenced their identity and social development. They identified numerous challenges and strengths related to their mixed-race identity and offered strategies educators can use to assist mixed-race students. Their responses provide an inside look of the unique realities experienced by this student population during their elementary and secondary school years.

Order the dissertation here.

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At Yale, a Right That Doesn’t Outweigh a Wrong

Posted in Campus Life, History, Media Archive, Religion, Slavery, United States, Women on 2016-05-01 00:45Z by Steven

At Yale, a Right That Doesn’t Outweigh a Wrong

The New York Times

Glenda Elizabeth Gilmore, Peter V & C Vann Woodward Professor of History, African American Studies, and American Studies
Yale University, New Haven, Connecticut

NEW HAVEN — Yale made a grievous mistake this week when it announced that it would keep the name of an avowed white supremacist, John C. Calhoun, on a residential college, despite decades of vigorous alumni and student protests. The decision to name residential colleges for Benjamin Franklin and Anna Pauline Murray, a black civil rights activist, does nothing to redeem this wrong.

It is not a just compromise to split the difference between Calhoun and Murray; there should be no compromise between such stark contrasts in values. The decision to retain the Calhoun name continues the pain inflicted every day on students who live in a dormitory named for a man distinguished by being one of the country’s most egregious racists.

To be sure, there’s something noteworthy about the contrast between these two figures who now sit across campus from each other. Although they lived in different centuries, Calhoun in the 19th, and Murray in the 20th, in many ways, she lived in — and fought against — the world that he built.

Calhoun, a Yale graduate, congressman and the seventh vice president of the United States, owned dozens of slaves in Fort Hill, S.C. Murray grew up in poverty in Durham, N. C., as the granddaughter of an enslaved woman. Calhoun championed slavery as a “positive good”; Murray’s great-grandmother was raped by her slave master. Calhoun profited immensely from the labor of the enslaved people on his plantation; Murray was a radical labor activist in Harlem during the Great Depression

Read the entire article here.

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‘Our schools are failing mixed raced children’

Posted in Campus Life, Media Archive, Politics/Public Policy, United Kingdom on 2016-04-28 01:15Z by Steven

‘Our schools are failing mixed raced children’

The Voice
London, England, United Kingdom

Dinah Moreley

Stereotypical expectations that this group have ‘confused identities’ often mean they experience racism from teachers and fellow pupils

A REPORT by People in Harmony, (PIH) the national charity for mixed race people and families has highlighted the experience of mixed race children in the education system. Stereotypical expectations that this group have ‘confused identities’ often mean they experience racism from teachers and fellow pupils. Here, PIH’s Dinah Morley tells how the report and the seminars it was based on were put together.

IT IS over a decade since People in Harmony (PIH) published Mixed Race and Education: creating an ethos of respect and understanding, a conference report on mixed race children and young people in the education system.

PIH has now revisited the subject of mixed race young people in education in a new report called Mixed Race and Education: 2015 in order to consider ways in which a better dialogue with schools could be achieved to help improve outcomes and to add some substance to a patchy body of research…


The debate in April 2015 facilitated by Martin and Asher Hoyles, educators and authors of books on race and culture, was constructed to address four specific topics that had arisen from the earlier seminar.

Racism and discrimination in school was also discussed by the young people and parents. They identified:

  • The curriculum content does not acknowledge the mixed race presence.
  • A failure to stimulate an awareness of mixed race students and families.
  • Schools lack resources needed about mixed race achievers and role models
  • Appearance often incorrectly determines how mixed race students are related to.
  • Teacher stereotyping leads to incorrect assumptions about students’ backgrounds and needs.
  • The default position applied to mixed race people is usually black.
  • Others are deciding the terminology used in schools for mixed race people.

It is important for teachers and others to understand the experiences of mixed race people and the fact that lazy racist stereotypes are not helpful in helping children from these backgrounds to settle and to achieve…

Read the entire article here.

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I’m the new NUS president – and no, I’m not an antisemitic Isis sympathiser

Posted in Articles, Campus Life, Media Archive, Religion, United Kingdom on 2016-04-25 02:21Z by Steven

I’m the new NUS president – and no, I’m not an antisemitic Isis sympathiser

The Guardian

Malia Bouattia

‘Some may not agree with my politics and ideologies, but I do believe the student movement has a shared goal.’ Photograph: Vicky Design/NUS website

The accusations being directed at me this week are deeply troubling and false. I want to focus on liberating education and opportunity for all

This week I became the first black woman to be elected president of the National Union of Students, and the first Muslim who will hold this position too. But instead of celebrating and publicising this incredible landmark, the media coverage has been cluttered with stories calling me a racist, an antisemite, an Islamic State sympathiser and more.

The truth is, as those who know me well understand, I’ve always been a strong campaigner against racism and fascism in all its forms. And I’d like to set a few things straight.

Specifically, on the claims that I refused to condemn Isis: two years ago I delayed a National Executive Council motion condemning Isis – but that was because of its wording, not because of its intent. Its language appeared to condemn all Muslims, not just the terror group. Once it was worded correctly I proposed and wholly supported the motion.

Yet newspaper reports this week still depict me as a young Muslim who supports Isis. This is simply not true…

Read the entire article here.

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