SCHOOL RACIAL COMPOSITION AND BIRACIAL ADOLESCENTS' SCHOOL ATTACHMENT

Despite extensive research on multiracial youth in recent years, to date, no empirical studies have analyzed how racial context may affect biracial adolescents' sense of belonging in a social institution beyond families. In this study, we examine how the racial makeup of the student body affects self-identified biracial adolescents' school attachment. Using data from the National Longitudinal Study of Adolescent Health, we find that the proportions of white or black students in school significantly affect the school attachment of Hispanic/black, Asian/black, and American Indian/black biracial adolescents, but school racial composition in general has little influence on biracial adolescents with a partial-white identification (i.e., black/white, Hispanic/white, Asian/white, and American Indian/white). Our analyses also show that on average, students of most biracial groups display lower school attachment than their corresponding monoracial groups, but the differences from the monoracial groups with the lower school attachment are generally small. We discuss the implications of our findings for biracial adolescents' perceived racial boundaries and contemporary American race relations.     

The racial canons of American sociology: Identity across the lifespan as biracial alternative

The utilization of racial canons in American sociology has dictated traditional models of identity. Biracial Americans are consistently identified based upon the presumed race category of their African heritage. The result is that biracial Americans are ambiguous pertaining to racial identity without consideration of their lifespan experience, i.e.: social, cultural, and familial. To enable a more applicable model of identity will require that sociologists terminale the use of racial canons as a dictate of identity. Accordingly, development across the lifespan is heretofore both commensurate with biracial identity and the unique biracial experience. He has published numerous articles on the subject of race identity issues and is currently working on a book Beyond Black and White: Racism Among People of Color.     

Biracial-Bisexual Individuals: Identity Coming of Age

There is considerable controversy regarding the means by which bisexual and biracial individuals achieve a sense of identity. In this paper, the concepts of bisexual and biracial identity are reviewed, and the literature on identity developmental models are critiqued. Further, a qualitative study is presented that explored the complexity of biracial identity development in Japanese-Americans. It is based on the constant comparative method of analysis, or grounded theory. The study focused on how Japanese-Americans perceived themselves in relation to other individuals, groups, and/or their environment. Findings related to initiating explorations of identity and perseverance in pursuing a biracial identity, which depended on the degree of support or negative experience within their social networks. Participants explored identity options attempting to develop their own meaning of identity, to develop a confident sense of themselves and secure a positive ethnic identity. Based on research and dialogue, there appears to be parallels between bisexual and biracial identity development. A model is proposed that suggests that individuals who are bisexual or biracial go through four phases in their development of their positive identity. These phases are: Phase I—Questioning/Confusion; Phase II—Refusal/Suppression; Phase III—Infusion/Exploration; and Phase IV—Resolution/Acceptance. These phases describe people who have two distinct identities that place them in a position of self-devaluation. From there they move to a position where there is a positive perception of identity based on the coexistence of their identities.     

Choice,interests, and black political actors: The dilemmas of inclusion

This is an analysis of qualitative data collected from formal and informal black political actors in Richmond, Virginia. It will outline the elements of tactical and strategic political styles that have developed during the process of racial inclusion and from the emergence of diverse political interests in the African-American community. These political styles have implications for the biases inherent in American political systems and for the advance of specific and collective political interests. Their differences are displayed in the choices political actors make about structuring their political power, the identity of their constituency, and structuring their demands for political resources. This case illustrates the dilemmas faced by all minority political actors, across the country and around the world, who are involved in the transition from racial political exclusion to racial political participation. Their dilemmas are brought to light in the choices that they must make in the face of both fading and persistent racial inequality. An earlier draft of this article was prepared while I was a National Science Foundation Postdoctoral Fellow at the Center for Urban Affairs and Policy Research, Northwestern University.     

Racial identity attitudes and interracial communication: Implications for social work practice in Britain

This paper is written from a psychological perspective and explores the relationship between black people's stages of racial identity development and interracial communication. It describes Cross's model of psychological nigrescence for black people and Helms's model of white identity development–in which she describes how whites go through the process of defining themselves as racial beings. Since the majority of social workers in Britain are white, it is argued that white identity development and its implication for interracial communication are important aspects to consider. It is argued that one's stage of racial identity may have a stronger impact on the communication process between white social workers and black clients than 'race' per se.     

"IF YOU'RE HALF BLACK, YOU'RE JUST BLACK": Reflected Appraisals and the Persistence of the One-Drop Rule

Despite growing interest in multiracial identity, much of the research remains atheoretical and limited in its approach to measuring identity. Taking a multidimensional approach to identity and drawing on reflected appraisals (how they think others see them), I examine racial identity among black-white adults in the South and the lingering influence of the one-drop rule. Most respondents internally identify as black and when asked to explain these black identities, they describe how both blacks and whites see them as black. I argue that the one-drop rule still shapes racial identity, namely through the process of reflected appraisals.     

Biracial Americans' Experience with Identity,Gender Roles,and Anxiety

The current study aims to shed light on the experiences of a small but growing group, biracial Americans with one African American and one European American birth parent. Prior results suggest that it would be useful to study ethnic identity and its correlates among members of this group. Additionally, although research to date suggests different gender role norms for African Americans and European Americans, and that anxiety level differs across gender role categories, apparently no research so far has looked at these factors among biracial Americans. The measures used in the study were the Revised Multigroup Ethnic Identity Measure (R-MEIM), the Personal Attributes Questionnaire (PAQ), and the Inventory of Depression and Anxiety Scale (IDAS). Results from the Well-being scale of the IDAS show low levels for biracial participants with feminine/undifferentiated gender roles and high levels for those with masculine/androgynous roles. Additional findings, implications, and study limitations are further discussed.     

The End of the One-Drop Rule? Labeling of Multiracial Children in Black Intermarriages

The identity choices of multiracial individuals with Black heritage have traditionally been limited in America by the one-drop rule, which automatically designated them as Black. This paper evaluates the rules contemporary influence and argues that, with increasing interracial marriage, options in racial identification are now available to this group. Using the 5% 1990 and 2000 Public Use Microdata Samples, I consider how children from Black intermarriages are racially identified by their families and, using 2000 data, evaluate theoretical hypotheses to explain identification processes. The results show that most families with Black intermarriages reject the one-drop rule, but that Black–White families create unique interracial options, the implications of which are considered.     

Biracial Sensitive Practice

Abstract

Although literature acknowledges the existence of a biracial population, there has been minimal discussion of the differences indicative of biracial clients and how these differences impact provision of services. Too frequently, race criterion has been utilized to categorize biracial clients resulting in an all but invisible population. A biracial individual may then assume a multiplicity of identities, including African-, Asian-, Latino- and Native-American, when negotiating with macro institutions, including social services. As an alternative to racial paradigms, identity across the lifespan is suggested as a more comprehensive model for biracial clients. In the aftermath said clients will be rendered visible by identity models that prevail less on the basis of race and more on the basis of experience extended across the lifespan.     

Social Work Response to the Needs of Biracial Americans

Abstract

The number of interracial marriages is rising. The offspring of these marriages are a special group that is experiencing the complexities and frustrations of multiracial existence. Over six million Americans identified themselves as biracial in the 2000 census. These people are different from biracial Americans of the past. They do not want to disown any part of their ancestry and are resisting the societal practice of forcing them to identify with only the racial community of one parent. This paper examines the social realities and worldviews of these Americans and identifies their major needs. It discusses these and suggests a social work response at the micro, mezzo, and macro levels of practice.     

Exploring the Racial Identities of Black Immigrants in the United States

This study draws upon immigrant incorporation theories to investigate whether native origin trumps skin color in shaping the racial identities of black migrants. Using survey data from the Multi-City Study of Urban Inequality, six groups of black migrants are compared across two racial identity dimensions: racial group identification and racial group consciousness. The results demonstrate that while black migrants, with the exception of Puerto Ricans, develop a shared racial group identity with native-born blacks over time, the meaning they attach to being black in America varies by native origin.

The Role of Racial Identification,Social Acceptance/Rejection,Social Cognition,and Racial Socialization in Multiracial Youth’s Positive Development

Deficit‐based scholarship has suggested that multiracial youth are maladjusted due to racial identity confusion and social marginality. This paper proposes an integrative model of multiracial youth’s positive development. This model highlights the important role of social cognition in understanding multiracial youth’s development. Drawing on Spencer’s PVEST, developmental research on monoracial and multiracial youth, and the racial socialization literature, I argue that multiracial youth’s perceptions of how their racial identity choices are accepted in their social environment have implications for their adjustment. Serving as developmental resources, parents can attenuate their children’s social perceptual biases or enhance their abilities to cope with actualized negative social experiences by engaging in cultural socialization, preparation for bias, and transmitting race‐related messages that help multiracial children reframe their negative perceptions.     

Black process in clinically depressed women: A conceptual framework for practice

Summary Emphasis throughout this paper has been placed on the importance of viewing black patients in their current social context. The positive impact of the Black Power movement has been observed in black patients who are involved in issues of black separatism and activism. Bennett's four stages of black process provide a means of identifying the position of individual blacks in terms of racial identity. Since relationships with whites are highly determined by the black patient's stage of black process, use of this conceptual frame work will assist the therapist in determining the indirect way in which black patients express racial issues.The author's experience has confirmed the existence and importance of two problem areas: the longer time needed to establish a therapeutic alliance in interracial work and the lack of knowledge of the black experience and culture in the white professional. The knowledge that additional time must be expended by both therapy partners must raise questions about the ethics of interracial practice and the need for more black mental health professionals. The second area of concern, the white professional's lack of knowledge, could be remedied. The fact that whites have not attempted to learn more about the black culture suggests the problem is a philosophical one. Liberal professionals are generally committed to the ideal of a truly integrated society where there are no differences among people. Black people appear to be telling us that they are different from whites here and now, and they like the difference.Supported by U.S.P.H.S. Grant # MH 15650 and MH 17728 from the National Institute of Mental Health, U.S. Department of Health, Education and Welfare     

THE IMPLICATIONS OF CHOOSING "NO RACE" ON THE SALIENCE OF HISPANIC IDENTITY: How Racial and Ethnic Backgrounds Intersect among Hispanic Adolescents

Using data from the National Longitudinal Study of Adolescent Health (Add Health), a nationally representative sample of youth from 7th to 12th grades, we examined how racial and ethnic identification overlap among Hispanic adolescents. We evaluated the relative proximity between race and ethnic identifiers among Hispanics. Empirical analyses suggest that the racial identification of other students at school has a significant impact on the odds of choosing particular racial identifiers. Both Hispanic and non-Hispanic schoolmates' racial identification is related to the racial identification of Hispanic adolescents. We also find evidence that both ethnicity and race are distinct stratifiers among Hispanics. Overall, our findings support the notion that Hispanic may be a more meaningful "racial" identity than black, white, or other, but we also find that racial identification and ethnic background are still important and meaningful dividers among Hispanic youth.     

WHITE REACTIONS TO BLACK CANDIDATES: WHEN DOES RACE MATTER?

This paper examines the role of race in elections where oneof the candidates is black. Using the 1982 California gubernatorialelection between Tom Bradley and George Deukmejian as a casestudy, the paper shows that whereas racial attitudes were asignificant influence on the voting decisions of whites, Bradley'sbackground did not stimulate an unusual level of racially motivatedbehavior. The paper argues that the impact of a candidate'srace on voting depends on a number of contextual factors, includinghis prior record and campaign style. The paper also proposesa technique for comparing the results of biracial electionswith contests where ah1 the candidates are white as a methodfor estimating the level of racial voting.     

“Let's Talk About Race”: Exploring Racial Stereotypes Using Popular Culture in Social Studies Classrooms

Imagery and sounds from television, film, music, the Internet, and other media bombard American youth; dictating to them how they should act, think, or what they should believe. They often do not realize that they find much of their identity and belief systems in messages put forth to them by popular culture (Du Gay 1997; Hall 1997). Young people should think critically about their media choices and reflect on the degree that they shape their identity (Considine 2009; Youngbauer 2013). Even when it comes to the topic of race, the media has messages and values readily available for youth to adopt (Bresnahan and Carmen 2011). Based on the work of many popular musicians, African American identity is associated with violence, misogyny, materialism, and deviancy (Balkaran 1999; Ruffner-Ceaser 2012; West 1993). Other forms of popular culture, such as television and film, communicate the same negative messages. In what ways are black stereotypes perpetuated through popular culture? Can social studies classrooms facilitate conversations about race? This article explores how social studies educators can integrate popular culture into their curriculum to unpack racial stereotypes in American society, thereby helping students become more critically aware of the media they consume and how it impacts their lives and self-image.     

What's in a Name?: Preference for "Black" versus "African-American" among Americans of African Descent

This research note examines the preferences of Americans ofAfrican descent for the label "black" versus "African-American."Racial labels have long been associated with majority-groupattitudes toward minority-group members, and minorities themselveshave changed their preferred terminology over time. We tracethe evolution of racial labels from "Negro" to "black" to "African-American"and examine predictors of terminological preference among anational sample of Americans of African descent. Our respondentsare nearly equally divided in their preference for the label"black" versus "African-American." Significant correlates orpredictors of terminological preference include the racial compositionof the grammar school that respondents attended, respondents’degree of racial group consciousness, and age, region, and sizeof city of residence.     

Racial Salience and the Consequences of Making White People Uncomfortable: Intra‐Racial Discrimination,Racial Screening,and the Maintenance of White Supremacy

Most sociological research on racial discrimination has had an “inter‐racial” focus. That is, researchers have been principally concerned with the disparate treatment that people of color receive relative to Whites in different social contexts. However, recent theoretical work emerging from legal studies suggests that an alternative conception of “intra‐racial” discrimination exists that extends beyond colorism. This theory of intra‐racial discrimination stipulates that many organizations in the “post‐racial” era desire some measure of racial diversity. Yet, in their efforts to achieve this racial diversity they screen people of color based on their degree of racial salience. Whether a given person of color is hired, promoted, or in the case of college admissions, accepted, is a function of whether or not Whites within the organization consider them racially palatable, or not overly concerned with race. This creates an incentive for people of color to work their identity to allay any concerns among Whites that they may be too racially salient. In this paper I critically review this work and attempt to further buttress its claims by highlighting how this process has clear historical precedent. I conclude by showing how the audit method can be used to empirically examine this practice contemporarily.     

Multiethnic Parentage

Abstract

Given increasing inter-ethnic contact resulting from migration and refugee movements as well as global economic and political activities, this paper explores the potential for bridging cultural, ethnic and racial divides by people who are not confined to a single ethnicity. Based on a piece of exploratory qualitative research, the paper describes the personal ethnic identity of 13 people of multi-cultural/ethnic/racial parentage, and then draws out links between their identity resolution and their social relationships. From the findings, hypotheses are formulated concerning the relationship between identity resolution and ease of bridging ethnic divides in social contexts. Implications of the findings for social work practice and the challenge of enhancing social cohesion are considered in the concluding section of the paper.