Mixed, Not Mixed Up: Understanding the Mixed Heritage Perspective and

Claiming Intersecting Identities

Monica Wilson, Ardith Feroglia & Melissa Sinclair

Clark College – Vancouver, WAApril 2013

Your Facilitators

Monica WilsonAcademic Advisor

Black/White

Ardith Feroglia, Ed.M.

Academic AdvisorAsian/White

Melissa Sinclair, M.Ed.

Advising ManagerAsian/White

Ground Rules Respect for Ourselves and Others Talk in Turn Step-Up/Step-Back Safety Over Comfort Mindful of People’s Stories Other Thoughts?

Get to Know Each Other

Learning Outcomes Attendees will understand identify development

regarding intersecting identities. Attendees will be able to articulate significant

points in history as it relates to mixed race identify development.

Attendees will have the information necessary to construct definitions of power & privilege related to their experience.

Attendees will have the opportunity to share and reflect on personal stories and how it relates to materials presented.

Attendees will gain the tools necessary to facilitate future conversations to interrupt oppression.

Social Justice Definitions

1. Privilege 10. Culture

2. Social Justice 11. Race

3. Allies 12. Institutional Power

4. Oppression 13. Equity

5. Cultural Heritage 14. Dominant Group

6. Socialization 15. Internalized Oppression

7. Interruption 16. Ethnicity

8.Inclusion 17. Stereotypes

9. Institution 18. Mixed Race

Historical Perspectives

One Drop RuleBlackMulattoQuadroon

OctoroonQuintroon

Supreme Court Rulings From 1878 until 1952 there 52

cases were heard to determine Whiteness in various groups. Included:o Chineseo Native Americanso Hawaiianso Burmeseo Japaneseo Mexicanso Syrianso Asian Indianso Filipinoso Koreanso Armenianso Afghanso Arabians

In addition to monoracial groups, many rulings related to people of mixed ancestry as well.o 1/2 German and 1/2 Japaneseo ¾ Filipino and ¼ Whiteo ¾ Chines and ¼ Whiteo ¾ Native American and ¼ Africano ½ Native American and ½ Whiteo ½ White, ¼ Japanese and ¼ Chinese

Rationales used to determine the cases included:o Scientific Evidenceo Common Knowledgeo Congressional Intento Legal Precedento Ocular Inspection of Skin

US Census: Through the Years 1790—Race categories are introduced to census; 3/5

rule used to determine taxation and representation. 1850-1920—Included options for mixed-race folks 1930—One drop rule in effect; Monoracial

categorization is required; Mexican was listed as a race for the first and only time

1970—Continued Monoracial categorization; Americans are allowed to self-designate

2000—Multiracial option returns to Census 2020—Proposals to establish Hispanic or Latino

categorization, write-in categories, and elimination of the word “Negro.”

Loving v. Virginia 1967 landmark supreme court case which

determined anti-miscegenation laws unconstitutional.

At the time of this ruling, 16 states had anti-miscegenation laws on record, while 38 states had similar laws at one point in history.

Between 1970 and 1992 interracial marriage tripled, rising from 0.7 to 2.2 percent of all marriages; by 2009, this number reached nearly 9 percent.

Loving Day Celebrations mark the anniversary of the Loving Decision on June 12th each year.

Interracial Marriage Today

2000 Census Addition of multiracial

option the result of pressure of multi-cultural groups.

White mothers of interracial children were central to this effort

Monoracialized groups such as NAACP, Asian American Legal Defense and Education Fund and National Council of La Raza objected to multiracial option.

2013 Is the one drop rule relevant today? Does the fluidity of race within mixed heritage

communities impede group identity development?

How do we deal with internalized racism being mixed heritage?

How do we recognize the privilege that can accompany being mixed heritage?

How will the development of multiracial, multiethnic, and multicultural identities affect social programs designed to address historical inequities?

http://www.tumblr.com/tagged/multiracial?before=22

“Although the public perception of Multiracial people is becoming more positive, the assumption that Multiracial people are confused, distraught, and unable to fit in anywhere in the American

racial landscape remains common” (Wijeysinghe, 2001, p. 131).

What’s Missing? What happens when others have the privilege to

create the singular narrative? What do you want included in the narrative? What is your narrative or story? How did you get there?

Racial Identity in Multiracial People

Multiracial identity development is a fairly new concepto Charmain L. Wijeyesinghe (2001) described several models ino Bernstein and De la Cruz (2009) observe large gaps in

“sociological research on the multiracial movement” (p. 724) Multiracial identity and related issues “are not neutral

topics” (Wijeysinghe, 2001, p. 130) These conversations can “cause division within

communities of color” (Wijeysinghe, 2001, p. 130)o Possibly contribute to feelings that Multiracial identity is

secondary to Monoracial research and populations Simultaneous deconstruction of traditional perceptions

of race and identity, and creation of a Multiracial identity (Bernstein & De la Cruz, 2009)

Poston’s Model of Biracial Identity Development

STAGE ONE: Personal Identityo Awareness of race and ethnicityo Ethnic background does not define a person’s sense of

identity

Poston’s Model of Biracial Identity Development

STAGE TWO: Choice of Group Categorizationo Enter when forced to choose a racial identityo Poston asserts that most persons choose Monoracial

identitieso Age group tends to be fairly young, so cognitive

development and ability to understand multiple cultures tends to be beyond capabilities

o Variables that determine choice include:• Provided support or status• Physical appearance• Cultural knowledge• Political involvement• Personality difference

Poston’s Model of Biracial Identity Development

STAGE THREE: Enmeshment/Denialo Individuals in stage three feel guilt or confusion for

choosing identities (e.g., Monoracial identities)o Members in this stage could also experience self-hatred

or a perceived lack of acceptance within one or more group (e.g., “Not x enough”)

o Development of appreciation for all parental cultures starts here and transitions into later stage

Poston’s Model of Biracial Identity Development

STAGE FOUR: Appreciationo Individuals often still claim “monoethnic identity”o However, greater valuation of all identities

demonstrated

Poston’s Model of Biracial Identity Development

STAGE FIVE: Integrationo People in stage five recognize and appreciate all of their

racial ancestries o Feeling of wholeness and integration of all aspects

hallmark of stage five

Kich’s Model of Biracial and Bicultural Identity

STAGE ONE: Awareness of Differentness and Dissonance o Occurs between ages of three and teno Individuals seek “peer and referent groups” outside of

their familyo Realizing they are different from other people raises

feelings of not belonging fully to any single groupo Dissonance occurs when this sense of difference is

viewed negatively and the self is devaluedo Kich asserts that these experiences were universal for

Biracial people

Kich’s Model of Biracial and Bicultural Identity

STAGE TWO: Struggle for Acceptanceo Pursuit of acceptance despite increased experiences of

differentness and dissonanceo Some individuals attempt to “pass” to alleviate feelings

of difference• Passing: “attempting to take on behaviors of a racial

group… in order to gain acceptance”o Stems from devaluing Biracial selfo Could be emotional and challenging

• However, allows for self-exploration, understanding, and identity resolution

Kich’s Model of Biracial and Bicultural Identity

STAGE THREE: Self-Acceptance and Assertion of an Interracial Identityo Increased acceptance

of oneself with Biracial/Bicultural identity

o Skills related to passing viewed positively• Allows Biracial

individuals to move between multiple groups

Limitations to Poston and Kich

Largely due to variance in how we all experience ourselves and identity

Some people choose Multiracial identities “throughout their lives, or conversely choose Monoracial identities without experiencing identity confusion, guilt, self-hatred, and anger” (Wijeysinghe, 2001, p. 135).

Linking “psychological wholeness to the development of a Multiracial identity is a very recent phenomenon” (Wijeysinghe, 2001, p. 135)

Each group is affected by unique experiences and history within context of American historyo Example: The recent blog on “What’s wrong with the term ‘person of

color’” Additionally, some of us are more than “Biracial”

Factor Model of Multiracial Identity (FMMI)

Difference between development of Multiracial identity and addressing racial identity in Multiracial people

FMMI consists of 8 factors that affect choice of racial identity by Multiracial people

Identity Development: “So What?”

Some of us choose Multiracial; some of us choose Monoracial

Psychological wholeness is a new concept The factors at work in developing identity are always

multiple, always intersecting Multiracial identity development can challenge

“hierarchies of inequality” (Bernstein & De la Cruz, 2009, p. 725) “Identity deployment” as a strategy to challenge/deconstruct

categories, ideologies, and values (Bernstein & De la Cruz, 2009) Storytelling gives us the chance to share, to witness,

and to develop our identities more richly and fully

Storytelling

Connect Telling your stories and relaying your experiences allows

you to connect with others who may have similar experiences but open connections with people who may seem very different.

Take the time you need to tell your story, Silence can be an authentic part of communication. Don’t rush, your story is important

Feelings are okay. People deserve to see how racism and other oppressions have impacted your life. It is in through this process that we make our experiences real for others and allow them to understand where we come from.

Understand that telling your story can mean taking a risk and making yourself vulnerable.

Know Your Intent, Focus Your Message

The story of self focuses on choice points and defining moments.

• When have you chosen one path over another?• What significant decisions have your made in your life?• What significant decisions have been made for you?

The story of us communicates shared values and experiences.

• How are you similar to the person you are sharing your story with?• How can you draw on your similarities?• How does your story relate to values that you may share with

others, even when your stories are very different? The story of now is a call to action, for both ourselves

and others.• Use your story to impact change in others.

Listening Allows opportunity for feedback

o Further focus your message Know how to listen to other peoples stories

o We all have a story to tell, make sure you are listening to others

What Active Listening looks likeo Appropriate eye contacto Focus on the speaker and what they are sayingo Quiet your mindo Don’t interrupt or provide advice

Diads Partner up For three minutes, each practice telling a

story Listen actively; don’t interrupt

Reflection What was it like to talk without

being interrupted? What did you learn from your

partner? Why did you choose to tell the

story you did? Is there anything you want to

share?

Importance of Storytelling

Trust Community Self-discovery

Identity development Expose realities Challenge

assumptions

Effective Interrupting to Continue Your Story

What does it mean to interrupt?o An interruption is what we say to interrupt oppressive

behavior or language. Why is it important?

o It deepens our connection with others by respectfully engaging in dialogue around disagreements that arise from sharing diverse perspectives and opinions.

True Life Example: ¿Hablas Español? Remember: when learning to interrupt, there is

not one set formula – YOU develop your own way to interrupt effectively.

The Action Continuum

Skills to Cultivate When Interrupting

Think Well of Others Demonstrate Patience Know Your Objective When Interrupting Share New Information or Knowledge Demonstrate Your Leadership Skills Don’t Lecture – Converse! Always be Interruptible Others?

Interrupting Oppressive Language Training, Portland State University: http://www.pdx.edu/sites/www.pdx.edu.civil-dialogue committee/files/Interrupting%20Oppressive%20Language%20Training.Final.pdf

Strategies for Successful Interruption

Ask Clarifying Questions Speak from Personal Experience Use Statistics or Facts Use Humor When Applicable Make/Include Positive or Validating Comments

when Interrupting Use “I Statements” and Don’t Accuse/Attack Give an Invitation to Dialogue Be Non-Judgmental Others?

Reflection Have you ever been interrupted? What did it feel like? Have you ever wanted to interrupt someone but

didn’t? How did that make you feel?

Practice Makes Perfect Break into groups of three of four people Have one person read the oppressive statement and the

other act as the interrupter Have any additional group members give feedback Play around with the scenarios – difficult and easy

interruptions

Debrief: o Any scenarios that were too difficult to interrupt? o Anything interesting come up with your group members when

practicing? o What strategies did you use when interrupting? What worked best?o How might you apply the skills learned today in a situation of

controversy when telling your story?

Next Steps What is happening on your campus currently? Does you college have a definition of diversity? A

diversity vision statement? Do you know where to find it?

How can you take this information back to your campus?

Ally-Building Building solidarity

oWhite AllyoMixed Race AllyoMonoracial Ally

“I AM” Activity I am____________but sometimes I pretend to be_______________.I am____________, and my journey has been__________________.That’s why I am who I am.I take great pride in______________, but I wish I was____________.For whatever reason I have never____________________________.I am not like you; I am my own iceberg.I struggle with______________, and I am afraid of_______________.But I still wake up every morning because I love_________________,And I value___________________.I am a product of my culture.I am_________________________.Created by Amanda Florence Goodenough.

ReferencesAdams, M., Bell, L., & Griffin, P. (1997). Teaching for diversity and social justice: A sourcebook. New York: Routledge.

Bernstein, M. , & De la Cruz, M. (2009). “What are you?”: Explaining identity as a goal of the multiracial hapa movement. Social Problems, 56(4), 722-745. http://www.jstor.org/stable/10.1525/sp.2009.56.4.722

California Newsreel. (2003). Go deeper: Race timeline. Retrieved from http://www.pbs.org/race/000_About/002_03_c-godeeper.htm

Jones, J. A. (2011). Who are we? Producing group identity through everyday practices of conflict and discourse. Sociological Perspectives 54(2), 139-162. http://www.jstor.org/stable/10.1525/sop.2011.54.2.139

Lopez, I. H. (1996). How the U.S. courts established the white race. Retrieved from http://www.modelminority.com/joomla/index.php?option=com_content&view=article&id=284:how-the-us-courts-established-the-white-race-&catid=42:law&Itemid=56 

Portland State University. (2011). Interrupting oppressive language. Retrieved from http://www.pdx.edu/sites/www.pdx.edu.civil-dialogue committee/files/Interrupting%20Oppressive%20Language%20Training.Final.pdf

Roth, W. D. (2005). The end of the one-drop rule? Labeling of multiracial children in black intermarriages. Sociological Forum, 20(1), 35-67. http://www.jstor.org/stable/4540881

Wijeyesinghe, C. L. (2001). Racial identity in Multiracial people: An alternative paradigm. In C.L. Wijeyesinghe & B.W. Jackson III (Eds.), New perspectives on racial identity development: A theoretical and practical anthology (129-152). New York, NY and London: New York University Press.

      

Questions? Comments?Monica Wilsonmawilson@clark.eduMelissa Sinclair,

M.Ed.msinclair@clark.edu Ardith Feroglia, Ed.M.

aferoglia@clark.edu

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