Monica Wilson, Ardith Feroglia & Melissa Sinclair Clark College – Vancouver, WA April 2013

1. Mixed, Not Mixed Up: Understanding the Mixed Heritage Perspective and Claiming Intersecting Identities Monica Wilson, Ardith Feroglia & Melissa Sinclair Clark College – Vancouver, WA April 2013

2. Your Facilitators Monica Wilson Academic Advisor Black/White Ardith Feroglia, Ed.M. Academic Advisor Asian/White Melissa Sinclair, M.Ed. Advising Manager Asian/White

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

4. Get to Know Each Other

5. 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.

6. Social Justice Definitions

7. Historical Perspectives

8. One Drop Rule

9. Supreme Court Rulings • From 1878 until 1952 there 52 cases were heard to determine Whiteness in various groups. Included: • Chinese • Native Americans • Hawaiians • Burmese • Japanese • Mexicans • Syrians • Asian Indians • Filipinos • Koreans • Armenians • Afghans • Arabians • In addition to monoracial groups, many rulings related to people of mixed ancestry as well. • 1/2 German and 1/2 Japanese • ¾ Filipino and ¼ White • ¾ Chines and ¼ White • ¾ Native American and ¼ African • ½ Native American and ½ White • ½ White, ¼ Japanese and ¼ Chinese • Rationales used to determine the cases included: • Scientific Evidence • Common Knowledge • Congressional Intent • Legal Precedent • Ocular Inspection of Skin

10. 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.”

11. 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.

12. Interracial Marriage Today

13. 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.

14. 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?

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

16. “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).

17. 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?

18. Racial Identity in Multiracial People • Multiracial identity development is a fairly new concept • Charmain L. Wijeyesinghe(2001) described several models in • 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) • 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)

19. Poston’s Model of Biracial Identity Development • STAGE ONE: Personal Identity • Awareness of race and ethnicity • Ethnic background does not define a person’s sense of identity

20. Poston’s Model of Biracial Identity Development • STAGE TWO: Choice of Group Categorization • Enter when forced to choose a racial identity • Poston asserts that most persons choose Monoracial identities • Age group tends to be fairly young, so cognitive development and ability to understand multiple cultures tends to be beyond capabilities • Variables that determine choice include: • Provided support or status • Physical appearance • Cultural knowledge • Political involvement • Personality difference

21. Poston’s Model of Biracial Identity Development • STAGE THREE: Enmeshment/Denial • Individuals in stage three feel guilt or confusion for choosing identities (e.g., Monoracial identities) • 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”) • Development of appreciation for all parental cultures starts here and transitions into later stage

22. Poston’s Model of Biracial Identity Development • STAGE FOUR: Appreciation • Individuals often still claim “monoethnic identity” • However, greater valuation of all identities demonstrated

23. Poston’s Model of Biracial Identity Development • STAGE FIVE: Integration • People in stage five recognize and appreciate all of their racial ancestries • Feeling of wholeness and integration of all aspects hallmark of stage five

24. Kich’s Model of Biracial and Bicultural Identity • STAGE ONE: Awareness of Differentness and Dissonance • Occurs between ages of three and ten • Individuals seek “peer and referent groups” outside of their family • Realizing they are different from other people raises feelings of not belonging fully to any single group • Dissonance occurs when this sense of difference is viewed negatively and the self is devalued • Kich asserts that these experiences were universal for Biracial people

25. Kich’s Model of Biracial and Bicultural Identity • STAGE TWO: Struggle for Acceptance • Pursuit of acceptance despite increased experiences of differentness and dissonance • 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” • Stems from devaluing Biracial self • Could be emotional and challenging • However, allows for self-exploration, understanding, and identity resolution

26. Kich’s Model of Biracial and Bicultural Identity • STAGE THREE: Self-Acceptance and Assertion of an Interracial Identity • Increased acceptance of oneself with Biracial/Bicultural identity • Skills related to passing viewed positively • Allows Biracial individuals to move between multiple groups

27. 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 history • Example: The recent blog on “What’s wrong with the term ‘person of color’” • Additionally, some of us are more than “Biracial”

28. 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 choiceof racial identity by Multiracial people

29. 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

30. Storytelling

31. 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.

32. 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 nowis a call to action, for both ourselves and others. • Use your story to impact change in others.

33. Listening • Allows opportunity for feedback • Further focus your message • Know how to listen to other peoples stories • We all have a story to tell, make sure you are listening to others • What Active Listening looks like • Appropriate eye contact • Focus on the speaker and what they are saying • Quiet your mind • Don’t interrupt or provide advice

34. Diads • Partner up • For three minutes, each practice telling a story • Listen actively; don’t interrupt

35. 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?

36. Importance of Storytelling • Trust • Community • Self-discovery • Identity development • Expose realities • Challenge assumptions

37. Effective Interrupting to Continue Your Story • What does it mean to interrupt? • An interruption is what we say to interrupt oppressive behavior or language. • Why is it important? • It deepens our connection with others by respectfully engaging in dialogue around disagreements that arise from sharing diverse perspectives and opinions. • True Life Example: ¿HablasEspañol? • Remember: when learning to interrupt, there is not one set formula – YOU develop your own way to interrupt effectively.

38. The Action Continuum

39. 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

40. 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?

41. 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?

42. 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: • Any scenarios that were too difficult to interrupt? • Anything interesting come up with your group members when practicing? • What strategies did you use when interrupting? What worked best? • How might you apply the skills learned today in a situation of controversy when telling your story?

43. 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?

44. Ally-Building • Building solidarity • White Ally • Mixed Race Ally • Monoracial Ally

45. “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.

46. References Adams, 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.

47. Questions? Comments? Monica Wilsonmawilson@clark.edu Melissa Sinclair, M.Ed. msinclair@clark.edu Ardith Feroglia, Ed.M. aferoglia@clark.edu (Please turn in your evaluations)