Examining the Role of Sibling Interaction in Multiethnic-racial Identity Development in the United States

Identity ◽  
2019 ◽  
Vol 20 (1) ◽  
pp. 58-72
Author(s):  
Megan E. Cardwell ◽  
Jordan Soliz
Keyword(s):  
United States ◽  
Racial Identity ◽  
Identity Development ◽  
The United States ◽  
Racial Identity Development ◽  
Sibling Interaction

Racialization through Enforcement

2018 ◽  
Author(s):  
Jennifer M. Chacón ◽  
Susan Bibler Coutin
Keyword(s):  
United States ◽  
Racial Identity ◽  
Racial Profiling ◽  
The United States ◽  
Immigration Law ◽  
National Origin ◽  
Immigration Enforcement ◽  
Racial Hierarchy ◽  
Judicial Decisions

Immigration law and enforcement choices have enhanced the salience of Latino racial identity in the United States. Yet, to date, courts and administrative agencies have proven remarkably reluctant to confront head on the role of race in immigration enforcement practices. Courts improperly conflate legal nationality and ‘national origin’, thereby cloaking in legality impermissible profiling based on national origin. Courts also maintain the primacy of purported security concerns over the equal protection concerns raised by racial profiling in routine immigration enforcement activities. This, in turn, promotes racially motivated policing practices, reifying both racial distinctions and racial discrimination. Drawing on textual analysis of judicial decisions as well as on interviews with immigrants and immigrant justice organization staff in California, this chapter illustrates how courts contribute to racialized immigration enforcement practices, and explores how those practices affect individual immigrants’ articulation of racial identity and their perceptions of race and racial hierarchy in their communities.

Narratives of Asian/American Educators

2015 ◽  
pp. 291-322 ◽  
Author(s):  
Trish Morita-Mullaney ◽  
Michelle C. S. Greene
Keyword(s):  
United States ◽  
Public Schools ◽  
Racial Identity ◽  
Identity Development ◽  
Asian American ◽  
Model Minority ◽  
Racial Identity Development ◽  
Midwestern United States ◽  
Cultural Formation ◽  
Asian American Teachers

Asian/American educators are often reified as the model minority and are regarded as smart, quiet, and reserved, and willing to conform to the dominant discourse and culture (Fairclough, 2001; Ramanathan, 2006). When they do not mold to this ascribed role, they can be avoided, found peculiar, and isolated (Delgado & Stefancic, 2001). This chapter examines the narratives of three Asian/American teachers in the Midwestern United States. These narratives are instructive in individual and collective racial identity development, as well as the cultural formation of emerging definitions of what it means to be an Asian/American professional in U.S. public schools.

scholarly journals Self-Acceptance in Black and White

2019 ◽  
Vol 9 (2) ◽  
pp. 143
Author(s):  
Abigail Hasberry
Keyword(s):  
Racial Identity ◽  
Identity Development ◽  
Predominantly White ◽  
Professional Community ◽  
The United States ◽  
Racial Identity Development ◽  
Support Network ◽  
Main Research ◽  
Research Questions ◽  
Self Acceptance

This reflective, autoethnographic qualitative case study at focus in this article is based on broader research on the experiences of Black teachers working at predominantly white and affluent private schools in the United States. It was motivated by the author/researcher’s own experiences of personal, academic, and professional racial identity development as a student, educator, parent, and educational administrator while living and working in predominantly white and affluent communities. The two main research questions this study engaged were: (1) How did the author/researcher develop her Black identity as a transracial adoptee living at the intersection of race and class; and, (2) What was the author/researcher’s journey towards her present state of racial self-acceptance and understanding? Three ancillary research questions were also engaged: (a) How did social and societal factors influence the author/researcher’s racial identity development? (b) How did the author/researcher build a support network of personal and professional community? and, (c) How was the author/researcher able to get to a place of self-love? Using Hill Collins’ (1998) intersectional analysis framework and Cross’s (1991) theory of Black racial identity development, this article explores the author/researcher’s experiences as an affluent racialized minority by unpacking lived experiences, coping strategies, and support mechanisms that led to her current professional calling.

scholarly journals Mexican-origin youth’s ethnic-racial identity development: The role of siblings.

2020 ◽  
Author(s):  
Jenny Padilla ◽  
Edwin J. Vazquez ◽  
Kimberly A. Updegraff ◽  
Adriana J. Umaña-Taylor ◽  
Susan M. McHale
Keyword(s):  
Racial Identity ◽  
Identity Development ◽  
Racial Identity Development ◽  
Mexican Origin

scholarly journals “We Were All Just the Black Kids”: Black Mixed-Race Men and the Importance of Adolescent Peer Groups for Identity Development

2018 ◽  
Vol 6 (1) ◽  
pp. 51-66 ◽  
Author(s):  
Jennifer Patrice Sims ◽  
Remi Joseph-Salisbury
Keyword(s):  
Racial Identity ◽  
Identity Development ◽  
Black People ◽  
Peer Groups ◽  
Mixed Race ◽  
The United States ◽  
Gender And Sexuality ◽  
Racial Identity Development ◽  
The United Kingdom ◽  
Adolescent Peer Groups

While critical Mixed-Race studies (CMRS) has paid attention to the intersections of race, gender, and sexuality in sampling and analysis, most studies disproportionately focus on women. This means that generalizability of findings and theories to men should not become axiomatic. Regarding black Mixed-Race people, for example, the theory that rejection from black people is influential for many black Mixed-Race individuals’ identity development is derived from interviews with mainly women. Explicitly noting that these processes are not as applicable for men, yet offering no accompanying theorizing as to the influence of gendered interactions on men’s racial identity development, appears to have become the standard. Therefore, bringing together data from two studies that explored black mixedness in the United States and the United Kingdom, this article joins a nascent literature on the gendered experiences of Mixed-Race men. Our analysis shows that, unlike black Mixed-Race women, black Mixed-Race men’s mixedness is often constructed as compatible with the heteronormative gender identities that are constituted in racialized peer groups. As such, black Mixed-Race men are able to cultivate a sense of strategic sameness with same gender black peers. This and other findings are discussed in light of their implications for CMRS’s intersectional theories of identity development.

scholarly journals Towards a Different Construction of Blackness: Black Immigrant Scholars on Racial Identity Development in the United States

2015 ◽  
Vol 17 (2) ◽  
pp. 53 ◽  
Author(s):  
Kathy-Ann C. Hernandez ◽  
Kayon K. Murray-Johnson
Keyword(s):  
Racial Identity ◽  
Black Women ◽  
Identity Development ◽  
The United States ◽  
Identity Status ◽  
Racial Identity Development ◽  
Black Immigrant ◽  
The Us ◽  
Identity Positioning ◽  
Part Model

In this collaborative autoethnography, two immigrants interrogate their evolving self-definitions as Black women in the U.S. academy. Using a variety of data sources, they uncover several commonalities and differences in their experiences which have coalesced into a four-part model in their journey towards a different construction of Black identity: positioning themselves in the Black box, apprehending their outsider-within positionalilty, navigating the “us/them” to “we” switch, and integrating a different construction of Blackness while remaining true to their cultural/ethnic identity. In elaborating on these themes, they critique the journey towards apprehending minority identity status for people like them.

Integration by Design: Bertrand Goldberg, Stanley Tigerman, and Public Housing Architecture in Postwar Chicago

2017 ◽  
Vol 76 (2) ◽  
pp. 218-238
Author(s):  
Marisa Angell Brown
Keyword(s):  
United States ◽  
Racial Identity ◽  
Public Housing ◽  
The United States ◽  
Black Belt ◽  
Identity Integration ◽  
History Of ◽  
American Architecture ◽  
Black Empowerment

Public housing in the United States has been a prime site of negotiation and struggle over racial identity. Integration by Design: Bertrand Goldberg, Stanley Tigerman, and Public Housing Architecture in Postwar Chicago examines a critical moment in the history of public housing, evaluating two projects built in Chicago's Black Belt: Bertrand Goldberg's Raymond Hilliard Homes (1966) and Stanley Tigerman's Woodlawn Gardens (1969). Marisa Angell Brown demonstrates how these projects reflect Goldberg's and Tigerman's thoughtful and empathetic responses to race, poverty, and spatial segregation, which resulted in two very different expressions of an architecture of black empowerment. The article contributes to a more nuanced history of public housing architecture and advances our understanding of the role of race in American architecture.

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