This ethnography explores the interracial encounters between individuals in a biracial old-line Protestant congregation. Using the theoretical framework of aversive racism, this dissertation suggests that an individual's racial paranoia and racial identity attitude helps to explain the way that white members interact with black members and the way they perceive these encounters. This dissertation addresses the questions: How do members of a biracial congregation interact across race? How do they engage in discussions about race? How does racial identity attitude inform their perspectives? It draws upon data collected over two periods: a two-month pilot study and a nine-month dissertation study. Data include field notes from more than 240 hours of observations during 80 visits, and transcripts of interviews with 17 people (nine black, eight white; two pastors, two staff, 13 members; ages 21 to 76) which averaged 2½-hours each. This dissertation describes three findings. (1) White members have learned to comfortably co-exist with black members in worship but have not developed deep enough relationships to learn from them the extent of racism that survives in the post Civil Rights era. (2) Misconceptions among white members about what is "politically correct" stifle constructive interracial dialogue about race issues and lead to aversive behaviors that have a racist effect for African American members. (3) With only modest social interaction across race and little dialogue about race, white members of the congregation hold markedly different perceptions than black members about the interracial life of this church and the problem with racism there. These findings are significant because they help us to understand the obstacles which this nation must address in order to respond to the complexities of race in urban America, of which this congregation offers a microcosm. / Urban Education

<p dir="ltr">This dissertation argues that the use of rainbow imagery to describe efforts to bridge racial divides both inside and outside social justice campaigns became tied to concepts of economic justice in the 1960s but lost its radicalism following the failed presidential bids of Jesse Jackson in the 1980s. Conventional narratives analyze these multiracial campaigns —organized by figures as diverse as W.E.B. Du Bois in 1911, Martin Luther King, Jr. and the Black Panther Party in the civil rights era of the 1960s, and Jesse Jackson in the 1980s —as separate, isolated efforts. My research, however, examines the origins and trajectory of what I term “racial rainbow rhetoric,” —the use of rainbow imagery to describe racial difference in the United States, usually with the aspiration of overcoming these racial divisions – to underscore meaningful conceptual continuities in twentieth-century campaigns for social and economic justice.<i> </i>Although racial rainbow rhetoric did not initially emphasize economic justice activism, throughout the 1960s, activists increasingly used rainbow imagery to build interracial coalitions to attack poverty. This dissertation traces the history of racial rainbow rhetoric from its obscure origins in the early twentieth century to its intersection with the anti-poverty activism of the Poor People’s Campaign and the Black Panther Party to its appropriation by liberal politicians, such as Jesse Jackson in the 1980s. This history of rainbow symbolism in the struggle for racial justice demonstrates the longstanding and continuing damage that state violence and the cooptation of such concepts by indifferent, liberal politicians had on the implementation of genuine economic and social justice.</p>

This thesis is about measuring social acceptance of the American public on the increasing trend of intermarriage in the United States. It outlines U.S. Census data in the areas of population, educational attainment, regional data, and marriage data. It analyzes popular and influential media from 1960 to 2011 including: marriage of Guy Smith and Peggy Rusk, Guess Who's Coming to Dinner, Star Trek, Jungle Fever, The Joy Luck Club, and modern television shows such as Grey's Anatomy, Scandal, Modern Family, and New Girl.

Racial Queer is a qualitative study of Multiracial college students with a critical ethnographic component. The design methods, grounded in Critical Race Methodology and Feminist Thought (both theories that inform Critical Ethnography), include: 1) 25 semi-structured interviews of Multiracial students, 2) of which 5 were expanded into case studies, 3) 3 focus groups, 4) observations of the sole registered student organization for Multiracial students on Central University’s campus, 5) field notes and 6) document analysis. The dissertation examines the following question: How do Multiracial students understand and experience their racialized identities within a large, public, tier-one research university in Texas? In addition, it addresses the following sub-questions: How do Multiracial students experience their racialized identities in their everyday interactions with others, in relation to their own self-perceptions and in response to the way others perceive them to be? How do Multiracial students’ positionalities, as they relate to power, privilege, phenotype and status, guide their behavior in different contexts and situations? Using Holland et al.’s (1998) social practice theory of self and identity, Chicana Feminist Theory, and tenets of Queer Theory, this study illustrates how Multiracial college students utilize agency as racial queers to construct and negotiate their identities within a context where identity is both self-constructed and produced for them. I introduce the term, racial queer, to frame the unconventional space of the Multiracial individual. I use this term not to convey sexuality, but to convey the parallels of queerness (both as a term of empowerment and derogation) as they pertain to being Multiracial. In other words, queerness denotes a unique individuality as well as a deviation from the norm (Sullivan, 2003; Warner, 1993; Gamson, 2000). The primary purpose of this study is to illustrate the agentic ways in which Multiracial college students come to understand and experience the complexity of their racialized identity production. Preliminary findings suggest the need to expand the scope of racial discourses to include Multiracial experiences and for further study of Multiracial students. Their counter-narratives access an otherwise invisible student population, providing an opportunity to broaden critical discourses around education and race. / text

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / O presente trabalho à um aprofundamento, iniciado no mestrado em EducaÃÃo, sobre o pensar e fazer pedagÃgico de entidades do Movimento Negro (MN) no Brasil, que nomearam como pedagogia os modelos que norteiam seus projetos de educaÃÃo para o Brasil. Este tema mostra-se relevante na medida em que almejo superar o desconhecimento na sociedade e na histÃria da EducaÃÃo de propostas pedagÃgicas desenvolvidas pelo Movimento Negro. Investigo a Pedagogia Multirracial, desenvolvida no Rio de Janeiro, por Maria Josà Lopes da Silva e um grupo de educadores, na dÃcada de 80, do sÃculo XX. Como tambÃm seu desdobramento, no sÃculo XXI, na elaboraÃÃo da Pedagogia Multirracial e Popular, no estado de Santa Catarina, pelo NÃcleo de Estudos Negros (NEN), entidade do MN da capital. A pesquisa tem como referencial teÃrico-metodolÃgico uma perspectiva sÃcio-histÃrica, considerando os sujeitos, suas origens e as relaÃÃes sociais, que se estabeleceram em suas trajetÃrias de vida militante e intelectual. Esta visÃo histÃrica serà combinada com o uso da HistÃria Oral temÃtica, como possibilidade de aprofundar os significados do universo cultural e polÃtico dos integrantes deste movimento e seus reflexos nas polÃticas educacionais no Brasil. Mediante a esta proposta de sistematizaÃÃo das pedagogias desenvolvidas pelo MN, procuro contribuir no avanÃo do debate sobre as relaÃÃes raciais, a cultura e histÃria da populaÃÃo negra, que se verificam no Ãmbito da EducaÃÃo brasileira contemporÃnea e que continuam a produzir exclusÃo e desigualdades das mais variadas formas. / The present work is a deepening, initiated in the master course in Education, on thinking and on the pedagogical work of the Movimento Negro (MN) entities in Brazil, that had nominated as pedagogia the models that guide its projects of education for Brazil. This subject reveals excellent in the measure where I long for to surpass the unfamiliarity in the society and the history of the Education of pedagogical proposals developed by the Black Movement. I investigate the Pedagogia Multiracial, developed in Rio De Janeiro, for Maria Jose Lopes da Silva and a group of educators, in the decade of 80, of century XX. As well as its unfolding, in century XXI, the elaboration of the Pedagogia Multiracial and Popular, in the state of Santa Catarina, for the Nucleus of Estudos Negros (NEN), entity of the MN of the capital. The research has as referencial theoretician-metodolÃgico a partner-historical perspective, considering the social citizens, its origins and relations, that if had established in its trajectories. This historical vision will be combined with the use of thematic Verbal History, as possibility to deepen the meanings of the cultural universe and politician of integrant of this movement and its consequences in the educational politics in Brazil. By means of the this proposal of systematization of the pedagogias developed for the MN, I look for to contribute in the advance of the debate on the racial relations, the culture and history of the black population, that if verify in the scope of the Brazilian Education contemporary and that they continue to produce exclusion and inaqualities of the most varied forms

Traditional policies dictate that Black-White multiracial people conform to monoracial minority status arising from Hypodescent (the “One-Drop Rule”) and White privilege. Despite some social recognition of Black-White persons as multiracial, racial microaggressions persist in daily life. Subtle racist acts (Sue, Capodilupo, Torino, Bucceri, Holder, Nadal, & Esquilin, 2007b) negatively impact multiracial identity development. Since 2007, studies have increasingly focused on the impact of racial microaggressions on particular monoracial ethnic groups. Johnston and Nadal (2010) delineated general racial microaggressions for multiracial people. This project examines the effects of racial microaggressions on the multiracial identity development of 11 part-Black multiracial university students, including the concerns and challenges they face in familial, academic, and social racial identity formation. Data were analyzed through a typological analysis and Racial and Multiracial Microaggressions typologies (Johnston & Nadal, 2010; Sue et al., 2007b). Three themes arose: (a) the external societal pressure for the multiracial person to identify monoracially; (b) the internalized struggle within the mixed-race person to create a cohesive self-identity; and (c) the assertion of a multiracial identity. Participants experienced Racial Microaggressions (Sue, 2010a; Sue et al., 2007b), Multiracial Microaggressions (Johnston & Nadal, 2010), and Monoracial Stereotypes (Nadal, Wong, Griffin, Sriken, Vargas, Wideman, & Kolawole, 2011). Implications included encouraging a multiracial identity, educating the school community, and eliminating racial microaggressions and stereotypes.

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