The Sum of Our Parts: Mixed-Heritage Asian Americans

Kashima, Tetsuden; Williams-Leon, Teresa; Nakashima, Cynthia L.

doi:10.2307/3089934

Cited by 14 publications

(4 citation statements)

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“…There is great heterogeneity within the umbrella term Asian and those identifying as Asian may not consider members of other pan‐ethnic Asian subgroups to belong to their in‐group (e.g., Lien et al., 2003, Williams‐León et al., 2001). Thus, for students identifying as Asian, we disaggregated the racial group into three pan‐ethnic subgroups: East or Southeast Asian, South Asian, and Filipino or Pacific Islander.…”

Section: Methodsmentioning

confidence: 99%

Are middle schoolers with diverse friends liked, disliked, or unnoticed ‐ and by whom?

Kline

Juvonen

2023

Social Development

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Having cross‐ethnic friends in early adolescence is associated with more positive intergroup attitudes, but little is known about the social signaling function of the diversity of friends. The current study examined how the ethnic diversity of students’ friends in seventh grade is related to their social status (e.g., acceptance, rejection, and social impact) by eighth grade in multi‐ethnic schools. It is hypothesized that friend diversity is (a) related to higher social status among ethnic out‐group peers as it signals inclusiveness, but (b) related to lower in‐group social status as diversity of friends may threaten the ethnic in‐group. Utilizing a longitudinal sample of ethnically diverse youth (n = 4653) from 26 middle schools, the study capitalizes on outgoing friendship nominations in seventh grade and incoming acceptance and rejection nominations in eighth grade, while controlling for overall social status in grade seven. A novel index was used to calculate the diversity of youth's friend groups, and precise coding was done to retain biracial youth in the analytic sample. Results showed that having diverse friends was related to higher visibility (i.e., social impact) and greater acceptance from ethnic out‐group members. In contrast, adolescents with diverse friend groups were less visible and less accepted by their in‐group. Diversity of friends was not associated with out‐group or in‐group rejection. Findings highlight the importance of understanding how the composition of friend groups may signal intergroup attitudes and in‐group solidarity in ways that have social status trade‐offs among out‐ and in‐group members.

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Section: Methodsmentioning

confidence: 99%

Are middle schoolers with diverse friends liked, disliked, or unnoticed ‐ and by whom?

Kline

Juvonen

2023

Social Development

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“…Potter-Takata, interview with the author, 16 February 2023. 7 See Nakashima (2001) for more information on the symbolic roles of mixed-race Asian Americans throughout US histories. 8 Leboeuf (2020) has argued against the assumption that the "what are you?"…”

Section: Data Availability Statementmentioning

confidence: 99%

“…The topics of these articles are not new, and neither is their focus on personal narrative. Scholars of critical mixed-race studies (CMRS) have long observed that North American mainstream media demonstrate significant interest in mixed-race self-identification, emphasizing first-person testimony as central to understanding who multiracial people are (Ifekwunigwe 2004;Nakashima 1996Nakashima , 2001Paragg 2023). CMRS exhibits similar tendencies, Arts 2024, 13, 10. https://doi.org/10.3390/arts13010010 https://www.mdpi.com/journal/arts as several scholars have acknowledged that the qualitative, open-ended interview is a dominant methodology within studies of multiracial populations and their representation in arts and popular culture (Essi 2017; Kina and Dariotis 2013;Mahtani 2014;Rockquemore et al 2009).…”

Section: Introductionmentioning

confidence: 99%

Choreographing Multiraciality: Mixed-Race Methods in North American Contemporary Dance

Shaffer

2023

Arts

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Multiracialism, or the concept of “mixed-race”, remains a key racial discourse within twenty-first-century North American societies. Scholarly and mainstream studies of multiracial people often highlight the function of speech in theorizing mixed-race experiences, where interviews or other first-person narratives resist racialized stereotypes and express complex multiracial identities. Yet these studies often overlook the body as a comparable analytical site, ignoring how the body’s mobilization—in dance, choreography, and everyday actions—might further nuance mixed-race subjecthood. My article emphasizes experimental dance and choreography as alternative methods for imagining multiracial subjects, where these body-based approaches reject both stereotypical depictions of multiracial people in mainstream media and “transparent” representations in interviews. Drawing on the concept of “opacity,” which describes unknowable, illegible difference, I propose that experimental dance enables the expression of “opaque” multiracial subjectivities. This article then offers a choreographic analysis of Glenn Potter-Takata’s Yonsei f*ck f*ck, an experimental dance that produces opacities for its performers, who are of mixed Japanese heritage. Through movement scores, stand-up comedy, and a re-created “late-night” talk show, the dance invites audiences to move beyond the desire to recognize, categorize, and “know” the mixed-race Asian American performer.

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“…Their racial identities play a role in how they are treated by others (Chen et al, 2019). Some of them foster deep connections to their Asian ancestry, culture, and heritage; feel an affinity with other Asian people and communities; and do not desire to be White (K. L. Harris, 2018;Murphy-Shigematsu, 2012;Strmic-Pawl et al, 2022;Williams-Leo ´n & Nakashima, 2001).…”

mentioning

confidence: 99%

Storytelling for Asian–White multiracial American college students’ racial identity.

Sonoda,

Garrison

2023

Journal of Diversity in Higher Education

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This pilot study aims to explore how participatory digital storytelling can be used as an intervention to address race-based stress stemming from White supremacy and monoracism and describe the potential experiential effects on racial identity among Asian-White multiracial American college students. Specifically, we employed testimonio, or a liberation psychology-informed approach in a sample of 10 Asian-White multiracial American college students. The intervention consisted of four group sessions: (a) orienting (overview of liberation psychology and storytelling), (b) creating (self-reflection on personal stories and group discussion), (c) narrating (story sharing and filming), and (d) reflecting (watching and reacting to digital stories). Using reflective thematic analysis (Braun & Clarke, 2021), we categorized 10 participants' stories into four themes reflecting Asian-White multiracial identity statuses: (a) identity invalidation, (b) identity justification, (c) identity validation, and (d) identity integration. Implications for psychological and educational practices, ideas for advocacy, and suggestions for research are discussed.

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The Sum of Our Parts: Mixed-Heritage Asian Americans

Cited by 14 publications

References 0 publications

Are middle schoolers with diverse friends liked, disliked, or unnoticed ‐ and by whom?

Are middle schoolers with diverse friends liked, disliked, or unnoticed ‐ and by whom?

Choreographing Multiraciality: Mixed-Race Methods in North American Contemporary Dance

Storytelling for Asian–White multiracial American college students’ racial identity.

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