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In the wake of Barack Obama's 2009 ascension to the White House, stories questioning his citizenship slowly trickled into the mainstream. By 2011, 'Birtherism'-the belief that Obama is constitutionally disqualified from holding Presidential office-was a principle aspect of public discourse. Through an analysis of online comments in The New York Times and The Wall Street Journal, I analyze how dominant understandings of citizenship, race, class, and civil rights structure public navigation of 'Birther' claims. I find the presence of several 'narratives of belonging'-shared stories that people socially construct to account for who they are, how the world works, and where different people belong. These narratives reveal the sustained conflation of citizenship with an ideal or 'hegemonic' form of white racial identity. [ABSTRACT FROM AUTHOR]

Immigrants currently account for close to 14% of the United States' population with one in four children growing up in an immigrant household. Yet, little is known about how immigrant parents and their adolescents dialogue about race and ethnicity within the evolving sociopolitical environment. Traditionally, the adolescents' role in racial-ethnic socialization (RES) has been conceptualized as receivers of messages around race and ethnicity from their parents. However, differential rates at which adolescents and parents acculturate to the mainstream society could lead the adolescent to possess a more contemporary understanding of the social and racial landscape in the United States, thereby becoming the "deliverer" of messages on racial socialization rather being just a "receiver." To inform our understanding of the potential process of how adolescents might be positioned to socialize their parents on race/ethnicity, this paper integrates key aspects of RES, racial-ethnic identity, and critical consciousness among Latinx and Asian immigrant adolescents to inform a conceptual model of adolescent-directed RES. The current conceptual model highlights several important avenues for future research to empirically assess individual and familial factors associated with adolescent-directed RES. [ABSTRACT FROM AUTHOR]

Black America is not present, as it should be, in the literature on US soft power. This paper argues that Black culture exerts a powerful positive attraction abroad. This attraction, grounded in the forms of Black resistance to racial injustice, leads to a reconceptualization of America's identity, by foreign audiences. A counter claim of what counts as "America" takes shape. The rethinking of America's identity abroad responds to the appeal of the legacy of Black resistance. However, Black culture is, more often, unavailable to policymakers for garnering desired outcomes. Incorporating Black culture into the study of soft power helps sharpen the concept's definition and points to when and why some forms of soft power are unavailable to decision makers. [ABSTRACT FROM AUTHOR]

As researchers' identities impact the research process, researchers need to take a reflexive stance toward their positionality in the research. The issue of positionality is especially important for research focusing on multicultural issues, which necessarily involves dynamic power relations among different racial/ethnic groups. Drawing from reflections on my research focusing on South Korean adolescents' understandings of migrants, this paper illustrates when and how I confronted my positionality. My positionality as a racial/ethnic minority in the United States affected the process of selecting the research topic and the theoretical framework as well as analyzing interview data while my positionality as an ethnic Korean was salient when making interview questions, interviewing ethnic Korean adolescents, and reporting the findings. There was also a moment in which my identity as an international student from the United States outweighed my ethnic/racial identity during interviews. By sharing my experiences in conducting transnational research in my home country, this paper attempts to contribute to underrepresented discourse on the use of reflexivity in non-Western societies, especially when neither the researcher nor the researched is White. [ABSTRACT FROM AUTHOR]

Existing frameworks of assimilation and group boundaries are limited in making sense of experiences of racial ambiguity. What happens when racial groups are mistaken for other groups, and how does this phenomenon relate to the racial hierarchy? This paper investigates the on-the-ground mechanisms of racial ambiguity that formal institutions, like the Census, do not capture, yet are the lived realities for many immigrant groups. Through analysis of 120 interviews and supplemental observations, I find that the racialization of second-generation South Asians shifts between racial ambiguity and racial legibility in daily life. I present a theoretical concept – localized racialization – to reveal the transient, yet defining, racial experiences of groups residing in the racial middle. Localized racialization centres multiple factors of skin colour, intersectional status markers, and situational contexts that tether racial experiences to the local. This study's South Asian participants reveal persistent racial dynamism at the micro-interactional level. [ABSTRACT FROM AUTHOR]

Studies in the United States have shown that minority students might face a trade-off between better academic performance and peer acceptance, which has been termed "acting White." This paper investigates racial differences in the relationship between grades and popularity in five Brazilian schools. Popularity is measured using friendship ties among students, assigning a higher value to students more central in the network. The racial composition of friendship ties is generally diverse, although they tend to favor racial peers, especially among Black students. We find a positive correlation between grades and popularity of non-White students that is driven by their friendships with their White classmates. This contrasts with patterns associated with acting White, where a negative correlation between minorities' grades and their popularity among racial peers is not compensated by their status among White students. We also investigate how academic performance is associated with racial identity choice conditional on skin color, finding a weak negative relationship between higher grades and the odds of classification as mixed race. [ABSTRACT FROM AUTHOR]

This paper links Native American racial self-identification with the rise in tribal gaming across the United States. We find that state policy changes allowing tribes to open casinos are associated with an increase in the probability that individuals with American Indian ancestors will self-identify as Native American and a decrease in the probability that individuals with no American Indian ancestry will self-identify as Native American. Moreover, we find that the magnitudes of the impacts are increasing in the strength of American Indian ancestral ties. Similar results hold when causal identification comes from American Indian casino openings across states over time and suggestive evidence shows stronger impacts if casinos are likely to pay per capita dividend payments to their members. These results are consistent with a conceptual framework in which we tie racial identification to economic motivations as well as social stigma associated with affiliating with a racial group for those without documented ancestral ties. Our results underscore the importance of economic incentives and social factors underlying the individual choice of racial identity. [ABSTRACT FROM AUTHOR]

Differences in health outcomes across racial groups are among the most commonly reported findings in health disparities research. Often, these studies do not explicitly connect observed disparities to mechanisms of systemic racism that drive adverse health outcomes among racialized and other marginalized groups in the United States. Without this connection, investigators inadvertently support harmful narratives of biologic essentialism or cultural inferiority that pathologize racial identities and inhibit health equity. This paper outlines pitfalls in the conceptualization, contextualization, and operationalization of race in quantitative population health research and provides recommendations on how to appropriately engage in scientific inquiry aimed at understanding racial health inequities. Race should not be used as a measure of biologic difference, but rather as a proxy for exposure to systemic racism. Future studies should go beyond this proxy use and directly measure racism and its health impacts.VISUAL ABSTRACTAppeared as Annals "Online First" article. [ABSTRACT FROM AUTHOR]

This paper uses the Children of Immigrants Longitudinal Study to examine the effects of race, class and gender on the intermarriage of Cuban and Afro-Caribbean second-generation immigrants in the United States. Results indicate that gender and racial identity are significantly related to intermarriage for this group of immigrants. Interestingly, the immigrants' socioeconomic status and family's social class have a very minimal impact on intermarriage. Using Cuban white, Cuban Hispanic and Caribbean black as racial categories, the study shows that Caribbean black men are the least likely group to intermarry, and Cuban white men are the most likely to intermarry. Cuban Hispanic men are less likely to intermarry compared to their Cuban white counterparts. Lastly, Cuban white women are the most likely to intermarrycompared to Cuban white males for this sample population. A structural explanation for these patterns posits that differences in the relative size of each racial group in marriage markets affect their chances for intermarriage. From an assimilation perspective, the literature also suggests that differences in social distance with whites influence the propensity for co-ethnic intermarriage. [ABSTRACT FROM AUTHOR]

This qualitative study explores the identity development of five Latinx immigrant college students, focusing on how the stigmatization of Latinx immigrants by white Americans affects Latinx understanding of self and place in U.S. society. This paper focuses on the consequences that these negative external messages directed at Latinx immigrants carry for their ethnoracial identities and sense of belonging in the United States. Findings reveal that while some participants temporarily internalized the negative perceptions associated with being Latinx, they became empowered by others with similar experiences to further advocate for themselves and other minoritized communities. Ultimately, my analysis reveals that what initially weakened and stigmatized this social category of Latinx individuals--the negative perception of them by whites--is also what eventually strengthened, and, in a way, politicized their ethnoracial identities. This research may be particularly useful for educators, mental health professionals, and community organizations who work closely with this community. [ABSTRACT FROM AUTHOR]

This paper emphasizes the aporetic nature of the Salamanca Statement on Special Needs Education (UNESCO, 1994), adopting a cross-cultural perspective. It draws on an intersectional perspective on inclusion (Connor, Ferri & Annamma, 2016; Artiles & Kozleski, 2016; Erevelles, 2014) to argue that although inclusion has been defined by such an international declaration as a transformative project to ensure access to quality education for all students, national inclusive policies are still focused on a pathological construction of student difference, slowly incorporating children from different linguistic and ethnic backgrounds. The focus on Italy and the United States is a response to examine the discourses and practices of inclusion in two countries that have been impacted by the Salamanca Statement thinking. To substantiate our argument concerned with the limitations embedded in the Salamanca Statement, data from two empirical studies conducted in Rome and in Upstate New York will be presented. The studies show how inclusion leads to overrepresentation of migrant students in Special Educational Needs. We conclude that the Salamanca Statement has been transferred into a tool to strengthen normality against difference, and that it should focus on interrupting micro-exclusions for groups sitting at the intersections of race, ability and other identity markers. [ABSTRACT FROM AUTHOR]

In the field of adoption and child welfare, there is ongoing debate and discussion about how white adoptive parents in transracial families construct personal and social relationships and networks to promote cultural belonging and identity development in their children. In spite of this however, there is, to date, no research study that has sought to apply the notion of social capital to understand transracial adoptive families. With its exploration of how white American adoptive mothers construct social capital in raising their transracially adopted children, this paper seeks to contribute to the literature on social capital and families in general, and social capital and transracial families in particular. By drawing upon a qualitative study involving white adoptive mothers’ discursive practices, and multiplex constructions of intersectionality, the paper seeks to offer rich theoretical and empirical insights into social capital and transracial adoption to contribute to the literature in this area. [ABSTRACT FROM AUTHOR]

Classical Theory courses in the U.S. present a history of our discipline grounded in the works of Durkheim, Marx, and Weber, defining "classic" by space and time, giving pre-World War II Europe credit for creating the foundation of contemporary sociology. While past critiques of this canon have argued for expanding the geographic bounds outside of Europe, these efforts still ground the origins of social theory in a time period of racial exclusion and segregation. We argue for a reckoning with the racial origins of the discipline in the United States in anti-Blackness and the legacies of racial exclusions. We must grapple with the histories of exclusion and segregation that continue to impact the discipline's present and futures. In this paper, we argue that the teaching of sociology's history should be through the "Foundations of Social Theory," a broad approach to teaching that rejects the ideas of both "classics" and a "canon." This approach roots theory in our history through core issues of study (e.g., the origins and consequences of capitalism) and directly addresses past racial and gendered exclusions by centering BIPOC intellectual contributions across time. By lifting the time and space restrictions, we open the doors to including voices omitted and repressed due to the exclusion of BIPOC people, especially Black women, from higher education in the U.S. This approach acknowledges the diverse histories and voices in our classrooms and profession, and highlights the relevance of social theory for our future. [ABSTRACT FROM AUTHOR]

Foreigners who arrive in the United States experience a process of racialization by which they adjust to the new racial realities of their host society. This paper presents a unique longitudinal study of racialization, drawing upon 30 interviews with 15 Chinese international students conducted twice per respondent over six months. The first interviews were carried out within two weeks of the students' arrival in the U.S. to capture their pre-migration racial schemas and racial identity. Upon their arrival in the U.S., Chinese students primarily understand the concept of 'race' through the paradigm of nationality and racially identified as Chinese. Just half a year later, however, there was a striking shift towards a conceptualisation of race that emphasises phenotype over nationality, and some respondents began to identify with the pan-national racial label 'Asian.' I argue that these changes can be attributed to the process of racialization in the United States. [ABSTRACT FROM AUTHOR]

Multiracial individuals have been simultaneously oppressed and neglected in U.S. society. Although the population of Multiracially-identifying individuals in the United States continues to grow, the predominant counseling literature continues to focus primarily on monoracial identity groups. This has significant implications for Multiracial individuals as they negotiate their space in society. Multiracial college students on predominately monoracial campuses are a particularly vulnerable group that can benefit from support in developing a positive racial identity. This paper offers a review of extant literature on the Multiracial experience in the United States and proposes the utility of Multiracial groups as a university counseling service for Multiracial college student identity development and support. [ABSTRACT FROM AUTHOR]

Youth are commonly understood to be a crucial population for the future viability and vibrancy of rural communities. Thus, researchers often focus on the migration intentions and patterns of youth to better understand rural community sustainability and well-being. However, the role of social identities in young people's relationship to place and the perspectives of college students are not well-represented in the literature. This paper addresses these gaps by highlighting the intersectional qualities of social identities and place and how these intersections relate to college-educated young adults' perspectives on mobility. The paper is based on data from focus groups with college students and interviews with college-educated young adults living in the Appalachian region of the United States where many communities are in economic transition following long-term declines in the coal industry. The sample was purposefully built to include a diverse representation of genders, sexual orientations, and racial identities, and the data were analyzed through an intersectional lens in order to access information about the connections among social identities, place, mobility, and belonging. The data show that the navigation of mobility and social identities has the potential to strengthen young people's relationship with place despite limiting factors. Furthermore, experiences of mobility along with institutional support can help foster this connection. Overall, this paper argues that social identities are essential components for understanding the potentially limiting and liberating aspects of the mobility imperative in the context of metronormativity. • Social identity analysis is essential for understanding the rural youth mobility imperative amid metronormativity.. • Youth connection to rural places is impacted by education, mobility, and the intersection of social and place identities. • Mobility and place are not mutually exclusive for college-educated youth; both are highly valued. • Institutional programs support a positive orientation toward place for participants across various social identities. [ABSTRACT FROM AUTHOR]

This paper examines how American listeners' expectations of non‐native English speech from speakers of East Asian descent can be modulated by the persona invoked by a speaker's visual display. While prior work has typically linked expectations of non‐native speaker status with East Asian‐ness broadly construed, this study indicates that US listeners' expectations can be tied to more particular manifestations of this racialized identity, themselves informed by raciolinguistic ideologies. In a lexical recall task with persona‐based photographic primes, different visual styles embodied by the same Korean individual induced contrasting expectations of "foreign accented" speech, which corresponded to significant differences in how well the speech was remembered. Ultimately, I argue that models of sociolinguistic perception should include cognitive representations of social constructs like personae, not only to better capture the detailed nature of listeners' sociolinguistic expectations, but also to avoid perpetuating homogenizing treatments of racialized groups' language practices. [ABSTRACT FROM AUTHOR]

Individuals are claiming greater scope for choice in their racial identities. But how they are seen and classified by others is not necessarily changing in a similar way. Racial appraisals are the way that people classify the race of others, both particular individuals and larger groups. In this paper, I make a case for the study of racial appraisals as a field of sociological inquiry. I map out the different analytical levels and methodological approaches for this field and discuss how these can be used to understand observed race, norms of racial classification, and societal norms of the racial order. I present an example of how societal norms and logics of racial classification can be analysed in real time through survey research, using 2015-16 data on 866 White Americans’ reactions to Rachel Doležal’s racial identity claims. I present an agenda for studying changes in racial boundaries and classification norms through the longitudinal tracking of racial appraisals. [ABSTRACT FROM AUTHOR]

Race is one of the most contested topics. With the political victory of Barack Obama as the first African American president, discussions about racial issues in the United States have surfaced to the forefront of political debates. Yet, critics have argued that there is not much discussion about race given its significance in the history of this country. Informed by critical race theory, this paper examines the underlying reasons explaining the silence of many people about race. It goes on to examine race through a mosaic lens, pointing out various factors directly connected to it, such as racial identity politics, racism, multiracialism, and White hegemony. Finally, this paper analyzes the manner in which socially constructed racial stereotypes have contributed to and have been used to justify the poor socioeconomic situation and marginalization of People of Color, including linguistically and culturally diverse students. [ABSTRACT FROM PUBLISHER]

Racial/cultural identity and parental cultural competence in transracial adoption (TRA) are subjects of fierce debate and discussion in contemporary western societies. The ongoing practice of TRA has led to a polarization that either supports or berates the suitability of the environment provided in such homes. The external scrutiny invariably creates doubt among white adoptive parents as to whether they are ‘doing the right thing’. By drawing upon extant literature and original qualitative research carried out in New York, this paper explores adoptive mothers' conceptualization and understanding of racial/ethnic socialisation (RES). The paper puts forward three discursive approaches. It is argued that the ways in which white adoptive mothers understand and experience diversity influences their approach to RES, which in turn is mediated through family and community networks and societal discourses on race, power and hierarchy. [ABSTRACT FROM PUBLISHER]

In 2010, approximately nine million Americans self-identified with more than one race on the U.S. Census - a 32 percent increase since 2000. In this paper, I review the growing body of research on this population, with a particular focus on identifying and describing factors important in shaping their racial identities. Factors explored include: social norms regarding racial classification, socioeconomic status, racial composition of one's neighborhood and community, region, socialization by family, age, cohort, genealogical locus of multiracial ancestry, nativity, and phenotype. I discuss the broader implications of findings to-date, with a particular focus on the ongoing scholarly discourse regarding the collection of race data in the United States. [ABSTRACT FROM AUTHOR]

How do students of color and multiracial students learn to make sense of and navigate race within historically white institutions (HWIs)? And, what pedagogies and inter-/intragroup dynamics facilitate increased understanding of issues of race, racial identity development, and racism in the U.S.? This project examines students’ of color (SOC) and multiracial students’ learning in the Intergroup People of Color–White People Dialogues and Intragroup Multiracial Identity Dialogues at a small private liberal arts college in the Northeast. Through qualitative, inductively-derived analyses of student papers, this study advances understanding of how SOC/multiracial students make sense of their own racial group membership and how they navigate raced interactions in college. It also continues and extends national efforts to conduct and disseminate research on both the substantive nature and process of the Inter-/Intragroup Dialogues and their impact on students. [ABSTRACT FROM PUBLISHER]

Within school settings race continues to be one of the most formidable obstacles for Black children in the United States (US) school system. This paper expands the discussions of race in education by exploring how the social links among race, space, and place provide a lens for understanding the persistence of racism in the educational experiences of Black children. This paper examines how differences in a rural versus urban geographical location influence a student's experience with race, racism, and racial identity across four generations of Blackpeople in the context of school and community Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

In the US, so-called race descriptors have historically been used to ensure control over enslaved and immigrant groups and classes. This paper examines historical, clinical, statistical, and human rights implications for subjectively-assigned race in US healthcare. When compared to other patient descriptors such as age and sex, race is far inferior in terms of method of acquisition, accuracy, precision, and clinical importance. Examination of current US government documents soliciting race reveals categories inconsistent with existing federal guidelines, thereby confounding data at the origin of collection. Subjective and inaccurate labeling can endanger patients who are subjected to race-based disease diagnoses and/or treatments when a more complete ancestry is not elucidated. As an aggregated collection of ethnic groups, racial categories are intrinsically open to statistical confusion, and complete ancestral data should be collected for analysis. The inaccuracies inherent in racial categories can result in study design bias, decreased data quality, and possible corrupted conclusions. The subjective assigning of a person's race - "race-labeling" or "medical race-profiling" - is properly a human rights issue, as the right to accurately define one's individual or group ancestral heritage is a fundamental right supported by the United Nations Universal Declaration of Human Rights. [ABSTRACT FROM AUTHOR]

Elaborating and extending Cedric Robinson's notion of ‘the preservation of the ontological totality’ is a crucial task for black studies at a moment when its practitioners are serially (and properly) enjoined to attend critically to the brutal conditions under which many black people live as well as the existential interdictions all black people are forced to endure. This paper assumes an irreducible relation between preservation and celebration and considers the subprime crisis to be a moment that requires and also allows practitioners of black studies to develop ways of integrating celebration and critique. [ABSTRACT FROM AUTHOR]

Background/Context: This opening article, like the other articles in this special issue, is situated in scholarship that attempts to understand the racialized nature of mathematics education in the United States and to examine the racial identities of students and teachers in the context of school mathematics. It is designed to respond to the current (mathematics) education policy context that largely ignores teachers' experiential and cultural knowledge while stressing the importance of teachers" content knowledge and academic achievement. Purpose/Objective/Research Question/Focus of Study: This article presents theoretical perspectives and research questions concerning the knowledge and other resources that African American teachers bring to teaching mathematics, perspectives and questions that are taken up in the five subsequent articles in this special issue. Setting: The cases developed in this special issue were developed from observations of the introductory algebra classes of and interviews with, two well-respected African American teachers in one neighborhood high school in a large urban school district that serves a predominantly African American student population. Research Design: This opening article frames two case study papers and two analysis papers that report on findings from a large-scale qualitative study of the racialized identity and instructional approaches of two of the six African American mathematics teachers studied in the Mid-Atlantic Center for Mathematics Teaching and Learning Algebra 1 Case Studies Project. Conclusions/Recommendations: Together with the other articles in this special issue, this work contributes to the development of more sophisticated attempts to integrate understandings of race into the work of the mathematics education community. It challenges taken-for-granted notions of the knowledge base and resources needed to be an effective mathematics teacher of African American students in underresourced large urban schools. [ABSTRACT FROM AUTHOR]

Jhumpa Lahiri, a Bengali American writer who rose to fame on being awarded the Pulitzer Prize for her first work of fiction, is well known for her generous use of culinary images in her fiction. She writes about Bengali Americans and the daily challenges they face in their lives. This paper intends to examine the relevance of food consumption and its significance at the personal level as well as the broader political level in Lahiri's The Interpreter of Maladies (1999). At the textual level, the paper shows that food acts as an aid to compensate for the understated narrative style of the author. Further, this paper underpins the fact that food not only acts as an identity marker but also negotiates personal, racial, sexual and social identities of the immigrant subjects. [ABSTRACT FROM AUTHOR]

Forms of White oppression in the United States are hierarchically evaluated through male-dominated society. This paper concentrates on a different perspective—White, female privilege through the experiences and self-reflections of narratives from three geographical perspectives—rural, urban, and international. Within the theoretical frameworks of place and geography these stories come to life through an autoethnographic approach to establish that we can "unpack the invisible knapsack" in the arena of adult education. [ABSTRACT FROM AUTHOR]

After more than 15 years of comparative study of minority education, I concluded that I would have to study two additional factors, namely collective identity and cultural frame of reference to more fully explain the variability in minority school performance. In 1986, I published an article with Signithia Fordham on how “oppositional collective identity and cultural frame of reference” or oppositional culture contributed to Black students' school performance. Many critics have misinterpreted the joint article and even constructed a different thesis of oppositional culture than the one we proposed in the joint article. The thesis is that Black students do not aspire to or strive to get good grades because it is perceived as “acting White.” Furthermore, they have translated my cultural–ecological theory into an oppositional culture theory. I am writing this paper to correct the misinterpretations of the joint article in order to advance scholarship on the subject. I begin by explaining the meaning of collective identity and distinguishing it from other concepts of identity. Specifically, I summarize the evolution of oppositional collective identity and cultural frame of reference or oppositional culture among Black Americans and discuss the Black experience with the “burden of ‘acting White’” in the contemporary United States. Finally, I suggest some continuity between Black historical and community experiences with the “burden of ‘acting White,’” as experienced by Black students. [ABSTRACT FROM AUTHOR]

The article focuses on reflections regarding racial identity and the Black movement in the U.S. and Brazil. Topics include the complexities of Afro-Brazilian lives in Salvador, the impact of racial identity on political mobilization, and the significance of racial identity in the Black movement in both countries, emphasizes the importance of maintaining racial identity as a central element of Black politics for effective political salience.

This paper presents US-based Nigerian Diaspora artists' cultural productions as offering dynamic fictional yet real/realistic lived experiences and perspectives on becoming in the African Diaspora -- racially, ethnically, and culturally -- in light of the shockingly difficult conditions created by racialism in America. Nigerian immigrant characters in Nigerian immigrant artists Chimamanda Ngozi Adichie's Americanah, Rahman Oladigbolu's In America: The Story of the Soul Sisters, and the Wowo Boyz' YouTube channel represent this shock of the falsehood of a post-racial America and the reality of the struggles caused by being racially, as well as ethnically, discriminated against. They also reveal various ways that African immigrants diasporize towards or away from Blackness or Africanness as a result of accepting, or rejecting, Black and African identities. [ABSTRACT FROM AUTHOR]

This research aimed to understand the process adult Colombian adoptees raised in the United States of America go through to define themselves in the context of race and ethnicity. The research followed a qualitative narrative methodology, in which six participants were interviewed twice regarding their experiences with transracial and transnational adoption and their ethnic and racial identity process. The results suggest that identity is a dynamic process. Our research also confirms Colombian's history of unethical adoptions and its influence on the complexity of identity and loss of adult Colombian adoptees. Throughout the article, the researchers use the term biological family referring to Colombian birth families. However, we acknowledge that other terms (i.e., first, natural, original, etc.) are also used in the adoptee community. [ABSTRACT FROM AUTHOR]

The embodiment of cancer is always shaped by multiple social identities and relations, including racial and developmental identities and relations. Here I explore how a 12-year-old, Black cancer patient, who I call Rashad, and his parents negotiated the entangled harms of cancer and anti-Black stereotypes in their everyday lives, inside and outside of healthcare settings. At the same time, I show that the embodiment of Blackness served as an affirmative and protective resource, as the family drew on cultures of hip-hop, Black kinship, and anti-racist activism in their attempts to ameliorate and heal the pain of life with cancer. [ABSTRACT FROM AUTHOR]

This manuscript examines the ways that a Queer Chicana teacher's multiple identities and perceptions of race, gender, and sexuality shape her efforts to disrupt colonial models of education in the United States. Through a self-narrativization research design, the authors explore three essential dimensions of educational expectations (dispositional, ethical, and pedagogical) and illuminate concrete examples underpinning the concept of borderland pedagogy and the ways the teacher's Queer and Chicana identities served as a source of strength to redefine the classroom. In doing so, this work has implications for educators to reexamine social justice dispositions and the ethical practice of classroom expectations of diverse students. [ABSTRACT FROM AUTHOR]

Much attention has been paid to the use of Twitter as a form of political expression. Use of the Black Lives Matter hashtag has generated discussion about the treatment of black people in the United States and sentiment about the Black Lives Matter organization itself. In this paper, I examine how tweets are used to express ideas and identity surrounding the Black Lives Matter movement and the associated hashtag. I focus on how the hashtag is being used for political expression and as a means of documenting protest activity. While analysis of the tweets themselves are an important step in understanding online political expression, it is also important to understand who is doing the tweeting, as discussion may differ based on race. I code racial identity using pictures of twitter users and text and predict the group most likely to use the hashtag. [ABSTRACT FROM AUTHOR]

A robust body of research has examined ethnic‐racial identity (ERI) development during middle childhood, predominantly among children of color. However, White children's ethnic‐racial identification and negotiation of Whiteness is less well understood. To address this gap, this study explored (a) the labels that White children use to define themselves and (b) their identity‐related beliefs and knowledge. Semi‐structured interviews were conducted with 53 monoracial White children (Mage = 8.97, SD = 1.72) attending a racially diverse elementary school in the Midwestern United States. Results revealed that children most often identified as American or with an ethnic heritage label (e.g., German); few used the label "White." In describing their identification choices, children endorsed colorblind beliefs (e.g., race does not matter), conflated their American identity with being White, and described practices associated with Whiteness as normative. In addition, they described cultural practices associated with their ethnic heritage. Implications for the racial socialization of White children and the development of anti‐racism among White children are discussed. [ABSTRACT FROM AUTHOR]

Our central aim in this paper is to address how recent efforts to discredit the Black Lives Matter Movement (BLMM) can be fruitfully conceptualized as examples of what Esposito and Romano (2014) have termed "benevolent racism." Benevolent racism breaks from the usual frame of de-racialization that characterizes other forms of post-civil rights racisms, whereby racial inequity is dodged, defended, or justified behind a facade of color-blindness and racial neutrality. Benevolent racism operates through a seemingly race-conscious frame that acknowledges and ostensibly condemns a system of White privilege and racial inequity, but does so in ways that legitimize and reinforce racist attitudes, policies and practices in the name of "benevolent" aims--i.e., in the name of uplifting the Black community. Drawing from this concept, we show how many critics of BLMM inadvertently perpetrate benevolent racism by co-opting many of the race-conscious demands of this movement (i.e., valuing the lives of Black people) while subverting its aim to promote racialjustice. Specifically, critics 'claims that BLMM has weakened policing, ignored Black on Black crime, and overlooked the so-called ",abortion epidemic" in the Black community is also a call for attitudes, practices, andpolicies that, whether intended or not, ultimately hurt Black communities in the name of "saving Black Lives." We conclude with a brief statement about the importance of challenging benevolent racism in efforts to promote a transformative racial justice movement. [ABSTRACT FROM AUTHOR]

For generations, Mexican and American Indian populations reciprocally and ritualistically took captives from one another’s societies in what are today the U.S.-Mexico borderlands. These captive-taking wars breached the expansion of the American state into the west (1850s) and tested the ability of the American state to enforce law and policy in a frontier environment. This intriguing history, however, has yet to be addressed in legal and social science research on race. Our goal in this article is two-fold: (1) to determine whether the captive status of individuals taken in these endemic borderland wars is visible within surviving U.S. administrative materials (e.g., census); and (2) to determine whether close analysis of census materials can be used to ascertain whether federal liberators were able to abolish the captive-taking trade relative to their official mandate. The authors analyze a core sample of 1860s-era census materials from the City of Santa Fe, New Mexico—which has a documented history of Indian captivity and enslavement—as well as church records to determine whether these materials indicate the continuance of captivity even after federal liberators had the opportunity to abolish the trade. [ABSTRACT FROM AUTHOR]

In contrast to discourses of multiraciality as leading to a future beyond race, this commentary looks at how multiracial discourses and symbols underline race. Taking an overview of multiracial discourses and identities in relation to Blackness in the United States and Brazil, this commentary examines the deployment of multiraciality to maintain white supremacy. Under global capitalism, United States multicultural discourses, and Latin American foundational narratives, multiracial peoples are often propped up as a solution to racism, the eradication of race, or reduced to racial binaries centering whiteness. The section ends with considerations of how fears of racial passing and fraud coincide with multiracial identities. Questions for further consideration on the nexus of political identities and racial identities are proposed in relation to multiraciality. [ABSTRACT FROM AUTHOR]

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Among young adults fof color, both sense of community and ethnic identity, as developmental processes, have been associated with wellness, empowerment, and civic action. Additional research is needed that provides empirical support for the connection between psychological sense of community and ethnic identity on outcomes that relate to human development such as intrapersonal psychological empowerment, civic engagement, and depression symptoms. The current study of young adults of color (N = 243; 70% Hispanic/Chicano(a)/Spanish and 10% American Indian/Native American; 70% female) investigates heterogeneity according to dimensions of psychological sense of community and the ethnic identity construct. Latent profile analyses (LPA) were conducted. Using LPA, five profile groups emerged. Profile group differences were present on reported levels of intrapersonal psychological empowerment, civic engagement, and depression symptoms. Majority of sample participants were classified with moderate to high psychological sense of community and ethnic identity. Findings provide insights for efforts on developing community belongingness based on ethnic group identity and engaging young adults in civic life. [ABSTRACT FROM AUTHOR]

The United States and China are top two receiving countries of Korean immigrants in modern history. Minority families in ethnically-racially diverse societies, such as the US and China, use various ethnic-racial socialization practices (cultural socialization, promotion of mistrust, preparation for bias) to help their children navigate the world, yet research in non-U.S. contexts is scarce. To examine the specificity versus generalizability of ethnic-racial socialization and its implications, this study compared the prevalence of ethnic-racial socialization reported by Korean American (n = 408; Mage = 14.76, SD = 1.91; 48.30% female) and Korean Chinese (n = 267; Mage = 15.24, SD = 1.66; 58.90% female) youth. Moreover, this study examined how various ethnic-racial socialization practices relate to the youth's ethnic-racial identity, and subsequently, depressive symptoms. Although Korean American youth reported more frequent ethnic-racial socialization compared to their Korean Chinese counterparts, cultural socialization (but not preparation for bias nor promotion of mistrust) had a comparable negative indirect association with depressive symptoms via ethnic-racial identity across both groups. Thus, although the rates of parental ethnic-racial socialization are context-specific, parental cultural socialization may be similarly beneficial for Korean ethnic-racial minority youth's identity development, and in turn, psychological outcomes, whether in a Western individualistic society or an Eastern collectivistic society. [ABSTRACT FROM AUTHOR]

This study examines two equity-elaborated social and emotional learning (SEL) competencies among Black adolescents: coping responses to race-related stress at school (self-management) and racial identity (self-awareness), and their relation to school adjustment (school belonging, school valuing, cognitive strategy use). The sample included 151 Black high school students (M age = 16.42; 52% female) from the southeastern United States. Hierarchical regression analyses revealed that racial centrality moderated the relationships between active coping and school valuing and active coping and cognitive strategy use. Findings support the value of using an equity-elaborated lens to understand the role of SEL competencies for Black youth's school adjustment. [ABSTRACT FROM AUTHOR]

Working in conjunction with a local school district in the United States, we developed a professional development project – called the Multiliteracies Teacher Institute Project (M-TIP). It composed of a series of three interrelated university courses that were designed to provide university graduate credit and professional development to teachers whereby they would explore their own situated racial identities as well as the teachers' perceptions of the roles that their situated identities played in their literacy instruction. The purpose of this article is to provide an overview of M-TIP by describing the design and implementation of the overall professional development project as well as the impact of this project on two case study teachers. While this work is contextualized in the United States where it occurred, findings from our work may be useful for teachers and researchers in international contexts sharing similar concerns in their own educational contexts. [ABSTRACT FROM AUTHOR]

Social identity theory tells us that our identities are context specific—they gain or lose salience depending upon the situation and setting in which we find ourselves. In the context of largely immigrant Muslim communities in the United States, most members are of Arab or South Asian descent. Yet converts to Islam in these communities reflect the predominant racial and ethnic categories of the US (black, white, and Hispanic). Using data from interviews with 39 American Muslim converts, I examine the implications of their racial identities for their credibility and authenticity as Muslims. Findings suggest that white converts experienced what may be called "white duality", in which they were "prized" for their whiteness yet also met with belittlement and suspicion. I argue that white American converts' racial identities play a major role in preventing them from achieving authentic Muslim identities within the context of predominantly immigrant Muslim communities. [ABSTRACT FROM AUTHOR]

It has often been stated that in the United States the left tends to be less united than the right on issues related to identity politics such as race, gender, and religion. This article presents evidence that this asymmetry in partisan alignment over identity politics is changing over time. Looking at various measures of public opinion shows that the left's agreement on issues related to identity politics has either caught up with the right or that the gap is diminishing. The article considers various possible explanations for unity on these issues – including personality distribution, party homogeneity, and message infrastructure – and shows that partisan spillover in the context of polarization helps explains the closing of the gap in unity between the right and the left. In an era of polarization, Democratic affiliation induces warmer feeling toward stigmatized coalition partners. Groups that may have joined the Democratic party on a single group interest claim (race, gender, religion, class) will gradually move toward greater acceptance of other group interest claims supported by the party. These findings have implications for the oft-stated strategic claim that the left needs to focus on class redistribution over identity politics if the left does not want to be fractured. [ABSTRACT FROM AUTHOR]

The identity of Americans of Arab or Middle Eastern and North African (MENA) descent has been relatively understudied within the U.S. racial landscape. Given that the U.S. Census categorizes individuals of MENA descent into the "White" racial category, it is unclear the extent to which Arab/MENA Americans believe they are an ethnic minority in the United States. The current study surveyed 146 individuals of Middle Eastern and North African descent to answer two primary questions: 1) Would you call yourself an Arab or Arab American? 2) Do you consider yourself a minority in the U.S.? Findings indicated that 84% of the current survey participants consider themselves an ethnic minority and 51% are comfortable with the Arab American label. In addition, open ended responses were analyzed to determine the reasons participants answered yes or no to the aforementioned questions. Several themes emerged for each question based on endorsement including the accuracy of the Arab label, and Arab pride, among other themes. In addition, many felt that they were an ethnic minority in the U.S., specifically mentioning experiences with discrimination and lack of representation. Implications of study findings will be discussed. [ABSTRACT FROM AUTHOR]