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ABSTRACT Title of Dissertation: SHIFTING WHITENESS: a LIFE ABSTRACT Title of dissertation: SHIFTING WHITENESS: A LIFE HISTORY APPROACH TO U.S. WHITE PARENTS OF “BIRACIAL” OR “BLACK” CHILDREN Joshua Carter Woodfork, Doctor of Philosophy, 2005 Dissertation directed by: Professor John L. Caughey Department of American Studies This research examines how the experiences of parenting “biracial” or “black” children have affected the beliefs o f white parents who have published books and essays regarding their situations. The participating parents claim that because of their relationship with their children of African descent their self -understandings, including their own sense of their racial identity, are altered. They now speak of themselves as “not quite white,” “black by proxy,” or as a “bridge” (between the races). My dissertation, “Shifting Whiteness: A Life History Approach to U.S. White Parents of ‘Biracial’ or ‘Black’ Children,” expl ores how such parents talk about and conceptualize their experiences, including the implications of these parents’ claims of racial identity transformation. This dissertation posits that the white parents’ shift in attitudes and beliefs reflects their vivid engagement with the racism and racial experiences that their children endure. The discord between the parents’ claim of racial transformation and their continued benefiting from white privilege is also examined. Consider ation of the parents’ shifts provides a better understanding of racial beliefs and transformations at the individual, micro -level, which contributes to society’s general knowledge about the conception of race. Understanding white parents’ decisions to writ e about their identity transformations as —to use Michael Omi and Howard Winant’s (1994) phrase —a “racial project,” I investigate its aims and limits, exploring which racial projects are presented by this group of U.S. white parents of biracial and black ch ildren. John L. Caughey’s (1994) approach to how individuals operate with “cultural traditions” and ideas of “border crossing” also provide theoretical frameworks. Tools of analysis include ethnographic life history methods, textual analysis, critical ra ce theory, and intersectional analysis. My research method involves complementing a close reading of the writings of these authors that are white and parents with qualitative ethnographic life history interviews that gather detailed information from each of these individuals. I treat their publications together with my transcribed interviews as case studies through which I compare and contrast the similarities and differences in the belief changes and shifting that these informants have undergone, as well as their current constructions of race. SHIFTING WHITENESS: A LIFE HISTORY APPROACH TO U.S. WHITE PARENTS OF “BIRACIAL” OR “BLACK” CHILDREN by Joshua Carter Woodfork Dissertation submitted to the Faculty of the Graduate School of the Un iversity of Maryland, College Park in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2005 Advisory Committee: Professor John L. Caughey, Chair Professor Bonnie Thornton Dill Professor Mary Corbin Sies Professor Kendra R. Wallace Professor Sarah Susannah Willie Copyright by Joshua Carter Woodfork 2005 DEDICATION To my Grandmothers Patricia Ann Rotman and Suewilla Irene Woodfork for their wisdom and affection ii ACKNOWLEDGEMENTS Independent scholarly work including reading, research, and writing, in many ways makes graduate school a lonely process. Fortun ately, I have been blessed with the support of many people assisting my progress. I appreciate the constant encouragement of my parents, Ann and Nelson Woodfork, the prodding of my siblings, Peter and Rebecca, and the love of the women to whom this work i s dedicated, my Grandmothers. At the University of Maryland, I have worked with excellent people, including my dissertation committee: Dr. John L. Caughey, Dr. Bonnie Thornton Dill, Dr. Mary Corbin Sies, Dr. Kendra R. Wallace, and Dr. Sarah Susannah Willi e. They have been a wonderful committee with each member challenging me in unique ways. As my program advisor, Dr. Sies has been a model of generosity, integrity, kindness, and support. Through patience, reflection, and a gentle spirit, Dr. Caughey, as my dissertation chair, taught me how to think about and use life history. Displaying the finest qualities of genuine friendship, Dr. Caughey allowed me the space to grow as a scholar and at the same time told me when to let go of my dissertation, which pr oved imperative to my completion. The excellent mentoring of my committee members was supplemented by the continued support of my past professors, including Drs. Alfred A. Moss, Jr., Wilma King, Jan Arminio, Priscilla R. Ramsey, and Darlene Clark Hine. T he support of friends proved invaluable to my progress. I am grateful to each of them for their support. Navigating my way through the Ph.D. program was made easier and more enjoyable through my friendship with my colleague Dr. Cheryl Janifer LaRoche. I am thankful to those who supported the sharing of my scholarly contributions through public presentations, including: The Organization of American Historians (OAH) through its minority graduate student travel funds; the University of Maryland’s Jacob K. Go ldhaber Travel Grant; and to the Department of American Studies at the University of Maryland; and to those who helped to fund my dissertation research, including: the David C. Driskell Center for the iii Study of the African Diaspora Research with its Travel Grant Competition (Winter 2003 -2004); Dr. Cordell W. Black, Associate Provost for Equity and Diversity, University of Maryland; and to Dr. Johnetta G. Davis, Dean, Office of Graduate Recruitment, Retention, and Diversity, University of Maryland. Finally, I am grateful to the people who made this dissertation possible, my informants: Walt Harrington, Maureen T. Reddy, Sharon Rush, Becky Thompson, Francis Wardle, and Jana Wolff. With kindness and honesty, they shared their lives with me. I am honored and th ankful. iv TABLE OF CONTENTS DEDICATION ................................ ................................ ................................ ................................ .............. ii ACKNOWLEDGEMENTS ................................ ................................ ................................ ........................ iii TABLE OF CONTENTS ................................ ................................ ................................ .............................. v INTRODUCTION ................................ ................................ ................................ ................................ ......... 1 CHAPTER ONE: HISTORICAL GROUNDING ................................ ................................ ...................... 7 CHAPTER TWO: CONTEMPORARY LOCATION ................................ ................................ .............. 22 CHAPTER THREE: REDDY AND LAZARRE ................................ ................................ ....................... 50 CHAPTER FOUR: RUSH, WOLFF, AND THOMPSON ................................ ................................ ....... 69 CHAPTER FIVE: HARRINGTON AND WARDLE ................................ ................................ ............ 123 CONCLUSION ................................ ................................ ................................ ................................ ......... 150 BIBLIOGRAPHY ................................ ................................ ................................ ................................ ...... 173 v INTRODUCTION Luckily, there are indivi dual non -black people who have divested of their racism in ways that enable them to establish bonds of intimacy based on their ability to love blackness without assuming the role of cultural tourists. We have yet to have a significant body of writing from these individuals that gives expression to how they have shifted attitudes and daily vigilantly resist becoming reinvested in white supremacy. bell hooks, Killing Rage 1 From 1850 to 1920 the U.S. Census used “Mulatto” as one of its racial categories. Otherwise, in terms of U.S. racial identity classifications, an individual was expected to be identified monoracially as either black or white, Asian American or Native American, etc. Individuals that identify as biracial or multiracial pose a challenge to U.S. racial classifications; their experiences provide an important opportunity to further our understanding of race in America. The experiences of parents of biracial children provide another significant, though much less explored, opening. What happens to a monoracially -identified individual’s sense of identity and understanding of race when he or she parents a chil d that can or will identify differently from the parent? Specifically, what happens for white persons who parent children of color? In the epigraph of this “Introduction,” bell hooks describes non -black people whom she considers antiracist without being voyeurs of black culture. I would argue that the parents featured in this research are people who may be characterized by hooks’ description. As hooks suggests, we do not have a “significant body of writing from these individuals.” This dissertation aims to fill such a void. By examining and focusing on the parenting experiences of white individuals who have raised biracial —in this instance black and white —or black childr en, this dissertation also seeks to explore questions related to the transformation of racial identity and understanding. The individuals
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