SKIN BLEACHING IN JAMAICA: A COLONIAL LEGACY A Dissertation by PETRA ALAINE ROBINSON Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2011 Major Subject: Educational Human Resource Development Skin Bleaching in Jamaica: A Colonial Legacy Copyright 2011 Petra Alaine Robinson SKIN BLEACHING IN JAMAICA: A COLONIAL LEGACY A Dissertation by PETRA ALAINE ROBINSON Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Approved by: Chair of Committee, Mary V. Alfred Committee Members, Dominique Chlup Fredrick M. Nafukho Edward Murguia Head of Department, Fredrick M. Nafukho May 2011 Major Subject: Educational Human Resource Development iii ABSTRACT Skin Bleaching in Jamaica: A Colonial Legacy. (May 2011) Petra Alaine Robinson, B.S., Nova Southeastern University; M.I.B.A., Nova Southeastern University Chair of Advisory Committee: Dr. Mary V. Alfred Light skin color sits within a space of privilege. While this has global significance and relevance, it is particularly true in Jamaica, a former British colony. The majority of the population is of African descent, yet there is an elevation of Eurocentric values and a denigration of Afrocentric values in many facets of life, specifically in the promotion of light skin as an indicator of beauty and social status. The purpose of this study was to examine the psychological and socio-cultural factors that influence the practice of skin bleaching in the postcolonial society of Jamaica. Additionally, the study outlined the nation‘s efforts to combat the skin-bleaching phenomenon. The naturalistic paradigm of inquiry was used to frame the study and to collect and analyze data. The sample consisted of fifteen participants—twelve participants (six males and six females) with a history of skin bleaching; a retailer of skin lightening products; a local dermatologist who has written and published in local newspapers on the practice; and a representative from the Ministry of Health who was integrally involved in iv the national educational efforts to ban the practice. Data came from three sources: in- depth interviews with respondents; observation of participant‘s skin-bleaching practices; and a review of local cultural artifacts from popular culture and the media. Data from the audio recorded and transcribed interviews were analyzed using a thematic analysis. Some of the findings reveal that there are multiple and inconsistent definitions of bleaching; skin bleaching enjoys mixed reviews—much attributed to economic and social class distinctions; bleachers demonstrate and boast of their expertise in managing the bleaching process suggesting, that because of this expertise, they are immune to any negative side-effects of the practice; the bleaching practice was found to be intermittent, time consuming and laborious, costly and addictive; there are several motivations for the skin-bleaching practice, and these are primarily connected to issues of fashion, beauty, popularity, self-image and acceptability; there is a certain level of defiance towards the government‘s efforts to ban bleaching yet an expressed sense of responsibility among bleachers. The overall findings show that there is a bias in Jamaica for light skin over dark skin and these values are taught in non-formal and informal ways from very early in life. The practice of skin bleaching is of social and public health concern, and this study has implications for national policy, practice and theory. v DEDICATION This dissertation is for my son, Zachary, the one who teaches me to be brave. I also dedicate it to the memory of the funniest person I ever knew, John Hugh Horace Harrison. vi ACKNOWLEDGEMENTS I am honored and pleased to thank those who made the preparation and completion of this dissertation possible. I have accomplished this great feat, but I did not do it alone. I have benefited greatly from the generosity and invaluable support of several people. Without this support, I could not have succeeded. First, I am heartily thankful to the Barbara Bush Foundation for Family Literacy for jumpstarting my doctoral career with financial support through my first year of studies. To the Educational Administration and Human Resource Development Department at Texas A&M University, thanks for the continued financial and moral support that allowed me to pursue my dreams. Second, I am grateful to the members of my dissertation committee: Dr. Dominique Chlup, Dr. Fredrick Nafukho and Dr. Edward Murguia for their academic input, time, and remarkable support. I am especially thankful to my committee chair, dissertation advisor, and mentor, Dr. Mary V. Alfred. Dr A., your wisdom, patience, encouragement and mentorship guided me through the process with a certain grace and care that only you could offer. My family and I will always be deeply grateful to you for your contribution to my achievement. Third, the dissertation could not have been written without the support from my other professors, staff members, and colleagues at Texas A&M University who assisted, advised, and supported my research and writing efforts. Special thanks to Dr. Fred Bonner II, who has inspired me and from whom I have benefited greatly. His generous support will never be forgotten. I must thank my fellow dissertation writers who I met vii while in the doctoral program who have all become dear friends, writing partners, and peer counselors. To all of you I give my love and thanks for the times we shared reassuring one another, wiping away each other‘s tears, and relishing in much joyful laughter. It would be remiss of me to not acknowledge and express my gratitude to my dissertation writing partner, Renata Russo, whose encouragement helped me remain positive in the challenging times, and to my confidants, Delores Rice and Merlissa Alfred, who always helped me keep my eyes on the prize. I must also express my gratitude to Pamela Womack and other colleagues and friends at Lone Star College System who helped me along through this process. Fourth, it would have been next to impossible to write this dissertation without my study‘s participants. I am indebted to my participants and to the people who helped me locate them. I am especially grateful to my brother, Thwait Hanson, and my resourceful friends, for their amazing help and support in identifying and locating my participants. I have a special bond with my participants, without whom this study would remain a mere figment of my imagination. ―Big Up!‖ to each of you. The love of family and friends provided my inspiration and was my driving force to persist. To my friends Alicia Brooks, Simone Loi and especially my friends from WINDALCO, who saw the promise in me and urged me to pursue it, I say a big thank you. I am grateful to my parents for all they have done and continue to do for me and my family as we strive to live out our dreams. Mommy, your daily telephone calls made an enormous difference and I thank you for them. I am especially grateful to my in-laws for their unwavering support and prayers for my success. To my sissies, Sonya, Denise viii and Jahnine, I want to say thanks for your unconditional love and countless votes of confidence. Denise, I hope you know how much I appreciate your time and effort in editing and reviewing all 300+ pages. To my church families at Holy Cross Moravian Church, Spalding United Church and Copperfield Church, special thanks for all your prayers and well wishes. To my aunts and uncles, (both by blood and friendship) I would like to express my thanks for your faith, support, and pride in my abilities. Finally, to Zachary and Garfield, your sacrifice, patience, and love will never be forgotten or taken for granted. Thank you! ix TABLE OF CONTENTS Page ABSTRACT .............................................................................................................. iii DEDICATION .......................................................................................................... v ACKNOWLEDGEMENTS ...................................................................................... vi TABLE OF CONTENTS .......................................................................................... ix LIST OF FIGURES ................................................................................................... xiv LIST OF TABLES .................................................................................................... xv CHAPTER I INTRODUCTION ................................................................................ 1 Background of the Problem .................................................................. 5 Race and Racism ........................................................................... 6 Skin Color and Stratification ......................................................... 8 Slavery and Colonialism ............................................................... 10 Perceptions of Skin Color ............................................................. 12 Culture and Media ......................................................................... 15 Statement of the Problem ..................................................................... 17 Purpose of the Study ............................................................................ 19 Conceptual Framework ........................................................................ 20 Postcolonialism