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“I Woke up to the World”: Politicizing Blackness and Multiracial Identity Through Activism

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“I Woke up to the World”: Politicizing Blackness and Multiracial Identity Through Activism “I woke up to the world”: Politicizing Blackness and Multiracial Identity Through Activism by Angelica Celeste Loblack A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts Department of Sociology College of Arts and Sciences University of South Florida Major Professor: Elizabeth Hordge-Freeman, Ph.D. Beatriz Padilla, Ph.D. Jennifer Sims, Ph.D. Date of Approval: March 3, 2020 Keywords: family, higher education, involvement, racialization, racial socialization Copyright © 2020, Angelica Celeste Loblack TABLE OF CONTENTS List of Tables ............................................................................................................................ iii Abstract ..................................................................................................................................... iv Introduction: Falling in Love with my Blackness ........................................................................ 1 Black while Multiracial: Mapping Coalitions and Divisions ............................................ 5 Chapter One: Literature Review .................................................................................................. 8 Multiracial Utopianism: (Multi)racialization in a Colorblind Era ..................................... 8 I Am, Because: Multiracial Pre-College Racial Socialization ......................................... 11 The Blacker the Berry: Racialization and Racial Fluidity ............................................... 15 Racialized Bodies: (Mono)racism in Higher Education .................................................. 20 Racialized Belonging: Black Student Organizations and Black Authenticity .................. 23 Theoretical Framework .................................................................................................. 26 Chapter Two: Methodology....................................................................................................... 30 Methods ........................................................................................................................ 30 Recruitment ................................................................................................................... 31 Sample .......................................................................................................................... 32 Analytical Approach ...................................................................................................... 35 Researcher Positionality and Reflexivity ........................................................................ 37 Chapter Three: Waking up to the World .................................................................................... 41 Where are my people?: Racial socialization, Racialization, & Black Identity Salience ... 42 The Lights Coming On: Anti-Blackness and the PWI Experience .................................. 48 i A Thread of Connectivity: Searching for Belonging and Community ............................. 56 Concluding Thoughts .................................................................................................... 59 Chapter Four: Navigating the Politics of Acceptance ................................................................. 61 Down for the cause?: Black Authenticity and the Politics of Acceptance ....................... 62 Nah girl, you Black: Peer Pedagogies, Affirmation, and Affective Capital ..................... 74 Concluding Thoughts .................................................................................................... 81 Chapter Five: Black, No Question Mark .................................................................................... 82 How to walk through the world: Nuancing Blackness via Conscientization.................... 83 The only thing white about me is my mother:” Politicizing Blackness via Identity Salience ......................................................................................................................... 91 Us and Them:” Reflective Resistance and Familial Interventions ................................... 95 Concluding Thoughts .................................................................................................. 102 Chapter Six: Conclusion .......................................................................................................... 104 Limitations and Future Directions ................................................................................ 108 References .............................................................................................................................. 110 Appendices ............................................................................................................................. 120 Appendix A: Interview Guide ...................................................................................... 121 Appendix B: Institutional Review Board Approval ...................................................... 124 ii LIST OF TABLES Table 1: Sample Demographics ............................................................................................. 34 iii ABSTRACT Drawing from in-depth, semi-structured interviews with 21 Black multiracial students, this project explores the extent to which processes of racial socialization and racialization can differentially inform how Black multiracial students navigate and experience involvement in Black student and activist organizations. It unpacks the ways that anti-Black racialization and racism, experienced in the college setting, can motivate Black multiracial students’ involvement in student organizations. Moreover, it highlights the ways in which involvement in anti-racist activism and Black student organizations can impact Black multiracial students’ understandings of blackness, multiraciality, and identity more broadly. To operationalize the long term impacts of Black organizational involvement, specifically within the context of multiracial families, I introduce a concept called reflective resistance, which I define as the negotiations and interventions Black multiracial students employ, post-organizational involvement, to confront and actively resist family members’ colorblind and/or antiblack racism. The data presented in this project suggests that Black multiracial students become politicized through their involvement in Black student organizations, developing more salient Black racial identities, nuanced understandings of race and racism, and invested commitments to anti-racist activism. iv INTRODUCTION: FALLING IN LOVE WITH MY BLACKNESS “We cannot effectively resist domination if our efforts to create meaningful, lasting personal and social change are not grounded in a love ethic …. To give ourselves to love, to love Blackness, is to restore the true meaning of freedom, hope, and possibility in all our lives.” -bell hooks, 2001 As the opening quote from bell hooks (2001) suggests, in order to combat and resist prevailing white supremacy, both external and internalized racism, individuals must work to love themselves because of their blackness, rather than despite their blackness. However, this journey to Black love often runs counter to the harsh realities of our antiblack world, one fraught with prevailing messages and representations of blackness as linked to inferiority, negativity, ugliness, evil, etc. (Kendi 2016). As a Black1 multiracial woman, with a white mother and an Afro- Caribbean father, I am embarrassed to confess that I have only recently fell in love with my blackness. I grew up inundated with persistent messages about my multiracial2 “exceptionality,” which allowed me to distance myself from blackness so long as I internalized and performed displays of Black transcendence, implicitly perpetuating harmful messages about blackness (Joseph 2013). Whether it was laughing when my white peers made antiblack jokes, vehemently 1 Throughout this study, I capitalize “Black,” and other racially and/or ethnically minoritized groups as a form of linguistic empowerment. I do not capitalize “white” as a way of challenging hegemonic grammatical norms and thus, “reject the grammatical representation of power capitalization brings to the term ‘white’” (Pérez Huber 2010:93). 2 Although I recognize that “mixed race,” “biracial,” and “multiracial” are often used interchangeably throughout research to refer to individuals who have parents of different races, I choose to primarily use “multiracial” and occasionally “mixed race,” intentionally avoiding the use of “biracial” as it “highlights the so-called graphic division between black and white” (Joseph 2013:10). I also choose not to capitalize multiracial throughout this study, largely because respondents emphasized the centrality of their Black racial identities, but also to contest notions of a homogenous or shared multiracial experience or cultural, ethnic, or racial identity. 1 refusing to wear Afrocentric, natural hairstyles such as braids and twists, fearing they might call attention to my blackness, or even my complicit role in my white mother’s “I can’t be a racist” social campaign, I consistently fed into popular notions of multiraciality. Not because I sought recognition of my multiracial background, as research and mobilization efforts around multiracial identities suggest (Daniel et. al 2014; King 2011; Renn 2000), but because I desperately hoped to disassociate from my own blackness. Even as my multiraciality was celebrated, and often fetishized, I was still consistently racialized
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