Academic literature on the topic 'Racially mixed children'

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Journal articles on the topic "Racially mixed children"

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Nelson, J. Ron, John M. Dodd, Deborah J. Smith, and Marilyn Smith. "Comparative Time Estimation Skills of Hispanic Children." Perceptual and Motor Skills 73, no. 3 (December 1991): 915–18. http://dx.doi.org/10.2466/pms.1991.73.3.915.

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76 Hispanic and 47 Caucasian children from an urban school district located in a racially mixed neighborhood were compared on their ability to make functional time estimates. The findings indicate that initial differences in ability to make time estimations dissipate across Grades 1 to 5.
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Alves, Crésio, Daniela S. Lima, Mauricio Cardeal, and Angelica Santana. "Low prevalence of glucose intolerance in racially mixed children with cystic fibrosis." Pediatric Diabetes 11, no. 7 (February 8, 2010): 493–97. http://dx.doi.org/10.1111/j.1399-5448.2010.00639.x.

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Donato, Rubén, and Jarrod Hanson. "“Porque tenían sangre de ‘NEGROS’”: The Exclusion of Mexican Children from a Louisiana School, 1915-1916." Association of Mexican American Educators Journal 11, no. 1 (May 31, 2017): 125. http://dx.doi.org/10.24974/amae.11.335.

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This article examines the exclusion of Mexican children from a Louisiana public school in 1915-1916. A school board trustee threw the children out of the school because he saw them as racially mixed and used the socially recognized argument that they had “negro blood.” Although school officials did not see Mexican children as Black or White, their mestizo appearance became a racial marker. Given this time and location—where legal segregation was understood in Black and White terms—Mexicans posed a dilemma because they did not fit into the binary racial system. Although the Mexican consul conducted an investigation and the Mexican Ambassador filed a complaint to the U.S. Department of State, the case was never resolved. We want to broaden the conversation about the racialization of Mexicans in public schools by highlighting the complexities of race and segregation in the deep South.
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Darrah–Okike, Jennifer, Hope Harvey, and Kelley Fong. "“Because the World Consists of Everybody”: Understanding Parents’ Preferences for Neighborhood Diversity." City & Community 19, no. 2 (June 2020): 374–97. http://dx.doi.org/10.1111/cico.12445.

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Previous research, primarily using survey data, highlights preferences about neighborhood racial composition as a potential contributor to residential segregation. However, we know little about how individuals, especially parents, understand neighborhood racial composition. We examine this question using in–depth interview data from a racially diverse sample of 156 parents of young children in two metropolitan areas. Prior scholarship on neighborhood racial preferences has mostly been animated by expectations about in–group attraction, out–group avoidance, the influence of stereotypes, and perceived associations between race and status. However, we find that a substantial subset of parents expressed a desire for racially and ethnically mixed neighborhoods—a residential preference at odds with racial segregation. Parents across race conceptualized neighborhood diversity as beneficial for children's development. They expressed shared logics, reasoning that neighborhood diversity cultivates skills and comfort interacting with racial others; teaches tolerance; and provides cultural enrichment. However, these ideas intersected with racial segregation and stratification to shape parents’ understandings of diversity and hinder the realization of parents’ aspirations. Beliefs about the benefits of neighborhood diversity were rarely a primary motivation for residential choices. Nonetheless, parents’ perceptions of the advantages of neighborhood racial mixing reveal the reach of discourse on the value of diversity and suggest a potential opportunity to advance residential desegregation.
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Haakenstad, Magdalena K., Maria B. Butcher, Carolyn J. Noonan, and Amber L. Fyfe-Johnson. "Outdoor Time in Childhood: A Mixed Methods Approach to Identify Barriers and Opportunities for Intervention in a Racially and Ethnically Mixed Population." International Journal of Environmental Research and Public Health 20, no. 24 (December 6, 2023): 7149. http://dx.doi.org/10.3390/ijerph20247149.

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A growing body of literature suggests that outdoor time is beneficial for physical and mental health in childhood. Profound disparities exist in access to outdoor spaces (and the health benefits thereof) for children in communities of color. The objectives of this research were to: (1) identify challenges and solutions to outdoor time for children; (2) assess the importance of outdoor time for children; and (3) evaluate results stratified by race/ethnicity. Using a convergent mixed methods approach, we conducted a thematic analysis from 14 focus groups (n = 50) with outdoor educators, parents with children attending outdoor preschools, and community members with children. In addition, 49 participants completed a survey to identify challenges and solutions, perceived importance, and culturally relevant perspectives of outdoor time. The main challenges identified for outdoor time were safety concerns, inclement weather, lack of access to outdoor spaces, and parent work schedules. The primary proposed solution was integrating outdoor time into the school day. Nearly all participants, independent of racial identity, reported that outdoor time improved physical and mental health. Overall outdoor time was lower in participants from communities of color (~8 h/week) compared to their White counterparts (~10 h/week). While 50% of people of color (POC) reported that outdoor time was an important cultural value, only 18% reported that people in their respective culture spent time outside. This work contributes to accumulating knowledge that unique barriers to outdoor time exist for communities of color, and the children that live, learn, and play in these communities. Increasing outdoor time in school settings offers a potential solution to reduce identified barriers and to promote health equity in childhood.
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GUTMAN, MARTA. "Adopted Homes for Yesterday's Children." Pacific Historical Review 73, no. 4 (November 1, 2004): 581–618. http://dx.doi.org/10.1525/phr.2004.73.4.581.

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In the absence of surviving casework, this article draws on the recollections of women who lived in a racially segregated orphanage in Oakland, California, during the Great Depression and World War II. The women, who were not orphans, came from white working-class families in need of emergency child care. After explaining the place of woman-run institutions in California's mixed economy of social welfare, the article draws on memories of the Children's Home to argue that physical settings made clear the intentions of orphanage founders but were invested with other meanings by children. Spatial evidence is used to direct attention to the ability of children to act on their own behalf. This evidence shows that, with Progressive reforms driving social changes, U.S. cities lost institutions that represented the needs of dependent children to a larger urban public when orphanages were closed down.
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Assari, Shervin, Babak Najand, and Alexandra Donovan. "Exposure to Adverse Life Events among Children Transitioning into Adolescence: Intersections of Socioeconomic Position and Race." Journal of Mental Health & Clinical Psychology 8, no. 1 (January 4, 2024): 5–15. http://dx.doi.org/10.29245/2578-2959/2024/1.1293.

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Background: Racism is shown to diminish the protective effects of family socioeconomic position (SEP) resources for racial minorities compared to the majority groups, a pattern called minorities’ diminished returns. Our existing knowledge is minimal about diminished returns of family SEP indicators on reducing exposure to adverse life events among children transitioning into adolescence. Aim: To compare diverse racial groups for the effects of family income and family structure on exposure to adverse life events of pre-adolescents transitioning to adolescence. Methods: In this longitudinal study, we analyzed data from 22,538 observations belonging to racially diverse groups of American 9–10-year-old children (n = 11,878) who were followed while transitioning to adolescence. The independent variables were family income and family structure. The primary outcome was the number of stressful life events with impact on adolescents, measured by the Life History semi-structured interview. Mixed-effects regression models were used for data analysis to adjust for data nested to individuals, families, and centers. Results: Family income and married family structure had an overall inverse association with children’s exposure to adverse life events during transition to adolescence. However, race showed significant interactions with family income and family structure on exposure to adverse life events. The protective effects of family income and married family structure were weaker for African American than White adolescents. The protective effect of family income was also weaker for mixed/other race than White adolescents. Conclusion: While family SEP is protective against children’s exposure to adverse life events, this effect is weaker for African American and mixed/other race compared to White youth.
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Wells, Amy Stuart, and Robert L. Crain. "Perpetuation Theory and the Long-Term Effects of School Desegregation." Review of Educational Research 64, no. 4 (December 1994): 531–55. http://dx.doi.org/10.3102/00346543064004531.

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For the last 30 years, the bulk of research on school desegregation has focused on the short-term effects of this policy on the achievement, self-esteem, and intergroup relations of students in racially mixed versus segregated schools. These research foci reflect a more psychological approach to understanding the goals and purposes of school desegregation, viewing it as a policy designed to save the hearts and minds” of African-American students and teach children of all races to get along. This article brings together, for the first time, a smaller body of literature on the long-term effects of school desegregation on the life chances of African-American students. In this article, we argue from a sociological perspective that the goal of desegregation policy is to break the cycle of segregation and allow nonwhite students access to high-status institutions and the powerful social networks within them. We analyze 21 studies drawing on perpetuation theory, a macro-micro theory of racial segregation.
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Berge, Jerica M., Amanda Trofholz, Nina Jacobs, and Allan Tate. "A Mixed-Methods Description of the Home Physical Activity Environments of Racially/Ethnically Diverse and Immigrant/Refugee Children." Global Pediatric Health 9 (January 2022): 2333794X2211330. http://dx.doi.org/10.1177/2333794x221133020.

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Disparities in childhood obesity prevalence by race/ethnicity remain high. Physical activity is an important factor to consider, however little is known about how physical activity resources in the home environment and neighborhood differ by race/ethnicity. This study examines the physical activity environments in the homes and neighborhoods of diverse households using both quantitative and qualitative data. Home visits were conducted with 150 families, and accelerometry data was collected for both parents and children (5-7 years old). Qualitative interviews were also conducted with parents, which provided context to quantitative data. Racial/ethnic differences were found for physical activity, sedentary behavior, and family-level resources for physical activity ( P < .05). There were also differences by race/ethnicity in neighborhood physical activity promoters and perceived lack of neighborhood safety ( P < .05). This study is important in informing providers and future interventions of the varying promoters and barriers to optimal physical activity that exist across race/ethnicity.
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Samuel-Hodge, Carmen D., Ziya Gizlice, Alexis R. Guy, Kathryn Bernstein, Aurore Y. Victor, Tyler George, Trevor S. Hamlett, and Lisa M. Harrison. "A Mixed-Method Evaluation of a Rural Elementary School Implementing the Coordinated Approach to Child Health (CATCH) Program." Nutrients 15, no. 12 (June 13, 2023): 2729. http://dx.doi.org/10.3390/nu15122729.

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Despite children living in rural US areas having 26% greater odds of being affected by obesity compared to those living in urban areas, the implementation of evidence-based programs in rural schools is rare. We collected quantitative data (weight and height) from 272 racially and ethnically diverse students at baseline, and qualitative data from students (4 focus groups), parents, and school staff (16 semi-structured interviews and 29 surveys) to evaluate program outcomes and perceptions. At the 2-year follow-up, paired data from 157 students, represented by racial/ethnic groups of 59% non-Hispanic White, 31% non-Hispanic Black, and 10% Hispanic, showed an overall mean change (SD) in BMI z-score of −0.04 (0.59), a decrease of −0.08 (0.69) in boys, and a significant −0.18 (0.33) decrease among Hispanic students. Boys had a mean decrease in obesity prevalence of 3 percentage points (from 17% to 14%), and Hispanic students had the largest mean decrease in BMI percentile. Qualitative data showed positive perceptions of the CATCH program and its implementation. This community-engaged research, with collaboration from an academic institution, a health department, a local wellness coalition, and a rural elementary school, demonstrated successful CATCH program implementation and showed promising outcomes in mean BMI changes.
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Dissertations / Theses on the topic "Racially mixed children"

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Cunico, Brea. "Meeting the needs of mulit/biracial children in school and at home." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009cunicob.pdf.

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Martin, Patricia Ashbaugh. "Ethnic identity formation in biracial children : the father's perspective /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074425.

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Haines, Rebecca J. ""Telling them both sides" issues of race and identity for young mothers of multiracial children /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0035/MQ27350.pdf.

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Csizmadia, Annamaria. "Biracial children's psychosocial development from kindergarten to fifth grade links to individual and contextual characteristics /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/6053.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 3, 2009) Vita. Includes bibliographical references.
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Burton, Colia Christine Danyelle. "Resource manual for parents of Black biracial children and/or parents of Black adopted children." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999burton.pdf.

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Gundermann, Maiko Angela. "The self-perceived identities of half-Japanese a Hong Kong-Japanese / German-Japanese comparison /." Thesis, Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36762349.

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Bellett, Donella Frances, and n/a. "Contradictions in culture : 8 case studies of Maori identity." University of Otago. Department of Anthropology, 1996. http://adt.otago.ac.nz./public/adt-NZDU20070531.122612.

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This thesis investigates the phenomenon known as a Maori ethnic identity. The topic is investigated using personal interviews and the findings are reported by way of personal narrative. Eight informants were interviewed. All presently identify as Maori and have arrived at this point following a diverse range of experiences. The thesis documents these experiences and those things that are important to them on a personal level. As such, this thesis investigates the topic of Maori ethnicity as it pertains to a group of individuals, not to Maoridom as a whole. It was found that no single paradigm could be applied to my informant�s conception of identity. Each constructed their identity in a unique way. Integral to all identities, however, was the use of both cultural and biological factors. In constructing and maintaining their identities as Maori my informants looked firstly to the presence of ancestry and, following from this cultural practices were employed. The use of ancestry as a basis of identity, and the causal attributes associated with it (such as natural leanings towards the use of Maori language), represent essentialist tendencies on the part of many of my informants. Also of great interest was the perception, by many of my informants, that cultural traits were innate. This is described as a Lamarckian way of viewing ethnicity.
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Kight, Julie M. "Growing up biracial in a Southern elementary school." Click here to access dissertation, 2009. http://www.georgiasouthern.edu/etd/archive/spring2009/julie_m_kight/kight_julie_200901_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2009.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Cordelia Kinskie. ETD. Includes bibliographical references (p. 119-126) and appendices.
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De, Smit Nicolette. "Mothering multiracial children : indicators of effective interracial parenting." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37287.pdf.

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Oosthuizen, Marita. "Veerkragtigheid in die enkelouer-transrasgesin." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96041.

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Thesis (MA)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Families with a transracially adopted child are confronted with normal family crises, crises due to the adoption as well as challenges specific to a transracial family. When this transracial family is a single-parent family, it could be assumed that the challenges the family faces will be even more. Consequently, the need developed to investigate characteristics and family patterns which contribute to family adaptation in crises in the single-parent family where a child from a different race than the parent has been adopted. The research question in this study was: “What are resilience factors in single-parent transracial families?” The strength perspective formed the basis of this study and the theories of Walsh (2003) and McCubbin and McCubbin (1996) provided the theoretical grounding. An explorative research design was used to address the research question. Data were collected by means of semistructured interviews and conventional content analysis was performed to analyse the data by using the Atlas.ti. computer program. Interviews were conducted with six white women who adopted a child or children from a different race than themselves. These women were all single parents living in the Western Cape, South Africa. At the time of the study, the ages of these transracially adopted children ranged from three to 10 years. A biographical questionnaire and an in-depth interview with each participant were used to collect the data. The results indicated that an important resilience factor in the transracially adopted family is equipping the adopted child with specific skills to cope with crises that may result due to his/her unique situation. Effective preparation of the adoptive mother before adoption, social contact and the support of the extended family were also found to be important resilience factors. Family routines, openness about the adoption and the utilisation of external resources were identified as important sources of resilience for the single-parent transracial family. The results of this study provide important information to the potential transracially adopting parent to prepare him/herself for transracial adoption. The results of this study also provide important information to everyone involved in transracial adoption (for example the social worker) in South-Africa.
AFRIKAANSE OPSOMMING: Gesinne met ʼn aangenome kind van ʼn ander ras as die ouer(s) word gekonfronteer met alle normale gesinskrisisse, krisisse wat ontstaan weens die aanneming, sowel as uitdagings wat spesifiek aan ʼn transrasgesin gestel word. Indien die transrasgesin ʼn enkelouergesin is, kan daar verwag word dat verdere uitdagings aan hierdie gesin gestel sal word. Gevolglik het die vraag ontstaan watter gesinskenmerke en -patrone ʼn bydrae lewer tot gesinsaanpassing in krisissituasies in enkelouergesinne waar ʼn kind van ʼn ander ras as die ouer aangeneem is. Gevolglik was die navorsingsvraag in hierdie ondersoek: “Wat is veerkragtigheidskenmerke van enkelouer-transrasgesinne?” Die sterkteperspektief het as uitgangspunt vir hierdie studie gedien en die teorieë van Walsh (2003) en McCubbin en McCubbin (1996) is as teoretiese grondslag benut. ʼn Eksploratiewe navorsingsontwerp is gebruik om die navorsingsvraag te ondersoek. Data is deur middel van semi-gestruktureerde onderhoude ingesamel en konvensionele inhoudsontleding is gedoen om ingesamelde data met behulp van die Atlas.tirekenaarprogram te ontleed. Onderhoude is met ses wit vroue wat ʼn kind of kinders van ʼn ander ras as hulself aangeneem het, gevoer. Hierdie vroue is almal enkelouers en woonagtig in die Wes-Kaap, Suid-Afrika. Tydens die ondersoek het die ouderdomme van die transrasaangenome kinders gewissel tussen drie en 10 jaar. ʼn Biografiese vraelys en ʼn diepgaande onderhoud met elke deelnemer is gebruik om data in te samel. Daar is bevind dat ʼn belangrike veerkragtigheidsfaktor in die transrasaangenome gesin is om die transrasaangenome kind toe te rus met vaardighede om potensiële krisisse rakende sy/haar transrasaangenome status effektief te hanteer. Die effektiewe voorbereiding van die moeder voor aanneming, sosiale kontak en die ondersteuning van die uitgebreide familie is ook as belangrike veerkragtigheidsfaktore in die transrasgesin geïdentifiseer. Spesifieke gesinspatrone, openlikheid oor die aanneming en die benutting van eksterne hulpbronne help ook die transrasgesin om krisissituasies effektief te hanteer. Hierdie inligting is ʼn belangrike hulpbron vir potensiële aanneemouers ten einde hulle effektief voor te berei vir die aanneming van ʼn kind van ʼn ander ras as hulself. Die resultate van hierdie studie verskaf ook belangrike inligting aan die ondersteuningspartye (byvoorbeeld die maatskaplike werker) wat betrokke is by transrasaanneming in Suid-Afrika.
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Books on the topic "Racially mixed children"

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Toyin, Okitikpi, ed. Working with children of mixed parentage. Lyme Regis: Russell House, 2005.

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Fulbeck, Kip. Mixed: Portraits of multiracial children. San Francisco: Chronicle Books, 2010.

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Man-ho, Kim. Tamunhwa kajŏng ŭi kyoyuk chŏllyak ŭn ttaro itta: Ch'odŭng kyoyuk esŏ taehak ipsi chŏllyak kkaji. Sŏul-si: Maŭm Sŏjae, 2020.

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Hügel-Marshall, Ika. Daheim unterwegs: Ein deutsches Leben. Berlin: Orlanda Frauenverlag, 1998.

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Kocher, Michel. Noir et blanc, c'est coloré: Lettres du Rwanda. Le Mont-sur-Lausanne: Ouverture, 2010.

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Gay, Kathlyn. The rainbow effect: Interracial families. New York: F. Watts, 1987.

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Sin-dong, Yi. Tamunhwa kajŏng kwa pumo kyoyuk. Sŏul-si: Ch'angjisa, 2017.

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ill, Rivié́re Anissa, ed. Mixed me: A tale of a girl who is both black and white. North Charleston, S.C: CreateSpace, 2012.

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Choudhry, Sultana. Multifaceted identity of interethnic young people: Chameleon identities. Farnham, England: Ashgate, 2010.

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Krylova, N. L. Deti ot russko-afrikanskikh brakov: Sudʹby, kulʹtura, budushchee = Children of Russian-African marriages : destinies, culture, future. Lewiston, NY: Edwin Mellen Press, 2000.

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Book chapters on the topic "Racially mixed children"

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Brun, Solène. "Racial socialisation and negotiation of family mixedness among white parents of internationally adoptive children in France." In Mixed Families in a Transnational World, 130–49. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003126263-6.

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Song, Miri. "How Do Multiracial People Identify Their Children?" In Multiracial Parents. NYU Press, 2017. http://dx.doi.org/10.18574/nyu/9781479840540.003.0003.

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This chapter investigates how multiracial people identify their children and what guides their choices. Do participants of various mixed backgrounds differ in how they identify their children? Are the ethnic and racial backgrounds of partners influential in this regard? Furthermore, how important is the physical appearance of children, the generational locus of mixture, and contact with White and ethnic minority family members in shaping the identification of children? While many US studies have focused on how parents in interracial unions racially classify their children, these studies have not investigated how such parents think about or explain their choices, or what meanings they associate with terms such as “mixed,” “White,” “Black,” or “Asian.” Nor have these studies explored the ways in which multiracial people (not “single race” individuals in interracial unions) racially identify their children.
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Livesay, Daniel. "Lineage and Litigation, 1783–1788." In Children of Uncertain Fortune. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469634432.003.0004.

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This chapter chronicles the personal and public disputes rankling the British Empire after the American Revolution. It includes a case study of a mixed-race Jamaican family who travelled to England, then to India, and back to England. When they finally settled in Britain, a white cousin sued them for their Jamaican inheritance and used their West and East Indian ties (including connections to Bengal’s discredited governor Warren Hastings) as a way of castigating them as both corrupt and racially impure. This lawsuit demonstrates the ways that family negotiation in Britain grew increasingly racialized in the wake of the imperial storm of the American Revolution and the beginning of popular protests against colonial slavery. At the same time, however, the chapter shows great divergences in mixed-race experiences in Britain as well as the continuation of interracial relationships in Jamaica despite increasing calls against the practice.
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Soileau, Jeanne Pitre. "Jokes." In What the Children Said, 251–79. University Press of Mississippi, 2021. http://dx.doi.org/10.14325/mississippi/9781496835734.003.0009.

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Telling jokes and stories is an art form for both children and adults. The teller has to have good logical order, precise timing, and entertaining delivery to keep everyone’s interest. This chapter presents children’s jokes, listener’s comments, and catalogs both successes and failures. The jokes were told in racially mixed settings. The audience was fellow schoolmates, and the kibitzing is instantaneous. A child stumbling through his/her first attempts at joke and storytelling has to have tenacity and a tough outer skin. Included in this chapter are transcripts of children telling stories as well as jokes and a long interview with ninth graders from Redeemer High School entertaining one another with stories and jokes that get progressively naughtier.
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Buettner, Elizabeth. "Separations and the Discourse of Family Sacrifice." In Empire Families, 110–45. Oxford University PressOxford, 2004. http://dx.doi.org/10.1093/oso/9780199249077.003.0004.

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Abstract Nearly all discussions of British family life in India from the mid-nineteenth to the mid-twentieth centuries stress how important most parents felt it was to send their children back to Britain for their education. Perceptions of the dangers that children were believed to face in India and that supposedly increased as they approached adolescence-including physically and culturally threatening contacts with India’s climate and indigenous and mixed-race populations, as discussed in previous chapters-acted in combination with Britain’s strong attractions as an environment for childrearing. Families whose livelihoods derived from imperial life and work reaffirmed a white, British status by demonstrating sufficient affluence to pay for children’s journeys to and school fees in Britain while simultaneously avoiding educational options in India that were racially and socially problematic.
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Acosta, Katie L. "Seeking Recognition in Stepparent Families." In Queer Stepfamilies, 89–118. NYU Press, 2021. http://dx.doi.org/10.18574/nyu/9781479800957.003.0004.

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This chapter emphasizes the strategies used by mixed-race stepfamilies led by lesbian, bisexual, transgender, or queer parents or by racially minoritized stepparents to make themselves intelligible as family to others. Some stepparents capitalized on others’ (mis)recognition of their family members as biologically related to each other in order to gain access to institutions reserved for origin parents (for example, hospitals, schools). Respondents had different levels of commitment to racial/cultural literacy within their families. Some were intentional about raising their children to be conscious and proud of their racial differences. Others were most comfortable ignoring race in their homes. Still, the findings suggest that race shaped the opportunities available to respondent families in subtle and sometimes immeasurable ways.
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Moller, David Wendell. "Life On The Brink: Mr. And Mrs. Wheeler." In Dancing with Broken Bones, 113–56. Oxford University PressNew York, NY, 2003. http://dx.doi.org/10.1093/oso/9780195165265.003.0006.

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Abstract Upon arriving at the home of Mr. and Mrs. Wheeler for the first time, I was enthusiastically welcomed. The house was a rental property on the near east side of the city. It was located in a racially mixed area that was relatively safe despite the fact that drug sales, street prostitution, and gang activity took place nearby. Most of the streets were fairly clean, but stray animals often roamed and lived on the neighbor¬ hood porches. The exteriors of the houses ranged from moderately good condition to downright disrepair. Overall, the neighborhood was dismal and lacking in aesthetic appeal. Obviously absent were flowers, ornamental trees, well-kept lawns, and other forms of landscaping that provide beauty and order in more affluent communities. Obviously present were chain-linked fences, older model cars parked in the streets, crowded semiattached houses, small front yards, and alleys spotted with dumpsters. There was also a lack of pedestrians, children playing in the streets or yards, and other forms of community interaction. Neighbors typically seemed uninvolved in one another ‘s lives, tending to live in insular fashion without much connection to one another.
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8

Osuji, Chinyere K. "Black, White, Mixed or Biracial." In Boundaries of Love, 131–56. NYU Press, 2019. http://dx.doi.org/10.18574/nyu/9781479878611.003.0005.

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This chapter focuses on the subset of black-white couples who were parents to examine: expectations of their child's racial classification; how parents categorized their children after birth; and the implications for eligibility for university affirmative action. Carioca parents often expected to have black children due to mixture with a black parent. However, after birth, a child's phenotype determined the category they fit into, such that a child could be white, black, or less commonly, “mixed." Affirmative action did not cause Carioca parents to waver in their assessments of their children's race; white children were ineligible. Angelino parents described their child's race as additive: both black and white. They maintained the biracial categorization before and after their child's birth, regardless of the child's appearance. In light of affirmative action eligibility, Angelino parents became more flexible in their assessment, emphasizing blackness if they considered it advantageous. Sometimes they understood “biracial” as a unique minority status adding to institutional diversity. This chapter demonstrates parents' part in the social construction of new ethnoracial boundaries, strengthening of pre-existing ones, and the effect of public policy on understandings of ethnoracial boundaries.
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Livesay, Daniel. "Introduction." In Children of Uncertain Fortune. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469634432.003.0001.

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This chapter introduces the main ideas and themes of the book. It describes not only how and why mixed-race Jamaicans travelled to Britain, but it explains why their migration was so important. Because they were connected to such wealthy and influential individuals in the British Atlantic, and because family relationships complicated their racial status, mixed-race migrants were instrumental in deliberations on questions of race in the British Empire. The introduction also analyses the various sources and methodology that constitute the book’s research base.
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10

Livesay, Daniel. "Tales of Two Families, 1793–1800." In Children of Uncertain Fortune. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469634432.003.0006.

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This chapter charts the experiences of mixed-race migrants competing with legitimate relatives in Britain. In particular, it examines a number of inheritance lawsuits between Jamaicans of color in Britain and their white relatives over a shared colonial estate. It contends that constrictions in the definition and legal standing of kinship at the turn to the nineteenth century suddenly made mixed-race Jamaicans improper members of extended, Atlantic families. Increasing discomfort with mixed-race family members is also demonstrated in sentimental fiction at the time. The chapter assesses a large number of novels and fictional tracts in the last decade of the eighteenth century that included migrants of color as key characters in their stories. The inclusion of such characters was employed to excoriate the illegitimacy, marginal position, and racial divergence of mixed-race people in Britain. Finally, the chapter traces the experiences of the mothers of color left in Jamaica and the ways they attempted to advocate for their children across the Atlantic.
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Conference papers on the topic "Racially mixed children"

1

Grigg, Kaine, and Lenore Manderson. "The Racism, Acceptance, and Cultural-Ethnocentrism Scale (RACES): Measuring Racism in Australia." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2016. http://dx.doi.org/10.4087/vzpl9248.

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No existing scale has been designed for, and validated in, the Australian context which can objectively evaluate the levels of general racist attitudes in Australian individuals or groups. Existing Australian measures of racist attitudes focus on single groups or have not been validated across the lifespan. Without suitable instruments, racism reduction programs implemented in Australia cannot be appropriately evaluated and so cannot be judged to be making a meaningful difference to the attitudes of the participants. To address the need for a general measure of racial, ethnic, cultural, and religious acceptance, an Australian scale was developed and validated for use with children, adolescents, and adults. The Racism, Acceptance, and Cultural-Ethnocentrism Scale (RACES) is a 34-item self-report instrument measuring explicit racist attitudes, consisting of three interdependent subscales (Accepting Attitudes – 12 items; Racist Attitudes – 8 items; Ethnocentric Attitudes – 4 items) and a 10-item measure of social desirability. The current chapter summarises the mixed methods approach to the development and evaluation of the novel scale, and reports on the reliability and validity data for children, adolescents, and adults from diverse racial, ethnic, cultural, and religious backgrounds around Australia. The results of examinations of psychometric properties, including latent structure, internal consistency, test-retest reliability, convergent validity, discriminant validity, and predictive validity, are discussed. Utilised analytical techniques include qualitative thematic analysis of interviews and focus groups, unidimensional and multidimensional Rasch (Item Response Theory) analyses, and various Classical Test Theory analyses.
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