DIVA collection of essays that examine the intertwined racialization of Latinos and Asians in the United States ./div

Moving beyond the black-white binary that has long framed racial discourse in the United States, the contributors to this collection examine how the experiences of Latinos and Asians intersect in the formation of the U.S. nation-state. They analyze the political and social processes that have racialized Latinos and Asians while highlighting the productive ways that these communities challenge and transform the identities imposed on them. Each essay addresses the sociopolitical predicaments of both Latinos and Asians, bringing their experiences to light in relation to one another. Several contributors illuminate ways that Latinos and Asians were historically racialized: by U.S. occupiers of Puerto Rico and the Philippines at the end of the nineteenth century, by public health discourses and practices in early-twentieth-century Los Angeles, by anthropologists collecting physical data—height, weight, head measurements—from Chinese Americans to show how the American environment affected “foreign” body types in the 1930s, and by Los Angeles public officials seeking to explain the alleged criminal propensities of Mexican American youth during the 1940s. Other contributors focus on the coalitions and tensions between Latinos and Asians in the context of the fight to integrate public schools and debates over political redistricting. One addresses masculinity, race, and U.S. imperialism in the literary works of Junot Díaz and Chang-rae Lee. Another looks at the passions, identifications, and charges of betrayal aroused by the sensationalized cases of Elián González, the young Cuban boy rescued off the shore of Florida, and Wen Ho Lee, the Los Alamos physicist accused of spying on the United States. Throughout this volume contributors interrogate many of the assumptions that underlie American and ethnic studies even as they signal the need for a research agenda that expands the purview of both fields. Contributors. Nicholas De Genova, Victor Jew, Andrea Levine, Natalia Molina, Gary Y. Okihiro, Crystal Parikh, Greg Robinson, Toni Robinson, Leland T. Saito

Kamari Maxine Clarke and Deborah A. Thomas argue that a firm grasp of globalization requires an understanding of how race has constituted, and been constituted by, global transformations. Focusing attention on race as an analytic category, this state-of-the-art collection of essays explores the changing meanings of blackness in the context of globalization. It illuminates the connections between contemporary global processes of racialization and transnational circulations set in motion by imperialism and slavery; between popular culture and global conceptions of blackness; and between the work of anthropologists, policymakers, religious revivalists, and activists and the solidification and globalization of racial categories. A number of the essays bring to light the formative but not unproblematic influence of African American identity on other populations within the black diaspora. Among these are an examination of the impact of "black America" on racial identity and politics in mid-twentieth-century Liverpool and an inquiry into the distinctive experiences of blacks in Canada. Contributors investigate concepts of race and space in early-twenty-first century Harlem, the experiences of trafficked Nigerian sex workers in Italy, and the persistence of race in the purportedly non-racial language of the "New South Africa." They highlight how blackness is consumed and expressed in Cuban timba music, in West Indian adolescent girls' fascination with Buffy the Vampire Slayer, and in the incorporation of American rap music into black London culture. Connecting race to ethnicity, gender, sexuality, nationality, and religion, these essays reveal how new class economies, ideologies of belonging, and constructions of social difference are emerging from ongoing global transformations. Contributors. Robert L. Adams, Lee D. Baker, Jacqueline Nassy Brown, Tina M. Campt, Kamari Maxine Clarke, Raymond Codrington, Grant Farred, Kesha Fikes, Isar Godreau, Ariana Hernandez-Reguant, Jayne O. Ifekwunigwe, John L. Jackson Jr., Oneka LaBennett, Naomi Pabst, Lena Sawyer, Deborah A. Thomas

“Anyone who believes that the American racial structure is characterized by unmovable white/black boundaries should read this book.” —Michèle Lamont, Harvard University, author of The Dignity of Working Men: Morality and the Boundaries of Race, Class, and Immigration In this groundbreaking study of Puerto Rican and Dominican migration to the United States, Wendy D. Roth explores the influence of migration on changing cultural conceptions of race—for the newcomers, for their host society, and for those who remain in the countries left behind. Just as migrants can gain new language proficiencies, they can pick up new understandings of race. But adopting an American idea about race does not mean abandoning earlier ideas. New racial schemas transfer across borders and cultures spread between sending and host countries. Behind many current debates on immigration is the question of how Latinos will integrate and where they fit into the US racial structure. Race Migrations shows that these migrants increasingly see themselves as a Latino racial group. Ultimately, Roth shows that several systems of racial classification and stratification co-exist in each place, in the minds of individuals and in their shared cultural understandings of “how race works.” “Superb . . . transcends the existing literature on migration and race.” —Michael Omi, University of California, Berkeley, co-author of Racial Formation in the United States “Provides important clarifications regarding the nature of racial orders in the United States and the Hispanic Caribbean.” —Mosi Adesina Ifatunji, Social Forces “Rich with insights.” —Richard Alba, The Graduate Center CUNY, author of Blurring the Color Line “Innovative ethnographic fieldwork . . . Recommended.” —E. Hu-DeHart, Choice “Insightful.” —Edward Telles, Princeton University, author of Race in Another America “A transformative book.” —Clara E. Rodriguez, Journal of American Studies

American Routes provides a comparative and historical analysis of the migration and integration of white and free black refugees from nineteenth century St. Domingue/Haiti to Louisiana and follows the progress of their descendants over the course of two hundred years. The refugees reinforced Louisiana's tri-racial system and pushed back the progress of Anglo-American racialization by several decades. But over the course of the nineteenth century, the ascendance of the Anglo-American racial system began to eclipse Louisiana's tri-racial Latin/Caribbean system. The result was a racial palimpsest that transformed everyday life in southern Louisiana. White refugees and their descendants in Creole Louisiana succumbed to pressure to adopt a strict definition of whiteness as purity that conformed to standards of the Anglo-American racial system. Those of color, however, held on to the logic of the tri-racial system which allowed them to inhabit an intermediary racial group that provided a buffer against the worst effects of Jim Crow segregation. The St. Domingue/Haiti migration case foreshadows the experiences of present-day immigrants of color from Latin-America and the Caribbean, many of whom chafe against the strictures of the binary U.S. racial system and resist by refusing to be categorized as either black or white. The St. Domingue/Haiti case study is the first of its kind to compare the long-term integration experiences of white and free black nineteenth century immigrants to the U.S. In this sense, it fills a significant gap in studies of race and migration which have long relied on the historical experience of European immigrants as the standard to which all other immigrants are compared.

Few transformations in American politics have been as important as the integration of African Americans into the Democratic Party and the Republican embrace of racial policy conservatism. The story of this partisan realignment on race is often told as one in which political elites—such as Lyndon Johnson and Barry Goldwater—set in motion a dramatic and sudden reshuffling of party positioning on racial issues during the 1960s. Racial Realignment instead argues that top party leaders were actually among the last to move, and that their choices were dictated by changes that had already occurred beneath them. Drawing upon rich data sources and original historical research, Eric Schickler shows that the two parties' transformation on civil rights took place gradually over decades. Schickler reveals that Democratic partisanship, economic liberalism, and support for civil rights had crystallized in public opinion, state parties, and Congress by the mid-1940s. This trend was propelled forward by the incorporation of African Americans and the pro-civil-rights Congress of Industrial Organizations into the Democratic coalition. Meanwhile, Republican partisanship became aligned with economic and racial conservatism. Scrambling to maintain existing power bases, national party elites refused to acknowledge these changes for as long as they could, but the civil rights movement finally forced them to choose where their respective parties would stand. Presenting original ideas about political change, Racial Realignment sheds new light on twentieth and twenty-first century racial politics.

In the United States, higher rates of African Americans, Hispanics, and Native Americans fail to graduate from high schools than Caucasians. Adams and Buffington-Adams identify persistent, institutional racism as the cause, and they stress the need for teachers to acknowledge the limitations of their own cultural lenses and to recognize the validity of others’ views. Race and Pedagogy provides a retrospective glance at the authors’ experiences within the Equity Group, an organization created to provide teachers with the opportunity to talk about their own racial, cultural, and language backgrounds in order to identify, examine, and fix the failings of the current educational system. Natural, relational, and sustainable approaches are recommended which will enable educators to create classrooms and schools in which all students, regardless of racial, ethnic, or linguistic identity, are welcomed, challenged, treasured, and able to be academically successful. Book recommended for scholars of education and race studies, as well as practitioners.