scholarly journals Creoles of the Mountains: Race, Regionalism, and Modernity in Progressive Era Appalachia

Author(s):  
Michell Chresfield

Abstract This article investigates how Progressive Era writers, both popular and scientific, helped to construct multiracial identities alongside competing efforts to enshrine race into strictly black and white terms. Existing scholarship on race in the Progressive Era has not sufficiently analyzed the presence of multiracial populations. Instead, scholars have treated state and federal efforts to police racial boundaries, namely through anti-miscegenation laws and the census, as evidence that multiracial persons were a legal impossibility. However, scientific and popular writing on Appalachia provides a conceptual space in which multiracialism was not only a conceptual possibility, but was engendered. Appalachia took on increased importance during the Progressive Era as both intellectuals and reformers used the region to frame their anxieties about the limits of modernity and the threat of racial mixing. The region was home to white mountaineers who appeared arrested in time, existing in uncomfortable proximity to newly discovered groups with white, black, and Native American ancestry who also seemed to have been shunned by civilization. In attempting to understand the peculiar conditions of Appalachia, these Progressive Era writers helped to advance some of the first ideas about what it meant to be mixed-race in America.

2021 ◽  
Author(s):  
Lisa Gotto

Since its inception, U.S. American cinema has grappled with the articulation of racial boundaries. This applies, in the first instance, to featuring mixed-race characters crossing the color line. In a broader sense, however, this also concerns viewing conditions and knowledge configurations. The fact that American film engages itself so extensively with the unbalanced relation between black and white is neither coincidental nor trivial to state — it has much more to do with disputing boundaries that pertain to the medium itself. Lisa Gotto examines this constellation along the early history of American film, the cinematic modernism of the late 1950s, and the post-classical cinema of the turn of the millennium.


Author(s):  
Hannah Rosen

The rapid transformations brought on by the US Civil War and its aftermath touched women’s lives in contradictory ways. The disruption caused by war and the destruction of slavery opened up space, and at times created the necessity, for radically new roles for women that challenged antebellum gender norms and racial and class hierarchies. This essay examines the wartime and postwar experiences primarily of black and white but also Native American women. In this period, many women faced new circumstances that inspired them to confront power in novel ways—by, for instance, fleeing slavery, petitioning governors, organizing bread riots, participating in political parades, or protesting segregation. The chapter also explores political violence in the postwar period that affected women differently across class, race, and region and that eventually helped to shut down the radical potential of the era.


PLoS ONE ◽  
2015 ◽  
Vol 10 (10) ◽  
pp. e0141260 ◽  
Author(s):  
Hao Hu ◽  
Chad D. Huff ◽  
Yuko Yamamura ◽  
Xifeng Wu ◽  
Sara S. Strom

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Elizabeth Romero-Gutiérrez ◽  
Paola Vázquez-Cárdenas ◽  
Hortensia Moreno-Macías ◽  
José Salas-Pacheco ◽  
Teresa Tusié-Luna ◽  
...  

AbstractParkinson’s disease (PD), a common neurodegenerative disorder, has a complex etiology where environmental and genetic factors intervene. While a number of genes and variants have been identified in recent decades as causative or protective agents of this condition, a limited number of studies have been conducted in mixed populations, such as Mexican Mestizos. The historical convergence of two founding groups and three ethnicities, and the increasing north-to-south gradient of Native American ancestry in Mexico resulted in a subpopulation structure with considerable genetic diversity. In this work, we investigate the influence of 21 known susceptibility variants for PD. Our case–control study, with a cohort of 311 Mexican Mestizo subjects, found a significant risk association for the variant rs1491942 in LRRK2. However, when stratification by ancestry was performed, a risk effect for MTHFR rs1801133 was observed only in the group with the highest percentage of European ancestry, and the PD risk effect for LRRK2 rs1491942 was significant in subjects with a higher ratio of Native American ancestry. Meta-analyses of these SNP revealed the effect of LRRK2 rs1491942 to be even more significant than previously described in populations of European descent. Although corroboration is necessary, our findings suggest that polymorphism rs1491942 may be useful as a risk marker of PD in Mexican Mestizos with greater Native American ancestry. The absence of associations with the remaining known risk factors is, in itself, a relevant finding and invites further research into the shared risk factors’ role in the pathophysiological mechanisms of this neurodegenerative disorder.


2010 ◽  
Vol 112 (6) ◽  
pp. 1529-1574 ◽  
Author(s):  
Prudence L. Carter

Background/Context One of the most critical functions of a well-integrated school is the development of “culturally flexible” students who, over the course of their social development, effectively navigate diverse social environs such as the workplace, communities, and neighborhoods. Most studies, albeit with some exceptions, have investigated the impact of desegregation on short- and long-term gains in achievement and attainment, as opposed to its impact on intergroup relations. Mixed-race schools are vital not only for bolstering achievement outcomes of previously disadvantaged students but also for promoting social cohesion in a diverse society. Purpose/Objective/Research Question/Focus of Study Specifically, this article examines the difference in cultural flexibility between black and white students enrolled in schools with different racial and ethnic compositions. Cultural flexibility is defined as the propensity to value and move across different cultural and social peer groups and environments. Furthermore, this article provides some insight into how students in different mixed-race and desegregated educational contexts experience their school's social organization and cultural environments, which influence their interactions and academic behaviors. Setting The study was conducted over a 6-month period in four high schools: a majority-minority school and a majority-white school located in a northeastern city, and a majority-minority school and a majority-white school located in a southern city. Research Design Survey data were gathered from a randomly stratified sample of 471 Black and White students attending. In addition, ethnographic notes from weeks of school observations and transcribed interview data from 57 group interviews conducted in the four schools with students in Grades 9–12 complemented the survey research. Data Collection and Analysis Findings reveal significant associations among self-esteem, academic and extracurricular placement, and cultural flexibility for black students. Also, black students in majority-minority schools scored significantly higher on the cultural flexibility scale than those in majority-white schools. Among white students, regional location and academic placement showed statistically significant associations with cultural flexibility. The ethnographic and interview data further explicate why these patterns occurred and illuminate how certain school contextual factors are likely linked to students’ cultural flexibility. Overall, this study's findings highlight some connections between student and school behaviors as they pertain to both students’ and educators’ willingness and ability to realize the visions of racial and ethnic integration wholly.


Author(s):  
Andrew B. Leiter ◽  
Jay Watson

This chapter analyzes aspects of miscegenation in William Faulkner’s work relative to several African American antecedents, contends that Jean Toomer’s work contributed to Faulkner’s treatment of the subject, and argues for a partial realignment of the traditional critical paradigm in Faulkner studies that approaches miscegenation through the segregation-era lens of threatened “whiteness.” Relying on an intertextual reading of Go Down, Moses with Toomer’s Cane and “Blue Meridian,” the chapter contends that we can discern Toomer’s influence on Faulkner’s portrayal of miscegenation. Most significantly, Toomer’s vision of progressive racial evolution culminating in a multi-racial, original American helps us frame Sam Fathers as Faulkner’s first American. As such, Fathers represents not only the end of both the Native American presence and the wilderness era in America, but he also serves as an originary model for an evolving mixed-race nation.


2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Sandra Romero-Hidalgo ◽  
José Flores-Rivera ◽  
Verónica Rivas-Alonso ◽  
Rodrigo Barquera ◽  
María Teresa Villarreal-Molina ◽  
...  

Sign in / Sign up

Export Citation Format

Share Document