G. Reginald Daniel, Ph.D., Professor, Department of Sociology, University of California, Santa Barbara; Affiliated Faculty, Department of Black Studies, Latin American and Iberian Studies, and Asian American Studies. While my research and teaching interests cover a variety of areas, I have been particularly active in interdisciplinary work in the areas of race and ethnic relations and general cultural analysis. Within these fields, I have examined a wide range of issues including, for example, multiracial identity and interracial relationships, and cultural formation and change. Moreover, my work reflects a range of methodological perspectives and is typically comparative and historical in nature. I have published numerous articles and chapters that cover these issues. Including among these are “Passers and Pluralists: Subverting the Racial Divide,” and “Beyond Black and White: The New Multiracial Consciousness,” which are chapters in the first comprehensive examination of multiracial identity in the United States, Racially Mixed People in America, (ed) Maria P. P Root (Thousand Oaks, CA.: Sage Publications, 1992). I am also author of “Black and White Identity in the New Millennium: Unsevering the Ties That Bind,” which is included in the second comprehensive examination of multiracial identity in the United States, The Multiracial Experience: Racial Borders as the New Frontier, (ed) M. P. P Root (Thousand Oaks, CA.: Sage Publications, 1996). Some of my most recent chapters include “Multiracial Identity in Global Perspective: The United States, Brazil, and South Africa,” in New Faces in a Changing America: Multiracial Identity in the 21st Century (ed) Loretta. Winters and Herman DuBose Thousand Oaks, CA.: Sage Publications (2004), and the chapter I coauthored with Josef Castañeda-Liles, “Race, Multiraciality, and the Neoconservative Agenda,” which appears in Mixed Messages: Multiracial Identities in the “Color-Blind” Era, (ed) David Brunsma (Boulder, CO.: Lynne Rienner, 2005). My books More Than Black? Multiracial Identity and the New Racial Order (Philadelphia, PA.: Temple University Press, 2002), Uncompleted Independence: The Creation and Revision of Racial Thinking in the United States, edited with Paul R. Spickard (Notre Dame, IN.: University of Notre Dame Press, 2002), and Race and Multiraciality in Brazil and the United States: Converging Paths? (University Park, PA.: Pennsylvania State University Press, 2006) are a culmination of much of my thinking on the relationship between social structure and racial identity formation—especially multiracial identities. I have served on numerous departmental committees including the Graduate Program and Admissions Committee, the Undergraduate Program Committee, the REN (Race, Ethnicity, and Nation)/Ethnography as well as Chicana/o Sociology Search Committees, along with various UCSB campus committees including the Academic Senate Committee for Diversity and Equity, the Advisory Committee for the Center for Black Studies, and the Advisory Board for the Multicultural Center. In addition, I have received a great deal of media attention and participated as a panelist at various conferences as an expert on the topic of multiracial identity. Also, I am a member of the Advisory Board of AMEA (Association of MultiEthnic Americans) and the Advisory Council of the Mixed Heritage Center of MAVIN Foundation, and a former Advisory Board member of Project RACE (Reclassify All Children Equally). These have been the most prominent organizations involved in bring about changes in the collection of official racial and ethnic data, as in the decennial census, which makes it possible for multiracial-identified individuals to acknowledge their various backgrounds.
I have taught numerous graduate and undergraduate courses exploring comparative race and ethnic relations. Since spring 1989 I have taught “Betwixt and Between,” which is one of the first and longest-standing courses in the United States to deal specifically with the question of multiracial identity comparing the United States with various parts of the world. My courses always emphasize historical reflection with the goal of providing students with an opportunity to utilize their research, interpretive, and writing skills through a comprehensive examination and critical analysis of course material, including class discussion and course readings. My goal is to tap into the particularly critical resource the classroom holds as a safe environment within which to examine the evolution of social structures that underpin racial inequality as well as envision creative ways of bringing about a more equitable society.