There Is No “Race” in the Schoolyard
Color-Blind Ideology in an (Almost) All-White School
Bibliographic Data
| ID | 8223003 |
|---|---|
| Authors | Amanda E Lewis (University of Illinois Chicago), Eduardo Bonilla-Silva (0009-0003-1819-6080, University of Illinois Chicago, corresponding author) |
| Year | 2001 |
| Volume | 38 |
| Issue | 4 |
| Pages | 781-811 |
| Publication date | 2001-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/00028312038004781 |
| OpenAlex | W2141045757 |
| Language | EN |
| Citations received | 148 |
| References cited | 56 |
This article examines the racial messages and lessons students get from parents and teachers in one suburban school community. I examine the explicit and “hidden” curriculum of race offered in the school as well as exploring community members’ racial discourse, understandings, and behaviors. During a yearlong ethnographic study, all community members consistently denied the local salience of race. Yet, this explicit color-blind “race talk” masked an underlying reality of racialized practices and color-conscious understandings—practices and understandings that not only had direct impact on students of color at the school, but also have implications for race relations more broadly. I argue that this apparent paradox is related to the operation of new racial ideologies becoming dominant in the United States today, and conclude with suggestions for how this racial logic might be challenged
Critical race theory · Curriculum · Ethnography · Ideology · Pedagogy · Political science · Politics · Race (biology · Racial formation theory · Salience (neuroscience · Sociology · White (mutation · Anthropology · Critical Race Theory in Education · Education Discipline and Inequality · Educator Training and Historical Pedagogy · Gender Studies · Psychology · Social Psychology
Race and General Strain Theory
Developing Critical Consciousness in Youth
Second-Wave White Teacher Identity Studies
Racial/ethnic socialization for White youth
Analyzing Poverty, Learning, and Teaching Through a Critical Race Theory Lens
“It Wasn’t Me!”
Naming race, downplaying class
Racial Microaggressions in the Workplace
Relations Between Colorblind Socialization and Children’s Racial Bias
Examining school ethnic-racial socialization in the link between race-related stress and academic well-being among African American and Latinx adolescents
The (Im)Possibility of Interrupting Midwest Nice in a Predominantly White, Small-Town School District
Heteronormativity meets queering in physical education
Stressing similarities or ignoring differences? Shedding light into different forms of color-evasive ideology with pre- and in-service teachers
Race talk and white normativity
If school walls could talk
Editors as Gatekeepers
Examining relevance in pre-service science teachers’ lesson plans
Silence(ing) across learning spaces
Responding to immigrant students and families
The (In)Visibility of Race in School Discipline Across Urban, Suburban, and Exurban Contexts
Educational inequality as a consequence and cause of race
Walking on egg shells
Like Everybody Else
“We don’t throw stones, we throw flowers”
Twenty-Five Years of Charles Mills’s Racial Contract in Sociology
Victims or competitors
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Beyond a Test Score
Exploring ways of measuring colour-blindness in Sweden
The summer of 2020
What Are the White Kids Learning? (De)Constructing White Identities in a School with an Anti-Racist Agenda
Educating Teachers for Diversity
Strong and weak tie homophily in adolescent friendship networks
Struggling to teach “those who struggle”. The education of newly arrived students with limited schooling in two Swedish compulsory schools
Race talk in a public high school in Salvador Bahia
Invisible no more
Toward a DuBoisian theorization of school curricula
Creating More Effective Multiethnic Schools
Brown Morning
A ‘bad fit’ for ‘our’ kids
Evaluating the Development of Culturally Relevant Teaching
Examining the Relationship Between Diversity Exposure and Students’ Color-Blind Racial Attitudes and Awareness of Racial Oppression
Unseen and Underserved
Hegemonic Multiculturalism
Different shades of racial colorblindness
Black and (E)raced
Extended Review
Transportation access in U.S. suburban schools
Toward a teacher solidarity lens
It wasn’t racism; it was more misunderstanding.’ White teachers, Latino/a students, and racial battle fatigue
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West African boys and early school leaving
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Confronting Whiteness in Developmental Science
Whiteness at work when students call their white and black teachers racist
Culture, race and spirit
Children at our school are integrated. No one sticks out’
Now I know that meritocracy and the American dream are myths”
The problems with colorblind leadership revealed
Seen, unseen, and unforeseen dangers
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Down Woodward”
Stability and change in US prospective teachers’ beliefs and decisions about diversity and learning to teach
A qualitative metasynthesis comparing U.S. teachers' conceptions of school readiness prior to and after the implementation of NCLB
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When educators attempt to make “community” a part of classroom learning
Should teachers be colorblind? How multicultural and egalitarian beliefs differentially relate to aspects of teachers' professional competence for teaching in diverse classrooms
Urban teacher longevity
The note of discord
Oh Henry
Developing a Multicultural Curriculum in a Predominantly White Teaching Context
Public Sociology or Partisan Sociology? The Curious Case of Whiteness Studies
Other People's Racism
Race, Culture, and Researcher Positionality
Actions Following Words
The (Racially Neutral) Politics of Education
Sounding Out Normative and Colour-Blind Listening in Acoustic Ecology
Locations of racism in education
Redneck Customs’
Tracking, Expectations, and the Transformation of Vocational Education
A Tale of Two Logics
School Choice Policies and Racial Segregation
Really Just Lip Service”
African American Leaders' Perceptions of Intergroup Conflict
Introduction
Keep Culture, Lose the Reductionism
Does desegregation matter? A comparative study of school‐based social capital for university‐bound minority students in segregated and desegregated school contexts of Hong Kong
Voices of Ambivalence
Aspiring Teachers and Urban Education Programs
Losing the Color-Blind Mind in the Urban Classroom
The Racial Politics of Leadership, Culture, and Community
Technology, Narratives, Vignettes, and the Intercultural and Cross-Cultural Teaching Portal
A Study of Teachers’ Emotional and Contextual Reasoning for Engaging or Avoiding Race Talk
Preservice Teachers’ Learning about Cultural and Racial Diversity
Exploring Black parents’ critical consciousness in relation to their engagement with their children's schools
Why Black Teachers Matter
The Velvet Glove
An Analysis of Multicultural Education in the United States
Laissez-Faire Racism
Prejudice, discrimination, and racism
Black Metropolis
White Women, Race Matters
The Politics of Insurgent Multiculturalism in the Era of the Los Angeles Uprising
Who Is Black? One Nation's Definition
Who Needs Multicultural Education? White Students, U.S. History, and the Construction of a Usable Past
Prejudice, Discrimination and Racism
Selections from the Prison Notebooks
Racial Formation in the United States
Black Wealth / White Wealth
Racial Formation in the United States
Ideology and Curriculum
White Supremacy and Racism in the Post-Civil Rights Era
White Women, Race Matters
Theory and Resistance in Education
“I Am Not a Racist But…”
Popular Culture, Curriculum, and Historical Representation
Terms of Inclusion
Thicker Than Blood
The Velvet Glove
White Supremacy and Racism in the Post-Civil Rights Era
Facing Up to the American Dream
Black and White in School
Who Is Black? One Nation's Definition
Closed Doors, Opportunities Lost
The Twilight of Common Dreams
White Reign
Stepping over the Color Line
Racism in the Post-Civil Rights Era
Off White
Ideology and Curriculum
Cracks in American Apartheid
The Color of Welfare
Black-White Contact in Schools
Stepping Over the Color Line
Facing Racism in Education
When Work Disappears
When Work Disappears
The Multicultural Wars
The Truly Disadvantaged
Race, policy, and schooling
Racial Attitudes in the 1990s
Urban Fortunes
School Selection as a Process
Stereotypes and Segregation
Chocolate city, vanilla suburbs
| Unique citing works | 148 |
|---|---|
| Citations per year | 6,17 |
| Citation span | 2002 - 2026 (25) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 148 |