Colorblind in Control
The Risks of Resisting Difference Amid Demographic Change
Datos Bibliográficos
| ID | 8924577 |
|---|---|
| Autores | KATHERINE TARCA (autor de correspondencia) |
| Año | 2005 |
| Volumen | 38 |
| Número | 2 |
| Páginas | 99-120 |
| Fecha de publicación | 2005-10-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Educational Studies (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-1946 • E-ISSN: 1532-6993 |
| Editorial | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1207/s15326993es3802_3 |
| OpenAlex | W2032988443 |
| Idioma | EN |
| Citas recibidas | 15 |
| Referencias citadas | 12 |
Contemporary scholars argue that in recent decades American racism has changed its face, away from an outright racism that is no longer socially acceptable toward a more subtle form termed "aversive," "laissez-faire," or "colorblind" racism. This ideology embraces mounting American individualism, transferring group-based explanations of disparities between Blacks and Whites to individual-based rationales. Using this ideology, Whites can appear to embrace "equality for all" while maintaining a belief in the inferiority of Black individuals. This qualitative study examines the role of colorblind racism in the rural town of Andrews, which experienced rapid and significant growth in its Black community. The Andrews school district response to its newly diverse student population was characterized by difference blindness—an institution-wide refusal to acknowledge the Black students' particular backgrounds and needs. Black students' academic failure was attributed to their personal deficiencies, a response exemplified in the high school's Classy Living and Social Skills program. Ultimately, blindness to difference and lack of a collective response served to reinforce racism in this community. Andrews schools will need to acknowledge and address the needs of all their students to stimulate academic success and true equality
Ideology · Individualism · Institution · Political science · Population · Racism · Social science · Sociology · Critical Race Theory in Education · Demography · Gender Studies · Law · Psychology · School Choice and Performance · Social Psychology · Urban, Neighborhood, and Segregation Studies
Language Socialization Through Hiphop Culture
The “New Racism” of K–12 Schools
Replication and Extension of the Acceptability of Racial Microaggressions Scale (ARMS)
The Place of Group Consciousness in Black Autobiographical Narratives
What Does Race Have to Do with Ugly Betty
Different shades of racial colorblindness
Unpacking the ‘colorblind approach’
The problems with colorblind leadership revealed
Children at our school are integrated. No one sticks out’
Seeking diversity
The Affiliative Use of Emoji and Hashtags in the Black Lives Matter Movement in Twitter
Three Contemporary Dilemmas for Rural Superintendents
Whitewashedness in Teacher Education
Color Conscious, Cultural Blindness
You can't erase race! Using CRT to explain the presence of race and racism in majority white suburban schools
Theoretical Studies Towards a Sociology of Language
Laissez-Faire Racism
The Declining Significance of Race
The Changing Nature of the Disadvantaged Population
There Is No “Race” in the Schoolyard
Making the Global City, Making Inequality
Social Theory and Social Structure
Racial attitudes or racial ideology? An alternative paradigm for examining actors' racial views
The Silenced Dialogue
The Linguistics of Color Blind Racism
| Obras citantes distintas | 15 |
|---|---|
| Citas por año | 0,79 |
| Intervalo de citas | 2007 - 2023 (17) |
| Velocidad de citación | historical |
| Altamente citado | No |
| Tipos de cita | Neutras: 15 |