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Color-Blind Racial Ideology
Over the past 2 decades scholars and popular authors have written about racial color-blindness as a way to characterize racial beliefs in the post-civil rights era. At its core, racial color-blindness refers to the belief that racism is a thing of the past and that race no longer plays a role in understanding people's lived experience. Conceptually, racial color-blindness has its roots in the law field and traditionally has been applied mainly to the Constitution. More recently, scholars have redefined the term to better capture the new social relations within the current racial climate. As early as 1997, the field of psychology questioned the underlying assumption that ignoring race and color was a desirous and appropriate approach to interracial interactions. In a pamphlet on color-blind racial attitudes, the American Psychological Association (APA) concluded that “research conducted for more than two decades strongly supports the view that we cannot be, Color-Blind Racial Ideology nor should we become, color-blind” (p. 3). The APA further provided a critique of the color-blind perspective, arguing that a color-blind approach “ignores research showing that, even among well-intentioned people, skin color … figures prominently in everyday attitudes and behavior” (p. 2). The APA thus argued that to get beyond racism it is essential to take into account differences between the lived experiences of people.
Defining Racial Color-Blind Ideology
There are a number of complementary but competing definitions of racial color-blindness. Couching racial color-blindness as an expression of modern-day racism, sociologist Eduardo Bonilla-Silva identified four frames or types: abstract liberalism (i.e., emphasizing political liberalism and the availability of equal opportunities to everyone, regardless of race, and the belief that political/economic interventions only serve to create a schism between racial groups); naturalism (i.e., interpreting racial clustering as a natural and preferred occurrence); cultural (i.e., using essentialist arguments to explain racial disparities, thus rooting racial differences in cultural practices); and minimization of racism in today's society. Ruth Frankenberg, also a sociologist, viewed racial color-blindness as a perspective consisting of two types: color-evasion (i.e., placing an emphasis on racial sameness to the detriment of seeing or acknowledging differences in experiences and political realities) and power-evasion (i.e., the belief that resources are fairly distributed to everyone and success is attributed to individual effort).
In the Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists, authored by the APA, the interpersonal aspects of racial color-blindness are emphasized. Based on this perspective potential racial differences are minimized in favor of universal or human experiences. There is a great deal of commonality across cultures; however, the color-blind perspective dismisses potential differences based on racial group membership and downplays how these differences may shape human experiences. This limited awareness of the manifestation of race and racism in society is the foundation for most conceptualizations of racial color-blindness. Regardless of the definition, racial color-blindness is also thought to help justify existing racial practices or policies that ultimately create and support existing racial inequalities.
Consistent with these articulations, researchers argue that racial color-blindness reflects a broader ideological stance. Racial ideology is complex, but essentially it can be conceptualized as a global term referring to the dominant views about race within a hierarchical society. Ideology in this regard consists of a shared worldview about race that helps to justify and legitimize the current racial status quo; it accounts for individual beliefs and dominant societal racial beliefs or ideas that are commonly understood and transmitted through a variety of civil society and structural mechanisms. From this perspective racial color-blind ideology is a set of commonly held beliefs that minimize and distort the existence of institutional racism. This perspective is most consistent with the minimization type of color-blind racism identified by Bonilla-Silva and the power-evasion type proffered by Frankenberg.
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- Holland's Theory of Vocational Personalities and Work Environments (Vol. 4)
- Krumboltz Happenstance Learning Theory (Vol. 4)
- Low-Context Communication (Vol. 3)
- Model Minority Myth (Vol. 3)
- Orthogonal Cultural Identification Theory (Vol. 3)
- Person-Environment Interactions (Vol. 2)
- Personality Theories (Vol. 2)
- Personality Theories, Behavioral (Vol. 2)
- Personality Theories, Cognitive (Vol. 2)
- Personality Theories, Evolutionary (Vol. 2)
- Personality Theories, Five-Factor Model (Vol. 2)
- Personality Theories, Phenomenological (Vol. 2)
- Personality Theories, Psychodynamic (Vol. 2)
- Personality Theories, Social Cognitive (Vol. 2)
- Personality Theories, Traits (Vol. 2)
- Positivist Paradigm (Vol. 2)
- Roe's Theory of Personality Development and Career Choice (Vol. 4)
- Self-Efficacy/Perceived Competence (Vol. 2)
- Social Cognitive Career Theory (Vol. 4)
- Social Identity Theory (Vol. 3)
- Super's Theory (Vol. 4)
- Theory of Work Adjustment (Vol. 4)
- Tiedeman's Decision-Making Theory (Vol. 4)
- Therapies, Techniques, and Interventions
- Adlerian Therapy (Vol. 2)
- Adventure Therapy (Vol. 1)
- Art Therapy (Vol. 1)
- Behavior Therapy (Vol. 2)
- Brief Therapy (Vol. 2)
- Career Interventions (Vol. 4)
- Cognitive Therapy (Vol. 2)
- Cognitive-Behavioral Therapy and Techniques (Vol. 2)
- Conversion Therapy (Vol. 1)
- Corrections Applications (Vol. 1)
- Crisis Counseling (Vol. 2)
- Critical Incident Stress Debriefing (Vol. 2)
- Developmental Counseling and Therapy (Vol. 2)
- Dialectical Behavior Therapy (Vol. 2)
- Evidence-Based Treatments (Vol. 2)
- Expectations About Therapy (Vol. 2)
- Eye Movement Desensitization and Reprocessing (Vol. 1)
- Feedback in Counseling, Immediate (Vol. 1)
- Feminist Therapy (Vol. 1)
- Forensic Applications (Vol. 1)
- Free Association (Vol. 2)
- Gay, Lesbian, and Bisexual Therapy (Vol. 2)
- Group Therapy (Vol. 2)
- Harmful Psychological Treatments (Vol. 2)
- Homework Assignments (Vol. 2)
- Humanistic Approaches (Vol. 2)
- Hypnosis (Vol. 1)
- Individual Therapy (Vol. 2)
- Integrative/Eclectic Therapy (Vol. 2)
- International Approaches (Vol. 4)
- Interpersonal Learning and Interpersonal Feedback (Vol. 2)
- Metaphors, Use of (Vol. 2)
- Mindfulness (Vol. 1)
- Music Therapy (Vol. 1)
- Narrative Therapy (Vol. 2)
- Outcomes of Counseling and Psychotherapy (Vol. 2)
- Paradoxical Interventions (Vol. 2)
- Phrenology (Vol. 1)
- Play Therapy (Vol. 1)
- Projective Techniques (Vol. 2)
- Psychoanalysis and Psychodynamic Approaches to Therapy (Vol. 2)
- Psychoeducation (Vol. 2)
- Rational Emotive Behavior Therapy (Vol. 2)
- Refraining (Vol. 2)
- Self-Help Groups (Vol. 2)
- Socratic Method (Vol. 2)
- Solution-Focused Brief Therapy (Vol. 2)
- Therapist Interpretation (Vol. 2)
- Therapist Techniques/Behaviors (Vol. 2)
- Therapy Process, Individual (Vol. 2)
- Transactional Analysis (Vol. 2)
- Transference and Countertransference (Vol. 2)
- Translation Methods (Vol. 3)
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