Color-Blind Perspective, Research Findings

How Students Learn about Race and Racism

Research indicates that racial socialization tends to occur at a very early age—children as young as 3 have knowledge of race and use racial concepts in their interactions. Children learn the mainstream, stereotypical categorizations of racial groups and that an individual's race and skin color preference affect how he or she views and interprets the world. As children attempt to interpret and make sense of their worlds, they experience many messages that difference and hierarchy exist, and difference and hierarchy are racially codified. However, research by scholars such as Mica Pollock and Amanda Lewis indicates that a colorblind perspective encourages a denial of these racial dynamics—that ideological and structural racism do not exist, that race does not matter, and that educators should not see, think, or talk about race issues.

Research by Bigler and Hughes indicates that categorizing students into race-based groups can crystallize racial stratifications. This scholarship suggests that to reduce intergroup prejudice, teachers should be careful in calling attention to racial differences and should focus on students as individuals. Studies on teacher preference for adopting a color-blind perspective indicate that many teachers may state that children are unaware of racial [Page 408]differences; hence, teachers may be reluctant to teach children about racial differences as it might destroy their racial innocence.

Most research, however, indicates that the color-blind perspective is inconsistent with how people actually develop racial views. Research has consistently established, for more than 90 years, that racial socialization tends to occur at a very young age, that children are aware of racial differences, and that they internalize dominant norms regarding the social status of different racial groups. Although a strong correlation exists between exposure to racial prejudice and developing a perspective for thinking about race and racism, identifying race as a meaningful category does not in itself produce racial bias. In fact, research indicates that those endorsing a multicultural and/or color-conscious perspective can help students to develop accurate conceptions about outside racial groups.

Aspects and Outcomes of the Color-Blind Perspective in Schools

Research assessing the cognitive aspects of colorblind racial attitudes measures the degree to which people are aware of and/or acknowledge racial privilege, institutional racism, and blatant racial discrimination. This research indicates that endorsement of color blindness does not necessarily indicate an assumption of White superiority or negative attitudes toward racial minorities, but it does imply a lack of awareness of the nature and extent of racism, and inaccurate or distorted views of racial minorities and race relations. This research indicates that endorsement of color blindness correlates positively with greater levels of racial prejudice (and, subsequently, gender prejudice) and with the belief that society is just and fair.

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