NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1087526
Record Type: Journal
Publication Date: 2016
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0040-5841
Colorism in the Classroom: How Skin Tone Stratifies African American and Latina/o Students
Hunter, Margaret
Theory Into Practice, v55 n1 p54-61 2016
Although racial inequality is frequently studied in education, skin tone stratification has received less attention from educational researchers. Inequality by skin tone, also known as "colorism", contributes to larger patterns of racial inequality for African Americans and Latina/os. Discrimination by skin tone affects many dimensions of life, including education, employment, housing, spousal status, criminal justice sentencing, and even levels of depression and self-esteem. Although skin tone differences in educational attainment are clearly documented, the actual social practices in schools that create these differences are not well understood. This article theorizes the classroom-level interactions between students, teachers, parents, and administrators that contribute to color-based discrimination in schools. Drawing on theories of social interactions and social structures--including the "halo effect", the "beauty queue," "racial capital," and the "school-to-prison pipeline"--this article explores the many ways that color-based discrimination affects the educational trajectories of Latina/o and African American children.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A