ERIC Number: EJ813331
Record Type: Journal
Publication Date: 2008-Sep
Abstractor: As Provided
Waking Up to Difference: Teachers, Color-Blindness, and the Effects on Students of Color
Castro Atwater, Sheri A.
Journal of Instructional Psychology, v35 n3 p246-253 Sep 2008
Color-blindness, the ideology that "race should not matter" in how individuals are treated, is often confused with "race does not matter" (Neville, 2000). The historical, social, and political origins of color-blind racial attitudes are outlined here. Developmental and constructivist theories are used to illustrate how teachers' use of the color-blind ideology may hinder students' critical thinking skills and inadvertently affect their cognitive growth. Research documenting color-blind practices in schools is presented, and variables that may affect teachers' ability to adopt color-conscious practices are reviewed. Teaching about the consequences of color-blindness to pre-service teachers can make them aware of how this ideology may affect their practice.
Descriptors: Constructivism (Learning), Race, Racial Attitudes, Ideology, Thinking Skills, Cognitive Development, Predictor Variables, Preservice Teachers, Educational Practices, Racial Bias, Elementary Secondary Education, Psychology
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: United States
Grant or Contract Numbers: N/A