Colour-blindness and diversity: race frames and their consequences for white undergraduates at elite US universities

Warikoo, Natasha; Novais, Janine de

doi:10.1080/01419870.2014.964281

Cited by 56 publications

(63 citation statements)

References 34 publications

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“…The quantitative measures I used cannot capture, as prior research has, interpersonal interactions that can reinforce or decrease colorblind perspectives (e.g., Bonilla-Silva, 2014;Lewis et al, 2000), how those frames are expressed among college students (e.g., Bonilla-Silva, 2014;Warikoo & de Novais, 2014), and how they develop precollege through racial primes (e.g., Van Ausdale & Feagin, 2001;Smith, 2004). Further, while the findings identify probable pathways toward a colorblind orientation, a major limitation of the data and analysis is that individuals cannot be assigned to segregated and diverse neighborhoods at random.…”

Section: Discussionmentioning

confidence: 99%

“…Universities seem to be training students to adopt a pluralistic orientation (Hurtado, 2005;Jayakumar, 2008)-one that Warikoo and de Novais (2014) described as a diversity frame embracing the role of race in shaping differential experiences and worldviews-but this may not be sufficient to address the problematic racial frames white students bring with them to college. Indeed, the Warikoo and de Novais (2014) in-depth study of white students at two highly selective colleges suggests that the predominant diversity frame promoted in higher education institutions can overlap with a colorblind frame, developed prior to college, purporting that race should not matter.…”

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confidence: 99%

“…Indeed, the Warikoo and de Novais (2014) in-depth study of white students at two highly selective colleges suggests that the predominant diversity frame promoted in higher education institutions can overlap with a colorblind frame, developed prior to college, purporting that race should not matter. 1 Precollege experiences with segregation and racial isolation help foster among white students racial primes reflecting ingrained stereotypes, racial bias, and symbolic racism (Sidanius et al, 2008), colorblind perspectives (Bonilla-Silva, 2014), and even pathological aversion toward black men (Smith, Yosso, & Solórzano, 2007;Yosso, Smith, Ceja, & Solórzano, 2009) among white students.…”

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confidence: 99%

“…Improvement on these aforementioned outcomes in particular is often pursued under the presumption that they will contribute to positive race relations, and result in more inclusive social conditions and equity for people of color. However, scholars have documented a troubling trend on college campuses whereby positive racial attitudes and symbolic commitments to racial equality among white students coexist with beliefs and actions that undermine the reduction of racial disparities (Bonilla-Silva, 2006Warikoo & de Novais, 2014).…”

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confidence: 99%

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The Shaping of Postcollege Colorblind Orientation Among Whites: Residential Segregation and Campus Diversity Experiences

Jayakumar

2015

Harvard Educational Review

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In this article, Uma M. Jayakumar investigates the cumulative impact of experiences with segregation or racial diversity prior to and during college on colorblind ideological orientation among white adults. An analysis of longitudinal data spanning ten years reveals that, for whites from segregated and diverse childhood neighborhoods, some experiences in college may increase colorblind thinking, while others may facilitate a greater understanding of the racial context of US society. Segregated white environments, or white habitus, before, during, and after college are associated with whites' colorblind ideological orientations, with negative implications for racial justice. Campus racial diversity experiences can play a role in diminishing the influence of white habitus but are not necessarily doing so. In other words, the challenges of addressing colorblind orientation are greater for white students from segregated neighborhoods and high schools who also tend to choose segregated white campus environments and are less likely to engage across race lines while in college. This study speaks to the need for more direct interventions addressing colorblind ideology among white college students. The findings suggest that racial diversity and integration are potentially disruptive but insufficient conditions for unlearning harmful colorblind frames.

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The Shaping of Postcollege Colorblind Orientation Among Whites: Residential Segregation and Campus Diversity Experiences

Jayakumar

2015

Harvard Educational Review

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“…Research on the critical limits of multiculturalism, colorblindness, and diversity ideology illuminates the everyday dynamics of colorblind racism across social contexts: from surveys of public attitudes (Bell and Hartmann 2007;Bonilla-Silva 2013), to corporate settings (Embrick 2011), urban neighborhoods (Mayorga-Gallo 2014, and colleges and universities (E. C. Berrey Economization of Diversity 3 2011; Warikoo and de Novais 2014). This research makes clear that colorblindness, multiculturalism, and diversity ideology are the dominant methods for talking about race (see Hartmann 2015).…”

Section: Introductionmentioning

confidence: 99%

The Economization of Diversity

Thomas¹

2018

Preprint

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Through a case study of an ongoing diversity initiative at Diversity University (DU), a public, flagship university in the US South, this research advances our understanding of the discursive relationship between neoliberalism and contemporary racial ideology. As part of a larger ethnographic project, I draw upon over ten years worth of diversity discourse at DU to illuminate diversity’s economization: the process whereby specific formations of economic values, practices, and metrics are extended toward diversity as justification for DU’s efforts. My analysis responds to three questions: (1) how is diversity economized by the organization; (2) how is this economization articulated through organizational discourse on diversity; and (3) how does the economization of diversity potentially reconfigure race and racial subjectivities? My findings reveal three interrelated processes that facilitate diversity’s: diversity-as-investment, diversity metrics, and diversity-as-affective labor. Together these processes congeal and convert multicultural principles and practices into economic ones. Consequently diversity’s economization recasts nonwhite racial subjectivity as human capital for DU and its white publics, minimizing and entrenching existing racial inequality in the process.

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The spatial dynamics of race in the transition to university: Diverse cities and White campuses in U.K. higher education

Gamsu

Donnelly

Harris

2018

Population Space and Place

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Using exceptionally detailed administrative data on all 412,000 students attending university in the United Kingdom in 2014–2015 combined with spatial census data from 2011, we explore for the first time how the ethnic composition of where students grow up is linked to where they attend university. We calculate a “diversity score” for every U.K. university, which is then compared with the ethnic diversity of the surrounding area, allowing us to explore the institutional geography of ethnicity in U.K. universities. These scores provide the basis for a multilevel analysis of factors influencing whether students move towards more or less ethnically diverse universities than where they have grown up. White students are more likely than their ethnic‐minority peers to move towards a university that is more diverse than their home neighbourhood. We thus explore how students' mobility decisions for university are influenced by the uneven geography of race in U.K. cities and universities.

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Colour-blindness and diversity: race frames and their consequences for white undergraduates at elite US universities

Cited by 56 publications

References 34 publications

The Shaping of Postcollege Colorblind Orientation Among Whites: Residential Segregation and Campus Diversity Experiences

The Shaping of Postcollege Colorblind Orientation Among Whites: Residential Segregation and Campus Diversity Experiences

The Economization of Diversity

The spatial dynamics of race in the transition to university: Diverse cities and White campuses in U.K. higher education

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