Race and racial ideology in classrooms through teachers’ and students’ voices

Hooks, Debra S.; Miskovic, Maja

doi:10.1080/13613324.2010.519972

Cited by 16 publications

(8 citation statements)

References 23 publications

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“…The data I use for this article come from a larger study in which I followed 18 teachers over the course of an academic year while they carried out their professional roles in a very complex system of ruling relations (Smith 1990(Smith , 2005 rooted in color-blind and gender-blind ideologies. These ideologies are best reflected in the widespread adoption by schools in the US of what I refer to as the social equality maxim: the decree that all students have the potential to be successful regardless of social location (e.g., Hooks and Miskovic 2011). The social equality maxim by definition renders the material consequences of race, and all other contentious identities, negligible.…”

Section: Race Ethnicity and Education 689mentioning

confidence: 98%

Constructing the color-blind classroom: teachers’ perspectives on race and schooling

Stoll

2014

Race Ethnicity and Education

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The purpose of this study is to explore teachers' attitudes towards race and schooling, and the ways in which they 'do' race in contemporary 'color-blind' learning environments where social location is not believed to exert any meaningful influence on students' potential for success. Data for this study were gathered through observations and in-depth interviews of teachers in a primarily white elementary school, a primarily Hispanic elementary school, and a primarily African American elementary school, all within the same school district north of Chicago. This research finds that in an era of post-racial politics, teachers regularly make use of color-blind ideologies in order to support their understandings of race and schooling. Further, these ideologies underlie the widespread adoption of the social equality maxim, and reflect and sustain the creation of color-blind classrooms.

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Section: Race Ethnicity and Education 689mentioning

confidence: 98%

Constructing the color-blind classroom: teachers’ perspectives on race and schooling

Stoll

2014

Race Ethnicity and Education

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“…Ethnic-cultural discrimination in schools is a phenomenon documented in different countries that seems to threaten personal and social development from early ages and that sometimes even affects the health of students whose family origin or culture differs from the majority (Hooks and Miskovic, 2010; McKinney, 2010; Zembylas, 2010; Zinga and Gordon, 2014; Brüggemann and D’Arcy, 2017; Gkofa, 2017). In adolescents from minority cultural groups, the perception of social discrimination predicts mistrust toward the cultural majority (Benner and Graham, 2013).…”

Section: Introductionmentioning

confidence: 99%

Ethnic-Cultural Bullying Versus Personal Bullying: Specificity and Measurement of Discriminatory Aggression and Victimization Among Adolescents

et al. 2019

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The present study contrasts personal bullying with ethnic-cultural bullying. A representative pluricultural sample from a Spanish adolescent population of Secondary Education took part in the study (N = 27369). The sample filled in the EBIPQ to measure personal bullying. Additionally, they filled in an adaptation of this questionnaire to measure the ethnic-cultural bullying: the EBIPQ-ECD. The EBIPQ-ECD validation showed optimal psychometric properties and a bidimensional structure: ethnic-cultural victimization and ethnic-cultural aggression. The same roles of participation in personal bullying —aggressor, victim, bully/victim, non-involved— were observed in ethnic-cultural bullying, but they did not coincide with each other in a considerable part. Therefore, we concluded that ethnic-cultural bullying is a different phenomenon from personal bullying, with the possibility of certain dynamism existing between both. To prevent and mitigate ethnic-cultural bullying, educational inferences are proposed. We also recommend the use of the EBIPQ-ECD as a tool to evaluate and detect ethnic-cultural aggressions and victimization.

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“…On one hand, qualitative and ethnographic researchers have begun to document the structure, function, and complexity of ideologies, discourses, beliefs, and practices theorized as colorblind in specific social contexts. Classrooms (Hooks and Miskovic 2011; Modica 2015; Stoll 2014), conservative movements, and basic political contexts (Garcia 2010; Haney-Lopez 2007) have all received such treatment. Osagie K. Obasogie’s (2013) provocative work on perceptions of race among those who are physically blind should also be included in this mix.…”

Section: Literature Reviewmentioning

confidence: 99%

Colorblindness as Identity: Key Determinants, Relations to Ideology, and Implications for Attitudes about Race and Policy

Hartmann

Croll

Larson

et al. 2017

Sociological Perspectives

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Colorblindness is often conceptualized as a set of deeply held but unrecognized ideological tenets. However, we believe that colorblindness has also now become an explicit cultural discourse involving self-conscious claims and specific convictions. To illustrate this point—which has both conceptual and empirical implications—we introduce the notion of colorblindness as identity. We define this concept as subjectively meaningful, self-asserted identification with colorblindness. We use data from a nationally representative survey to explore the social determinants of colorblind identification and assess its relationship to both colorblind ideologies and standard attitudinal measures. We find that a relatively large percentage of Americans across racial lines identify as colorblind. Furthermore, such identification is connected to racial ideologies but not all tenets of colorblind racism. For white Americans, colorblind identification is associated with decreased perceptions of social distance, but not support for policies designed to ameliorate the effects of racial discrimination. We conclude that colorblind identification is a unique social phenomenon, connected to views on race but not always in the ways that existing research would predict. We also suggest directions for further exploration of the depth of colorblindness as an identity form and implications for theorizing colorblind discourse more generally.

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Race and racial ideology in classrooms through teachers’ and students’ voices

Cited by 16 publications

References 23 publications

Constructing the color-blind classroom: teachers’ perspectives on race and schooling

Constructing the color-blind classroom: teachers’ perspectives on race and schooling

Ethnic-Cultural Bullying Versus Personal Bullying: Specificity and Measurement of Discriminatory Aggression and Victimization Among Adolescents

Colorblindness as Identity: Key Determinants, Relations to Ideology, and Implications for Attitudes about Race and Policy

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