This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Lewis, A. E Search for Related Content Social Bookmarking                         What's this?

There Is No "Race" in the Schoolyard: Color-Blind Ideology in an (Almost) All-White School

University of Illinois at Chicago

This article examines the racial messages and lessons students get from parents and teachers in one suburban school community. I examine the explicit and "hidden" curriculum of race offered in the school as well as exploring community members’ racial discourse, understandings, and behaviors. During a yearlong ethnographic study, all community members consistently denied the local salience of race. Yet, this explicit color-blind "race talk" masked an underlying reality of racialized practices and color-conscious understandings—practices and understandings that not only had direct impact on students of color at the school, but also have implications for race relations more broadly. I argue that this apparent paradox is related to the operation of new racial ideologies becoming dominant in the United States today, and conclude with suggestions for how this racial logic might be challenged.

American Educational Research Journal, Vol. 38, No. 4, 781-811 (2001)
DOI: 10.3102/00028312038004781


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				D. B. Price, A. E. Hyle, and K. V. Jordan Ties That Blind: Perpetuation of Racial Comfort and Discomfort at a Community College Community College Review, July 1, 2009; 37(1): 3 - 33. [Abstract] [PDF]

				T. T. Venzant Chambers, K. Shawn Huggins, and J. J. Scheurich To Track or Not to Track: Curricular Differentiation and African American Students at Highview High School Journal of Cases in Educational Leadership, March 1, 2009; 12(1): 38 - 50. [Abstract] [PDF]

				W. H. Sherman No Child Left Behind: A Legislative Catalyst for Superintendent Action to Eliminate Test-Score Gaps? Educational Policy, September 1, 2008; 22(5): 675 - 704. [Abstract] [PDF]

				H. R. Milner IV Race, Culture, and Researcher Positionality: Working Through Dangers Seen, Unseen, and Unforeseen Educational Researcher, October 1, 2007; 36(7): 388 - 400. [Abstract] [Full Text] [PDF]

				A. E. Evans Changing Faces: Suburban School Response to Demographic Change Education and Urban Society, May 1, 2007; 39(3): 315 - 348. [Abstract] [PDF]

				A. E. Evans School Leaders and Their Sensemaking About Race and Demographic Change Educational Administration Quarterly, April 1, 2007; 43(2): 159 - 188. [Abstract] [PDF]

				R. Rolon-Dow Critical Care: A Color(full) Analysis of Care Narratives in the Schooling Experiences of Puerto Rican Girls American Educational Research Journal, January 1, 2005; 42(1): 77 - 111. [Abstract] [PDF]

				G. K. LeTendre, B. K. Hofer, and H. Shimizu What Is Tracking? Cultural Expectations in the United States, Germany, and Japan American Educational Research Journal, January 1, 2003; 40(1): 43 - 89. [Abstract] [PDF]