Multicultural

Education Issues and Perspectives Seventh Edition James A. Banks and Cherry A. McGee Banks
Chapter 11 Review: The Colorblind Perspective in School: Causes and Consequences 1) According to the author, how does the social context influence the expression of racism and discrimination? According to the author, race issues are scientifically imprecise, but the meaning is heavily influenced by social context. Racial group membership is the basis on which individuals were treated as the properties of others (pg. 271). 2) What is the colorblind perspective? Give some examples of it. On what major beliefs and assumptions is it based? Colorblind perspective is when racial or ethnic group membership is irrelevant to the way individuals are treated. Their standpoint is that the unfair laws and rules that once existed do not exist any longer, and because we now have a just system these people should be seen only as individuals and not be given preferential treatment based on the fact that they belong to a previously disadvantaged group. One example of this perspective is when Michigan citizens voted on whether or not to repeal affirmative action in correlation to university level admissions. The people voted to ban the practice and its currently in limbo as the Attorney General has requested an appeal. 3) In what ways does the colorblind perspective contribute to racial discrimination and institutionalized racism in schools? Give specific examples. Some think that the colorblind perspective initially eases tensions between groups and can also minimize the number of times conflict occurs. However, according to this author and his research, this perspective also creates race as a taboo, and consequently most are unwilling to confront race because of this. It does not allow people to connect issues or recognize the intergroup tensions, let alone with how to deal with those tensions. Almost subliminally, well intending individuals end up acting adversely, in a discriminatory manner. If these problems were to be acknowledged there might be a cure or progress towards solving the issue, instead of creating it to be a taboo. 4) How does the colorblind perspective often lead to what the author calls misinterpretation of reality? Which realities does the colorblind perspective often misrepresent? Please see the answer to #3, as I feel I cover this question in my response to #3. 5) Why did the teachers at Wexler deny that they were aware of the race of their students? What were some of the consequences of their denial? Wexler teachers denied acknowledging the race of students because they held the colorblind perspective. In this community, acknowledging the difference meant there was prejudice and the educators did not want this they want their students to feel equal. One consequence was that students felt race was a taboo subject, while another was that students naturally sided with students who were the same color as they were. Elizabeth Wood February 2013

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What did the interviews with Wexler students reveal about their conceptions of race? How did their conceptions of race differ from those of the teachers? Why? The interviews with the students indicate that the students did indeed pick up on the racial differences in their classes. For example, most children sat by other students who were the same color in the lunchroom. In classrooms with mixed children, the black children were described as cheaters who would then pick on the white boys. In a study, both white and black students identified black students as having malicious intent when shown the same picture of a white and a black boy doing the same thing (shoving a pencil in someones back, for example). Obviously this is different from the teachers because the teachers choice to ignore race. I believe there are a couple of reasons for the difference. First, teachers were trained to ignore the races of their students. Children on the other hand go with their gut feeling, and that gut feeling is that that other color is not like me. People like to spend time with people who are like them, so children follow this model. Now whether its the skin or the SES of the children that sets the line is a deeper topic, but children recognize that the other person is different from them. The third reason students picked up on the difference is because it became taboo. Everyone knows about the taboo, even when its not being spoken about children included. Why do teachers often embrace the colorblind perspective? According to the author what are the benefits and what are the costs? According to this author, teachers embrace this perspective for a few reasons. The main reason is that teachers want to avoid the tension and conflicts that come from having a diverse population. This often minimalizes discomfort and embarrassment for teachers themselves, and increases their freedom of their actions. Some of the costs of this however are that cultural differences are not acknowledged, and the schools do not capitalize on the diversity present within their school. How does the colorblind perspective make it easier for liberal White teachers to discriminate? Give specific examples from this chapter and from your own observations and experiences in schools and in other settings and contexts. The colorblind perspective gives teachers this false sense of feeling that all their choices are devoid of racial bias. Therefore, if I choose a White boy to be my helper over an African American boy, my choice is not based on color but because the White boy is better behaved. This is simply not the case. The example that best demonstrates this from the chapter is when a teacher misconstrues a student election and gives the nomination to a White student over a black one. In her opinion, her choice was devoid of racial bias because the school adopted a colorblind mentality, but that was just not the case. I cannot say that I have specific examples from within my school because I have never had a varied student body in terms of race. How does the colorblind perspective negatively affect the development of a multicultural curriculum? What are the most promising ways to counteract the colorblind perspective? Give specific examples. In my personal opinion, the colorblind perspective negatively affects the multicultural curriculum because it denies that different colors/races/groups in general exist. The root of multiculturalism is to acknowledge and cherish our differences, not hide them in a closet. I believe the best ways Elizabeth Wood February 2013

to counteract the colorblind perspective would be to follow a multicultural curriculum, which have been outlined and detailed in other chapters of this text.

Elizabeth Wood February 2013