On Thursday, we talked about the use of colorblind ideology in general, but what I found most interesting was the way in which it was taught to children. In the study by Apfelbaum et al. (2010), children were put into two conditions: one in which colorblind ideology was taught and one in which talking about racial differences was promoted, or the value-diversity condition. The thing that interested me the most was the way in which they explained their reasoning behind either colorblind ideology or talking about racial differences. The color-blind condition focused on similarities. The message that was told to the children was, “…we need to focus on how we are similar to our neighbors rather than how we are different. We want to show everyone that race is not important and that we’re all the same”. The value- diversity version focused on recognizing differences and celebrating them. The statement taught to these students was, “…we need to recognize how we are different from our neighbors and appreciate those differences. We want to show everyone that race is important because our racial differences make each of us special”.
Growing Up “Innocent”
In America, the notion of childhood innocence is fairly ingrained within our cultural imagination, but who gets that innocence is, like many things, largely dictated by race. The hypothetical child is assumed innocent of knowledge around topics like sex and violence, and the hypothetical child is also assumed White by the White social imagination. For Black children, this assumption of innocence and of childhood itself is often denied, but how it happens is altered by …