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”.
Letting Black Children be Children
Children are defined by their innocence, playfulness, curiosity, and youthfulness. However, those characteristics are defining White children. A set of studies titled, “The Essence of Innocence: Consequences of Dehumanizing Black Children,” conducted by Phillip Goff and colleagues, explains that with the prejudice and discrimination surrounding Black children, they need fewer basic needs and protection. In other words, their innocence is stripped away. But why? Why are Black children treated differently than their White counterparts? In the set of studies, their …