Chapter Overview
In Chapter 10, research and perspectives relating to challenging the colorblind ideology are explored. Education regarding the extent of ongoing racial inequality is crucial, but may backfire if not framed by discussions of underlying factors such as the lingering effect of historical racial oppression, and modern forms of racism such as implicit bias and structural bias. Various non-rhetorical techniques are proposed, and related-research is summarized. The chapter suggests a series of future topics for researchers to consider.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Banks, A. J., & Valentino, N. A. (2012). Emotional substrates of white racial attitudes. American Journal of Political Science, 56, 286–297.
Bezrukova, K., Spell, C. S., Perry, J. L., & Jehn, K. A. (2016). A meta-analytical integration of over 40 years of research on diversity training evaluation. Psychological Bulletin, 142, 1227–1274.
Bowman, N. A. (2011). Promoting participation in a diverse democracy: A meta-analysis of college diversity experiences and civic engagement. Review of Educational Research, 81, 29–68.
Busselle, R., & Bilandzic, H. (2008). Fictionality and perceived realism in experiencing stories: A model of narrative comprehension and engagement. Communication Theory, 18, 255–280.
Cameron, L., Rutland, A., Brown, R., & Douch, R. (2006). Changing children’s intergroup a attitudes toward refugees: Testing different models of extended contact. Child Development, 77, 1208–1219.
Case, K. A. (2007). Raising white privilege awareness and reducing racial prejudice: Assessing diversity course effectiveness. Teaching of Psychology, 34, 231–235.
Crisp, R. J., Stathi, S., Turner, R. N., & Husnu, S. (2008). Imagined intergroup contact: Theory, paradigm and practice. Social and Personality Psychology Compass, 2, 1–17.
Davis, B. W., Gooden, M. A., & Micheaux, D. J. (2015). Color-blind leadership: A critical race theory analysis of the ISLLC and ELCC standards. Educational Administration Quarterly, 51, 335–371.
Escalas, J. E. (2004). Imagine yourself in the product: Mental simulation, narrative transportation, and persuasion. Journal of Advertising, 33, 37–48.
Fu, M. (2015). I don’t see color, all people are the same: Whiteness and color-blindness as training and supervisory issues. Women & Therapy, 38, 279–294.
Gerrig, R. J. (1993). Experiencing narrative worlds. New Haven: Yale University Press.
Glick, P., & Fiske, S. T. (2001). An ambivalent alliance: Hostile and benevolent sexism as complementary justifications for gender inequality. American Psychologist, 56, 109–118.
Green, M. C. (2004). Transportation into narrative worlds: The role of prior knowledge and perceived realism. Discourse Processes, 38, 247–266.
Green, M. C. & Brock, T. C. (2000). The role of transportation in the persuasiveness of public narratives. Journal of Personality and Social Psychology, 79, 701–721.
Green, M. C., & Brock, T. C. (2002). In the mind’s eye: Imagery and transportation into narrative worlds. In M. C. Green, J. J. Strange, & T. C. Brock (Eds.), Narrative impact: Social and cognitive foundations (pp. 315–341). Mahwah, NJ: Lawrence Erlbaum Associates.
Hahn, A., Banchefsky, S., Park, B., & Judd, C. M. (2015). Measuring intergroup ideologies: Positive and negative aspects of emphasizing versus looking beyond group differences. Personality and Social Psychology Bulletin, 41, 1646–1664.
Heath, C., Bell, C., & Sternberg, E. (2001). Emotional selection in memes: The case of urban legends. Journal of Personality and Social Psychology, 81, 1028–1041.
Kaiser, C. R., Drury, B. J., Spalding, K. E., Cheryan, S., & O’Brien, L. T. (2009). The ironic consequences of Obama’s election: Decreased support for social justice. Journal of Experimental Social Psychology, 45, 556–559.
Kernahan, C., & Davis, T. (2010). What are the long-term effects of learning about racism? Teaching of Psychology, 37, 41–45.
Knowles, E. D., Lowery, B. S., Hogan, C. M., & Chow, R. M. (2009). On the malleability of ideology: Motivated construals of color blindness. Journal of Personality and Social Psychology, 96, 857–896.
Koenig, A. M., & Richeson, J. A. (2010). The contextual endorsement of sexblind versus sexaware ideologies. Social Psychology, 41, 186–191.
Mazzocco, P. J. (2016). Does support of colorblind principles and practices vary by situation? Unpublished manuscript.
Mazzocco, P. J., Brock, T. C., Brock, G. J., Olson, K. R., & Banaji, M. R. (2006). The cost of being Black: White Americans’ perceptions and the question of reparations. Du Bois Review, 3, 261–297.
Mazzocco, P. J., & Brunner, R. P. (2012). An experimental investigation of possible memory biases affecting support for racial health care policy. American Journal of Public Health, 102, 1002–1005.
Mazzocco, P. J., Green, M. C., Sasota, J. A., & Jones, N. (2010). This story is not for everyone: Transportability and narrative persuasion. Social Psychological and Personality Science, 1, 361–368.
McIntosh, P. (1988). White privilege and male privilege: A personal account of coming to see correspondences through work in women’s studies. Wellesley College Center for Research for Women (Working Paper No. 189).
Neville, H. A., Poteat, V. P., Lewis, J. A., & Spanierman, L. B. (2014). Changes in White college students’ color-blind racial ideology over 4 years: Do diversity experiences make a difference? Journal of Counseling Psychology, 61, 179–190.
Nordstrom, A. H. (2014). The voices project reducing white students’ racism in introduction to psychology. Teaching of Psychology, 42, 43–50.
Oatley, K. (1999). Why fiction may be twice as true as fact: Fiction as cognitive and emotional simulation. Review of General Psychology, 3, 101–117.
Paluck, E. L., & Green, D. P. (2009). Prejudice reduction: What works? A review and assessment of research and practice. Annual Review of Psychology, 60, 339–367.
Pettigrew, T. F., & Tropp, L. R. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90, 751–783.
Schiappa, E., Gregg, P. B., & Hewes, D. E. (2005). The parasocial contact hypothesis. Communication Monographs, 72, 92–115.
Slater, M. D. (2002). Entertainment education and the persuasive impact of narratives. In M. C. Green, J. J. Strange, & T. C. Brock (Eds.), Narrative impact: Social and cognitive foundations (pp. 157–181). Mahwah, NJ: Lawrence Erlbaum Associates.
Spanierman, L. B., Neville, H. A., Liao, H. Y., Hammer, J. H., & Wang, Y. F. (2008a). Participation in formal and informal campus diversity experiences: Effects on students’ racial democratic beliefs. Journal of Diversity in Higher Education, 1, 108–125.
Torino, G. C. (2015). Examining biases and White privilege: Classroom teaching strategies that promote cultural competence. Women & Therapy, 38, 295–307.
Wang, J., & Calder, B. J. (2006). Media transportation and advertising. Journal of Consumer Research, 33, 151–162.
Wolsko, C., Park, B., Judd, C. M., & Wittenbrink, B. (2000). Framing interethnic ideology: Effects of multicultural and colorblind perspectives on judgments of groups and individuals. Journal of Personality and Social Psychology, 78, 635–654.
Wright, S. C., Aron, A., McLaughlin-Volpe, T., & Ropp, S. A. (1997). The extended contact effect: Knowledge of cross-group friendships and prejudice. Journal of Personality and Social Psychology, 32, 171–188.
Dal Cin, S., Zanna, M. P., & Fong, G. T. (2004). Narrative persuasion and overcoming resistance. In E. S. Knowles & J. A. Linn (Eds.) Resistance and persuasion (pp. 175–191). Mahwah, NJ: Erlbaum.
Author information
Authors and Affiliations
Copyright information
© 2017 The Author(s)
About this chapter
Cite this chapter
Mazzocco, P.J. (2017). Challenging Colorblindness and Future Directions. In: The Psychology of Racial Colorblindness. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-59302-3_10
Download citation
DOI: https://doi.org/10.1057/978-1-137-59302-3_10
Published:
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-137-59967-4
Online ISBN: 978-1-137-59302-3
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)