The DOI matches its Crossref record; 98 of the 98 references it cites were found in a registry or an index; 2 of the 64 sources its claims cite were checked for support.
Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society
Open accessAbstract
Uses a Dis/ability Critical Race Theory framework to expand critique of color-blind ideology.
Overview
AI snapshot
Written from the paper’s full text.
TL;DR
The paper argues that the racial ideology commonly called color-blindness should be reconceived as color-evasiveness, because the blindness metaphor equates lack of sight with ignorance and hides the active, systemic avoidance of race. Using CRT and DisCrit, it reviews legal and education scholarship extending Gotanda’s critique and proposes color-evasiveness as a more intersectional framework for dismantling white supremacy.
Key findings
- Gotanda’s critique identified five themes: public-private distinction, non-recognition of race, racial categories as immutable facts, formal-race and unconnectedness, and racial social change; the authors argue these remain foundational but are constrained by the term color-blindness.
- Legal scholarship extending Gotanda emphasized historical ignorance, social acceptance of racial symbolism, and legal immorality; education scholarship, especially Williams and Land, linked color-blind ideology to standardized testing and academic tracking that legitimize white cultural knowledge.
- The literature search reviewed 195 articles and included 13 (12 law, 1 education); Gotanda’s 1991 article had over 1,400 Google Scholar citations, and a color-blindness search returned over 36,000 results.
- The proposed color-evasiveness framework resists ableist metaphor, treats racism as multimodal, situates inequities historically and systemically, values counter-narratives, and questions the assumed goodness of ignoring race.
Methods
- Conceptual and literature review. Searched Westlaw, LexisNexis, and HeinOnline for “critique of color blindness” and variants, yielding 97 law articles; searched ERIC for “color blind analysis” and variants, yielding 98 education articles; reviewed 195 total.
- Inclusion criteria: articles from 1991–2015 that theoretically expanded Gotanda’s critique; excluded book reviews, books, dissertations, medical color-blindness, and works merely citing or applying color-blindness. Final set: 13 articles (12 law, 1 education).
- Analysis synthesized legal and education expansions, then used CRT and DisCrit as a conceptual framing to develop color-evasiveness.
Limitations
- Stated: the authors aimed to examine theoretical extensions of Gotanda, not all work using color-blindness; they note the far-reaching impact and selective inclusion. They also report no conflict of interest.
- Evident from the text: the review is limited to law and education databases and specific search terms; only one education article met inclusion criteria, so education coverage is thin. The paper is conceptual and presents no empirical test of color-evasiveness.
Model-written summary. Check it against the paper before relying on it.
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Verification
Claims the paper makes
39 Own interpretation · 34 No full text of the sources · 15 Sources not found · 4 Not checked yet · 4 No basis given · 3 Own result · 2 Partly supported · accuracy not yet measured
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“By continuing to embrace color-blindness, the U.S. Supreme Court solidified its role as 'guardian of the racial caste' because it denies 'the history and complexity of race, races, and racism in the United States' (Ghosh 2008, 53-54).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Legal studies' expansions of color-blind ideology
What the sources say
- Partly supportedcites Ghosh 2008 sourceExperimental — accuracy not yet measured
The footnote to the discussion on p. 463 quotes the Supreme Court endorsing a color-blind position, and the discussion on pp. 464–465 describes how strict color-blindness can fail to address continuing racial stereotypes. But the paper does not call the Court a “guardian of the racial caste” or say that the Court denies “the history and complexity of race, races, and racism in the United States.” Searches for both quoted phrases found no match in our copy. (LLM, conf=0.83)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“but also ways racism and ableism work interdependently.”
- Also stated in: § Color-evasiveness: expanding a color-blind racial ideology · plain
“Once Carolina was constructed as different via her accent, her difference was viewed as deficit and was used as justification to label her as deficit and remove her from her peers (Matsuda 1991).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
What the sources say
- Partly supportedcites Matsuda 1991 sourceExperimental — accuracy not yet measured
In the section labeled “127. Id.”, Matsuda describes speech pathology treating ethnic accents as defects needing a cure; in the “1991]” passage, a consultant calls an accent common among non-white Hawaiians a “handicap.” These passages connect racialized accent discrimination with disability-based language, but they do not establish the broader claim that racism and ableism work interdependently in general. Page numbers are not available for these passages in our copy. (LLM, conf=0.82)
- Not checked — no full text of the sourcecites Perez-Huber and Solorzano 2015 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- Also stated in: § Color-evasiveness: expanding a color-blind racial ideology · plain
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“However, we found through this review of the literature that while providing theoretical expansions, the authors were constrained by the term color-blindness itself.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Education expansions of color-blind ideology
plaindirect- Asserted: passes — The authors put it forward as true.
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In the paper
“Yet, many in society have since interpreted this quote of Harlan's as a commitment to ignore race (Murray 2012).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Abstract
What the sources say
- Not checked — no full text of the sourcecites Murray 2012
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In the paper
“Thomas' interpretation that any government acknowledgment of race was equally problematic, whether to discriminate or to ameliorate discrimination, has become the basis of U.S. antidiscrimination law (Haney-Lopez 2007).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Abstract
What the sources say
- Not matchedcites Haney-Lopez 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
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In the paper
“Educators have grown to embrace color-blind ideology as demonstrated by the surplus of color-blind approaches to educational research, policy analysis, and teacher education discourse (Milner 2007).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Abstract
What the sources say
- Not checked — no full text of the sourcecites Milner 2007 source
boostedcorrelational- Asserted: passes — The authors put it forward as true.
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In the paper
“(T)he two central educational reforms of the last few decades -the standards/accountability movement and free-market school choice policies -have both been framed as outcome-based solutions to the racial achievement gap without directly addressing any societal or educational issues related to race…”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Abstract
What the sources say
- Not matchedcites Wells 2014
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Therefore, DisCrit allowed for an intersectional reading of what has traditionally been a uni-dimensional understanding of color-blindness as a racial ideology to perpetuate white supremacy.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Conceptual affordances of CRT and DisCrit
plaindirect- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Specifically, the racial ideology of denying the significance of race should not be equated with blindness because it is an inadequate descriptor.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
plain- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Said differently, the inherent ableism in this term equates blindness with ignorance.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
plaindirect- Asserted: passes — The authors put it forward as true.
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- Rests on an assumption: Inability to see is not ignorance.
- Rests on an assumption: Blindness provides unique ways of understanding the world to which sighted people have no access.
- Rests on an assumption: Blind people are knowers.
- Probably not a substantial claim. 37
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These parameters left us with 13 articles, 12 law, and 1 education, all of which are reviewed below.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Methodology
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“For example, typing the term 'color-blindness' into Google Scholar resulted in over 36,000 results, many referencing Gotanda.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Methodology
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“It was not until the last decade that Gotanda's critique of color-blindness began to transform within the field of education.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Education expansions of color-blind ideology
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Specifically, Gotanda's 1991 piece has been cited over 1400 times when searched on Google Scholar alone.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Methodology
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Though the recognition and critique of ways schools (re)produce color-blind racial ideology in discourse, policy, and practices was wholly necessary, much U.S. education scholarship did not seek to theoretically extend Gotanda's work.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Education expansions of color-blind ideology
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper may give no reason why it holds.
In the paper
“Color-blind racial ideology has historically been conceptualized in the U.S. as 'race is irrelevant' and therefore, it should be disregarded (Gotanda 1991, 268).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Abstract
What the sources say
- Not checked — no full text of the sourcecites Gotanda 1991, 268 source
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. It may state two separate claims as one.
In the paper
“The underlying message of this interpretation insinuates that recognizing race is problematic and therefore the solution is to discount race (Guinier and Torres 2002).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Abstract
What the sources say
- Not checked — no full text of the sourcecites Guinier and Torres 2002 source
hedgeddirect- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim.
None of the sources cited for this claim have been checked yet.
In the paper
“A commitment to color-blindness swept through the U.S. and color-blind rhetoric was taken up heartily in the field of education as evidenced by several education policies and practices that utilize color-blind language (Rodriguez 2015; U.S. Department of Education 2010).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Abstract
What the sources say
- Not checked — no full text of the sourcecites Rodriguez 2015 source
- Not matchedcites U.S. Department of Education 2010
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Color-evasiveness, as an expansive racial ideology, resists positioning people with disabilities as problematic as it does not partake in dis/ability as a metaphor for undesired.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
plaindirect- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“First, because racism and ableism are normalizing processes that are interdependent, bodies that do not fit into a norm are identified as problems.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Conceptual affordances of CRT and DisCrit
plaindirect- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Third, once a person is labeled with differences or dis/abilities, there is justification for segregation in the name of remediation.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Conceptual affordances of CRT and DisCrit
plaindirect- Asserted: passes — The authors put it forward as true.
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In the paper
“Gotanda noted this color-blind racial ideology preserved white supremacy by sustaining, 'the social, economic, and political advantages that whites hold over other Americans ' (3).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Abstract
What the sources say
- Not checked — no full text of the sourcecites Gotanda 1991 source
plaindirect- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim.
In the paper
“The implication of passivity and the use of blindness within the racial ideology of color-blindness locates the problem and the power within an individual; one can simply ignore race, and racism will go away (Gotanda 1991).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
What the sources say
- Not checked — no full text of the sourcecites Gotanda 1991 source
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“By naming this racial ideology as color-evasiveness, we demonstrate the social construction of race and ability while simultaneously confronting the social and material consequences of racism and ableism.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
boosteddirect- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds. It may state two separate claims as one.
- Rests on an assumption: Race is a social construction.
In the paper
“Wells' (2014) analysis of education policy and reform reflected that similar to law, a commitment to color-blind racial ideology in U.S. education conflated acknowledging race with being racist, and therefore the implications for educators have been to refuse to recognize race is to be morally superior (Rogers and Christian 2007).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Abstract
What the sources say
- Not checked — no full text of the sourcecites Rogers and Christian 2007 source
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Moreover, race scholars also use dis/ability as a metaphor for disadvantage: racism cripples, deaf to the argument on racial injustices, and shortsighted views on racial inequities.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Finally, counter-narratives must be multidimensional, considering multiple intersections of identity.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Conceptual affordances of CRT and DisCrit
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The ways ableist language perpetuates non-recognition allows for the subordination of dis/abled people and misses the intersections between being socially constructed racially as the other and dis/abled.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
In the paper
“Recently developed, DisCrit addresses how 'the legacy of historical beliefs about race and ability, which were clearly based on white supremacy, have become intertwined in complex ways that carry into the present day' (Annamma, Connor, and Ferri 2013b, 2).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Conceptual framing
What the sources say
- Not matchedcites Annamma, Connor, and Ferri 2013b
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
boostedcorrelational- Asserted: passes — The authors put it forward as true.
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In the paper
“Williams and Land (2006) went on to argue that such standardized tests reinforce white cultural knowledge, thus by design positioning students of color as inferior and reproducing racism through differential access to post-educational opportunities.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Education expansions of color-blind ideology
What the sources say
- Not matchedcites Williams and Land 2006
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
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- Not matched
In the paper
“'The fraud of color-blindness is…. the denial of racism as … people of color live it' (Calmore 1997, 70-71).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Legal studies' expansions of color-blind ideology
What the sources say
- Not checked — no full text of the sourcecites Calmore 1997 source
plaindirect- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim.
In the paper
“By drawing on Justice Harlan's analysis of racial pride and cases beyond Plessy, Golub (2005) argued that Justice Harlan's conception of color-blindness both allows and requires judicial attention to the social and political forces through which race was made meaningful (593).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Legal studies' expansions of color-blind ideology
What the sources say
- Not checked — no full text of the sourcecites Golub 2005 source
plaindirect- Asserted: passes — The authors put it forward as true.
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- Load-bearing: fails — The paper’s conclusions may not depend on it.
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Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Three arguments found in legal studies' theoretical expansions of Gotanda's work included color-blindness ideology's reliance on historical ignorance, social acceptance, and legal immorality.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Legal studies' expansions of color-blind ideology
plaincorrelational- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These counter-narratives cannot stand alone but must be juxtaposed against the master-narratives.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Conceptual affordances of CRT and DisCrit
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“Unfortunately, education outcomes in the U.S. illustrate that race does matter with racism impacting achievement, discipline, and special education status, to name just a few (Annamma, Morrison, and Jackson 2014;Berlak 2001;Fabelo et al. 2011).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Abstract
What the sources say
- Not checked — no full text of the sourcecites Annamma, Morrison, and Jackson 2014 source
- Not matchedcites Berlak 2001
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Fabelo et al. 2011
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“In other words, people of color consistently have to contest the social acceptance of using racial slurs as complimentary representations, whereas white Americans are allowed to take pride in their ethnicity while maintaining white supremacy.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Legal studies' expansions of color-blind ideology
What the sources say
- Not checked — no full text of the sourcecites Calmore 1997 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Therefore, Gotanda's (1991) naming and critiquing of a color-blind racial ideology was necessary and useful in disrupting white supremacy.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Gotanda's conceptualization of 'Our Constitution is colorblind'
What the sources say
- Not checked — no full text of the sourcecites Gotanda 1991 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
In the paper
“In this case, assuming dis/ability is an immutable fact disguises the social processes that position children of color as less than making them more likely to be labeled with a dis/ability and ignores the ways society dis/ables many people (Kliewer, Biklen, and Kasa-Hendrickson, 2006).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
What the sources say
- Not checked — no full text of the sourcecites Kliewer, Biklen, and Kasa-Hendrickson, 2006 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“These terms are inherently problematic, as they do not accurately depict the problem of refusing to acknowledge race while simultaneously maintaining a deficit notion of people with disabilities (Watts and Erevelles 2004).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
What the sources say
- Not checked — no full text of the sourcecites Watts and Erevelles 2004 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Fourth, the only way to resist master-narratives that pathologize bodies different from the ideal is to provide space for counter-narratives by oppressed people.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Conceptual affordances of CRT and DisCrit
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Second, once branded, those differences are viewed as deficits and marked as abnormal.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Conceptual affordances of CRT and DisCrit
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
In the paper
“This is not the passive characteristic that the term color-blind suggests; instead, this actively (re)inscribes racial stereotypes (Williams and Land 2006).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
What the sources say
- Not matchedcites Williams and Land 2006
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“The same people who recognize race as a social construction often overlook that dis/ability labeling is the result of similar (but not exactly the same) social processes, ignore the ways race and ability are socially constructed in tandem, and equate difference with deficit (Erevelles and Minear 2010).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
What the sources say
- Not checked — no full text of the sourcecites Erevelles and Minear 2010 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: Race is a social construction.
In the paper
“In contrast, the Court's contemporary color-blindness 'more closely resembles the majority in Plessy than Justice Harlan's dissent' (596).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Legal studies' expansions of color-blind ideology
What the sources say
- Not checked — no full text of the sourcecites Golub 2005 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Like many other tools of white supremacy, color-blindness went from a mechanism to support the historically marginalized to a mechanism to suppress them, or from a tool for lifting up to a tool for keeping down (Haney-Lopez 2011).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Legal studies' expansions of color-blind ideology
What the sources say
- Not matchedcites Haney-Lopez 2011
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A DisCrit conceptual framework recognized that racism and ableism inform the racial ideology of color-blindness by locating (un)spoken 10 norms, where differences are viewed as abnormal.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Conceptual affordances of CRT and DisCrit
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In other words, the underlying argument for the racial ideology of color-blindness is that everyone will be treated fairly if race was discounted.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“Though Frankenberg argued that along with color-evasion there also occurred a related power-evasion, we argue that those are one and the same.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
What the sources say
- Not checked — no full text of the sourcecites Frankenberg 1993 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Expanding the racial ideology of color-blindness to color-evasiveness then is not simply a commitment to updating our language, but an opportunity to expose the (un)spoken norms thriving in the racial ideology of color-blindness.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Implications
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Thus, those espousing a color-blind racial ideology are individually positioned as racially enlightened while simultaneously reproducing power and inequity in a system of white supremacy.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“By expanding Gotanda's original racial ideology to color-evasiveness using an intersectional framework, we were able to address how people imagine race currently through color-blindness by exposing hidden norms”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Implications
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one. The quote only partly states this claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Using the racial ideology of color-evasiveness directly calls into question the presupposed goodness of ignoring race.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
In the paper
“In other words, it is not that whites have trained themselves not to notice color.Instead, those in power often have 'selective engagement with difference rather than no difference at all' (Frankenberg 1993, 143).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
What the sources say
- Not checked — no full text of the sourcecites Frankenberg 1993 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Finally, the racial ideology of color-evasiveness directly questions the goal of color-blindness -to become a society where race does not matter.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Views people of color with dis/abilities and others that | stand at the intersections of multiple identities as less | than by those that subscribe to color-blindness |”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Conclusion
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It is clear that color-blind racial ideology was built within a commitment to white supremacy and (un)spoken norms.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Conclusion
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Color-evasiveness as an expanded racial ideology acknowledges that to avoid talking about race is a way to willfully ignore the experiences of people of color, and makes the goal of erasure more fully discernible.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
- Rests on an assumption: People of color are always fighting the erasure of their lived experiences, their very right to exist.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Color-blindness | utilizes dis/ability as a metaphor | for lacking and equates blindness | with ignorance |”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Conclusion
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“For all the reasons listed above, we argue that the refusal to address race, and its corollary racism, should be conceived as color-evasiveness.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
In the paper
“Racism has been built into the foundations of the country when Blacks were considered three-fifths of a person, and native people were considered cannon fodder (Tyack 1973).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
What the sources say
- Not matchedcites Tyack 1973
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It is the systemic violence of racism that impacts our daily lives, not just through individuals but also through institutions.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
In the paper
“However, racism is multimodal and is not limited to only one modality.”
- Also stated in: § Color-evasiveness: expanding a color-blind racial ideology · plain
“In other words, racism is informed by visuals, graphic, text, speech, and audio (Lopez 2015).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
What the sources say
- Not matchedcites Lopez 2015
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Also stated in: § Color-evasiveness: expanding a color-blind racial ideology · plain
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Alternatively, naming the ideology of refusing to recognize racial difference as color-evasiveness allows for a sense of temporality, conceding the evasion of systemic racism has allowed inequities to be perpetuated throughout history.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The shift to color-evasiveness allows for both comprehensively situating the conceptualization and critique of color-blindness as well as thoughtfully considering how to move the underlying ideology forward expansively.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Conclusion
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds. It may state two separate claims as one.
In the paper
“Justice Harlan's conceptualization of a color-blind racial ideology ignored the historical underpinnings of racism that had been written into the law”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Conclusion
What the sources say
- Not checked — no full text of the sourcecites Golub 2005 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one. The quote only partly states this claim.
The paper relies on this without support.
Inability to see is not ignorance.
“However, inability to see is not ignorance; in fact, blindness provides unique ways of understanding the world to which sighted people have no access.”
The paper relies on this without support.
Blindness provides unique ways of understanding the world to which sighted people have no access.
“However, inability to see is not ignorance; in fact, blindness provides unique ways of understanding the world to which sighted people have no access.”
The paper relies on this without support.
Blind people are knowers.
“Blind people are knowers.”
The paper relies on this without support.
Race is a social construction.
“The same people who recognize race as a social construction often overlook that dis/ability labeling is the result of similar (but not exactly the same) social processes, ignore the ways race and ability are socially constructed in tandem, and equate difference with deficit (Erevelles and Minear 2010).”
The paper relies on this without support.
People of color are always fighting the erasure of their lived experiences, their very right to exist.
“People of color are always fighting the erasure of their lived experiences, their very right to exist.”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Conclusion
“As Haney-Lopez (2010a) noted, 'Colorblindness is a form of racial jujitsu: co-opting the moral force of the civil rights movement, it uses that power to attack racial remediation and simultaneously to defend structural racism' (1064).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > References
“Haney-Lopez, I. F. 2010a. "Is the Post in Post-Racial the Blind in Colorblind. " Cardozo Law Review 32: 807-831.”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Gotanda's conceptualization of 'Our Constitution is colorblind'
“Though we will not try to summarize the entire 69-page law review here”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > References
“Gotanda, N. 1991. "A Critique of 'Our Constitution is Color-Blind' . " Stanford Law Review 44: 1-68.”
Citations
Cites
Crenshaw, K. (2018) · Feminist Legal Theory · doi:10.4324/9780429500480-5 · Cited by 9,510
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Bertrand, M., & Mullainathan, S. (2004) · American Economic Review · doi:10.1257/0002828042002561 · Cited by 4,504
Critical Race Theory: The Key Writings That Formed the Movement
Caldwell, V. F., & Crenshaw, K. W. (1996) · Columbia Law Review · doi:10.2307/1123408 · Cited by 3,897
Toward a Critical Race Theory of Education
Ladson-Billings, G., & Tate, W. F. (1995) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1177/016146819509700104 · Cited by 3,881
White Women, Race Matters: The Social Construction of Whiteness
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From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools
Ladson-Billings, G. (2006) · Educational Researcher · doi:10.3102/0013189x035007003 · Cited by 3,211 · cited 1×
“In other words, the temporal racialized contours of the education debt cannot be denied (Ladson-Billings 2006).”
Toward a Critical Race Theory of Education
Ladson-Billings, G. J., & Tate, W. F. (2016) · Routledge eBooks · doi:10.4324/9781315709796-2 · Cited by 3,203
(2004) · Choice Reviews Online · doi:10.5860/choice.41-3121 · Cited by 2,725
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- Banks R. R., 2000, UCLA Law Review, 48, 1075
- Berlak H., 2001, Rethinking Schools, 15, 10
- Blacksher J. U., 1996, Howard Law Journal, 39, 633
- Calmore J. O., 1997, Law and Inequality, 15, 25
- Cook A., 1991, Harvard Blackletter Journal, 8, 61
- Cooper F. R., 2009, Denver University Law Review, 86, 633
- Crenshaw K. W., 1988, Nat’l Black LJ, 11, 1
- Crenshaw K., 1989, University of Chicago Legal Forum, 1989, 139
- Culbertson T., 2008, Stanford Journal of Civil Rights & Civil Liberties, 4, 51
- Dixson A. D., 2006, Race, Ethnicity, and Education: The Influences of Racial and Ethnic Identity in Education, 3, 19
- Edelman B. G., 2015, Harvard Business School NOM Unit Working Paper
- Freire P., 1996, Pedagogy of the Oppressed (Revised)
- Getches D. H., 2001, Minnesota Law Review, 86, 267
- Ghosh S., 2008, Bufallo Law Review, 409
- 10.1111/lasr.2005.39.issue-3 · DOI
- Han S. Y., 2006, Asian Pacific American Law Journal, 11, 1
- Haney-Lopez I. F., 2007, Stanford Law Review, 59, 985
- Haney-Lopez I. F., 2010, Cardozo Law Review, 32, 807
- Haney-López I. F., 2010, California Law Review, 1023
- Haney-Lopez I. F., 2011, Cardozo Law Review, 32, 807
- Hernandez T. K., 1998, Maryland Law Review, 57, 97
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- King-Thorius K., 2016, DisCrit – Disability Studies and Critical Race Theory in Education
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Cited by
Sorted by citations
Items 301–400 of 724
Black Professional Communicators Testifying to Black Technical Joy
Byrd, A. (2022) · Technical Communication Quarterly · doi:10.1080/10572252.2022.2069287 · Cited by 6
“Annamma, Jackson, and Morrison (2016) argue that “color-blind racism” points out the problem of refusing to acknowledge race while associating disability with ignorance and passivity.”
BackgroundAccountability Battle: A Critical Analysis of a Charter Renewal Decision
Enoch-Stevens, T., Daramola, E. J., Jabbar, H., & Marsh, J. A. (2022) · Urban Education · doi:10.1177/00420859221095005 · Cited by 10
Looking at the Margins: Is Inclusive Education for All?
Chieppa, M. A., Sánchez-Cabrero, R., & Mena, M. S. (2023) · Education Sciences · doi:10.3390/educsci13100991 · Cited by 10
Forsythe, D. (2023) · The Journal of Higher Education · doi:10.1080/00221546.2023.2265285 · Cited by 6
“These framings center on color-evasive techniques (Annamma et al., 2017) used by white people to reduce conversations around race and re-positions responsibility away from white families and educators to integrate conversations of race regardless of their exposure to POC.”
Jones, S. J. (2023) · Urban Education · doi:10.1177/00420859231214212 · Cited by 6
“However, researchers investigating adolescent reading motivation have taken color-evasive approaches (Jones, 2022a), avoiding discussions of race (Annamma et al., 2017).”
BackgroundMarket-based, Universalist, and Emancipatory Logics of Study Abroad
Acevedo, R. M. (2023) · Frontiers The Interdisciplinary Journal of Study Abroad · doi:10.36366/frontiers.v35i3.674 · Cited by 6
“As a racial ideology, the term color-blindness upholds ableism by equating blindness with ignorance, perpetuating the problematic tendency to position people with disabilities as a metaphor for undesirable (Annamma et al., 2017).”
BackgroundChaney, K. E., Wilton, L. S., Morgenroth, T., Cipollina, R., & Pereira‐Jorge, I. (2024) · Social Psychological and Personality Science · doi:10.1177/19485506241252198 · Cited by 6
Researching as a critical secretary: a strategy and praxis for critical ethnography
Chang, E. (2020) · International Journal of Qualitative Studies in Education · doi:10.1080/09518398.2019.1702232 · Cited by 7
Eradicating Anti-Black Logics in Schools: Transgressive Teaching as a Way Forward
Andrews, D. J. C., & Cosby, M. D. (2021) · Multicultural Perspectives · doi:10.1080/15210960.2021.1982356 · Cited by 6
Race, Parenting and Identity in the Iranian Diaspora Tracing Intergenerational Dialogues
Vossoughi, S. (2022) · Journal of Family Diversity in Education · doi:10.53956/jfde.2022.161 · Cited by 6
Baker, B. A., Davis, S. J., Wilkins‐Yel, K. G., Mukherjee, A., & Paneto, A. (2022) · Journal of Educational and Psychological Consultation · doi:10.1080/10474412.2022.2104300 · Cited by 6
“Color-blind endorsers often view colorblindness as an “accomplishment” (Leonardo, 2007, p. 266), but it allows them to discount race as an important factor altogether (Annamma et al., 2017) and, consequently, justify eluding conversations and actions regarding race (ColesRitchie & Smith, 2017).”
BackgroundDaniel, B.-J. M., & Escayg, K. (2024) · doi:10.32920/27090160 · Cited by 6
The Next Generation of Clinical Psychological Science: Moving Toward AntiracismPreprint
Rodriguez-Seijas, C. A., McClendon, J., Wendt, D. C., Novacek, D. M., Ebalu, T. I., Hallion, L. S., Hassan, N. Y., Huson, K., Spielmans, G. I., Folk, J. B., et al. (2023) · doi:10.31234/osf.io/mhdx8 · Cited by 6
I talk normal: A comparative case study of raciolinguistic socialization in preschool
Quast, E. (2023) · Journal of Early Childhood Literacy · doi:10.1177/14687984231184133 · Cited by 5
“Similarly, Ms Smith and Mr Richards may have moved from color-evasive interpretations (Annamma et al., 2017) of peer con fl ict in Maple to addressing power systems operating within the classroom.”
Teachers’ responses to racism and racist bullying in Dutch primary schools
Sieben-Aduful, K. M. A., Willems, R. A., Völlink, T., et al. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1393719 · Cited by 5
Patiño‐Cabrera, N., & Bhansari, R. S. (2025) · Journal of Latinos and Education · doi:10.1080/15348431.2025.2471324 · Cited by 5
“Further, school administrators must acknowledge that color-evasiveness and Eurocentrism cannot coexist with racial justice (Annamma et al., 2017; Delgado & Stefancic, 2017).”
Bendixen, L. D., Plachowski, T. J., & Olafson, L. (2022) · Education and Urban Society · doi:10.1177/00131245221106724 · Cited by 5
“The whiteness of the teacher workforce and prevalence of race-evasive discourse further complicates efforts to disrupt deficit ideology (Annamma et al., 2017; Sleeter, 2017).”
BackgroundMarcucci, O., Roberston, T., Morgan, D., Lazarus, E., & Mitchell, L. (2023) · American Journal of Community Psychology · doi:10.1002/ajcp.12682 · Cited by 5
Not a Citizen But a Student: International Student Critical Race Theory (IntlCrit) Framework
Yeo, H. T. (2023) · Emerald Group Publishing Limited eBooks · doi:10.1108/s2056-375220230000009002 · Cited by 7
Reality and Rationalization: Insights on Rural Teachers’ Efforts to Build Racial Literacy
Hawkman, A. M., & Murray-Everett, N. C. (2024) · Educational Studies · doi:10.1080/00131946.2024.2305769 · Cited by 5
Loukola, S., Jagne-Soreau, M., Holm, G., & Hummelstedt, I. (2025) · International Journal of Qualitative Studies in Education · doi:10.1080/09518398.2025.2470928 · Cited by 5
White racial bonding-at-work in higher ed STEM
Nishi, N. W. (2021) · International Journal of Qualitative Studies in Education · doi:10.1080/09518398.2021.1983882 · Cited by 5
Lee, C. A., & Arroyo, J. C. (2022) · Journal of Planning Education and Research · doi:10.1177/0739456x221084592 · Cited by 5
“Color-evasiveness also encapsulates evidence that racism is perpetuated beyond sight, such as through text, speech, or audio (Annamma, Jackson, and Morrison 2017; Obasogie 2010).”
Schroeder, S. E. (2020) · Journal of Practitioner Research · doi:10.5038/2164-0866.5.1.1122 · Cited by 5
Reconceptualization of support and policy for minoritised students with dis/abilities in Hong Kong
Bhowmik, M. K., & Kennedy, K. J. (2022) · Cambridge Journal of Education · doi:10.1080/0305764x.2022.2040952 · Cited by 5
“It highlights how the interaction of racism and ableism marginalises minoritised students with dis/abilities (Annamma, Jackson & Morrison, 2017; Annamma et al., 2013; Connor, Cavendish, Gonzalez, & Jean-Pierre, 2019).”
Biedka, S. (2022) · Music Therapy Perspectives · doi:10.1093/mtp/miac026 · Cited by 5
De-storying Community Narratives: Unimagined Community in Queer Educators’ Small Stories
Coleman, J. J. (2023) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/01614681231161126 · Cited by 5
“So, even as scholars rightly advocate for centering historically marginalized stories through storying (Annamma et al., 2017; B. Love, 2019; Pritchard, 2017), counter-storytelling (Ellison & Solomon, 2019; Wargo, 2018), and restorying (Coleman, 2021b; Thomas & Stornaiuolo, 2016), these works often operate from a belie…”
BackgroundNice to Whom?: How Midwestern Niceness Undermines Educational Equity
Drake, R., & Rodríguez, G. (2023) · Berkeley Review of Education · doi:10.5070/b812153038 · Cited by 5
Trainor, A. A., & Romano, L. E. (2023) · Career Development and Transition for Exceptional Individuals · doi:10.1177/21651434231169990 · Cited by 7
Race, Whiteness, and Student Life in On-Campus Housing: A Case Study of Three Universities
Foste, Z., & Irwin, L. N. (2023) · American Educational Research Journal · doi:10.3102/00028312231175643 · Cited by 5
“Not only have scholars named color-evasiveness as racist and as a mechanism to further white racial ignorance (Annamma et al., 2017; Mueller, 2020); Students of Color recounted racialized residence hall experiences where white students often used explicitly racist language and expression.”
BackgroundBrooks, M. D. (2023) · AERA Open · doi:10.1177/23328584231195878 · Cited by 5
Nishi, N. W., Collier, M. J., Morales, G. I., & Watley, E. (2024) · Journal of the American Veterinary Medical Association · doi:10.2460/javma.23.07.0412 · Cited by 6
Childs, J., & Johnson, S. B. (2018) · Education Policy Analysis Archives · doi:10.14507/epaa.26.3342 · Cited by 5
Robinson, A. N. (2021) · Critical Studies in Education · doi:10.1080/17508487.2021.1955718 · Cited by 5
Classroom and Behavior Management: (Re)conceptualization Through Disability Critical Race Theory
Migliarini, V., & Annamma, S. A. (2019) · Springer eBooks · doi:10.1007/978-3-319-74078-2_95-1 · Cited by 5
“We emphasize the various forms of oppression that intersect in the daily lives of multiply-marginalized Students of Color and consequently affect their behavior and how they “navigate educational and social institutions with savvy and ingenuity” (Annamma et al., 2016, p. 22).”
BackgroundInfluentialSelf-citationBad Inquiry: How Accountability, Power, and Deficit Thinking Hinder Pre-Service Practitioner Inquiry
Schroeder, S. E. (2020) · Journal of Practitioner Research · doi:10.5038/2379-9951.5.1.1122 · Cited by 5
Developing Racial Justice Allies in an Online Graduate Workshop Centering Latinx Students
Hengesteg, P. S., Doran, E. E., & Squire, D. (2020) · Innovative Higher Education · doi:10.1007/s10755-020-09525-7 · Cited by 5
Chieppa, M. A., & Mena, M. S. (2021) · Revista Educação Especial · doi:10.5902/1984686x67417 · Cited by 4
Learning from Asian Americans: Implications for Planning
Lee, C. A., Flores, N. M., & Hom, L. D. (2021) · Journal of Planning Education and Research · doi:10.1177/0739456x211006768 · Cited by 8
“This stereotype has been used to oppose the Civil Rights Movement and affirmative action (Espiritu 1992; Poon et al. 2016) because it dismisses structural racism in a presumed color-evasive society (Annamma, Jackson, and Morrison 2017; Bonilla-Silva 2017; Kim 1999).”
MethodTeacher education for social change: shifting from race-evasiveness to racial literacy
Ott, C. D., & Kohli, R. (2022) · Elsevier eBooks · doi:10.1016/b978-0-12-818630-5.08044-1 · Cited by 6
Revealing the Known: The Invisibilized Bias of Commercial Literacy Curricula
Whittingham, C. E., & Hoffman, E. B. (2024) · Peabody Journal of Education · doi:10.1080/0161956x.2024.2309858 · Cited by 5
“People are rewarded or experience success based on their performance and/or efforts (“work hard”). and systemic examples of both forms of colorblindness and color evasiveness (Annamma et al., 2017) were present in the data (Table 3).”
BackgroundTraining for transformation: examining food systems courses at US land-grant universities
Hoffs, C. T., Chharan, N., Landry, M. J., Ward, C., Oyewole, K. A., Wang, M. C., Egan, S., Bruce, J. S., & Gardner, C. D. (2024) · Frontiers in Sustainable Food Systems · doi:10.3389/fsufs.2024.1472789 · Cited by 5
Liera, R., & Ching, C. D. (2025) · Routledge eBooks · doi:10.1080/10668926.2025.2510272 · Cited by 4
“This instructor’s thinking and the consequent impact on her practice align with what Annamma et al. (2017) called “color-evasiveness.””
Jones, V. A., & Briscoe, K. L. (2025) · The Journal of Higher Education · doi:10.1080/00221546.2025.2550902 · Cited by 9
“Race neutrality and color evasiveness serve as preferences for whiteness by ignoring race and racial inequities through an insistence on equality through practice and law (Annamma et al., 2017; Gallagher, 2019).”
Towards a theory of sociopolitical development and socialization during middle childhood
Kirby, A. L. (2025) · American Journal of Community Psychology · doi:10.1002/ajcp.70024 · Cited by 4
Laiduc, G., & Covarrubias, R. (2026) · Journal of Social Issues · doi:10.1111/josi.70064 · Cited by 4
Mortenson, L., Chase, E., & Cerezci, B. (2024) · Educational Studies · doi:10.1080/00131946.2024.2351363 · Cited by 4
“This reflects color-evasive under-standings (i.e., “there is only one race: the human race,”) and a willful ignorance of the experiences of BIPOC that “makes the goal of erasure more fully discernable” (Annamma et al., 2017, p. 156).”
BackgroundAn anti-colonial approach to deconstructing and reconstructing educational psychology theories
Nicolai, K. D., Talib, T. L., Jackman-Ryan, S., Boyd, N. L., Zengilowski, A., Shukla, S. Y., & Chen, J. (2025) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2025.102344 · Cited by 10
Exposing and Challenging “Grit” in Physics Education
Robertson, A. D., Vélez, V. N., Huỳnh, T., & Hairston, W. T. (2025) · Science Education · doi:10.1002/sce.21961 · Cited by 4
LaFleur, J. (2020) · Race Ethnicity and Education · doi:10.1080/13613324.2020.1798384 · Cited by 4
Ward, L. (2021) · Race Ethnicity and Education · doi:10.1080/13613324.2020.1842352 · Cited by 4
Caring in the Context of Discipline Reform: A Framework for Researchers and Policymakers
Beneke, A. J. (2021) · Educational Researcher · doi:10.3102/0013189x211060364 · Cited by 6
“…care as a political act by situating youth who would benefit from greater care from educators within the broader social systems (e.g., systems of domination, policies, and practices) and ideologies (e.g., color evasiveness; Annamma et al., 2016) that create the conditions for marginalization.”
BackgroundKiang, L., Romero, M. Y. M., Coard, S. I., Gonzalez, L. M., & Stein, G. L. (2021) · Journal of Adolescent Research · doi:10.1177/07435584211062113 · Cited by 4
“phor for something that is not desirable (Annamma et al., 2017).”
BackgroundBroadening the notion of participation in inclusive education: A social justice approach
Mena, M. S., & Waitoller, F. R. (2022) · Revista Española de Discapacidad · doi:10.5569/2340-5104.10.02.02 · Cited by 11
Carman, L. B., & Anderson, R. K. (2023) · Social Sciences & Humanities Open · doi:10.1016/j.ssaho.2023.100603 · Cited by 4
A Tale of Two Systems: Choice and Equity in the District of Columbia’s Charter Schools
Eisenlohr, A., Kennedy, K., Bulkley, K. E., et al. (2023) · Educational Policy · doi:10.1177/08959048231198816 · Cited by 4
“This uncertainty and ‘‘colorblindness’’ is a distillation of the issues of race, power, and resources embedded in the implementation of the District’s charter policy, and in fact, in education policymaking elsewhere (Annamma et al., 2017; Felix & Trinidad, 2020).”
Jabbari, J., & Johnson, O. (2024) · AERA Open · doi:10.1177/23328584241230971 · Cited by 6
“However, as noted by Cruz and her colleagues (2021a), more research must be done to determine the extent to which these efforts actually decrease discipline disproportionality or if they merely represent “color-evasive” approaches to overall reductions in punitive discipline (Annamma et al., 2017).”
Whiteness, Mestizaje, and social equity
Blanco, F. (2024) · Administrative Theory & Praxis · doi:10.1080/10841806.2024.2305057 · Cited by 4
Teacher preparation needs critical consciousness
Ward-Seidel, A. R., & Bentley, L. R. (2025) · Social and Emotional Learning Research Practice and Policy · doi:10.1016/j.sel.2025.100119 · Cited by 9
Vocational Educators Navigating Raciolinguistic Ideologies in Finnish Vocational Education
Puranen, P. (2025) · Journal of Language Identity & Education · doi:10.1080/15348458.2025.2539809 · Cited by 4
“Earlier research on Finnish schools has found widespread color-evasiveness, sometimes known as color-blindness (Annamma et al., 2016; Ennser-Kananen, 2021), which constructs whiteness as normative, thereby upholding its hegemonic position (Hübinette et al., 2023).”
Twelve Years Un slaved: Lessons From Reconstruction and Brown for Contemporary School Leaders
Castro, E., Presberry, C., & Chambers, T. T. V. (2019) · Journal of Research on Leadership Education · doi:10.1177/1942775119878465 · Cited by 7
Developing a Vocabulary to Talk about Race in the white Home: One Family’s Experience
Thomas, R. K. (2019) · doi:10.32873/uno.dc.ctlle.04.02.1068 · Cited by 4
“…about race in nuanced and accurate ways (Leonardo & Manning, 2015) and erases America’s history of racism that continues to permeate the culture (Annamma et al., 2017), resulting in white children who consider their own race meaningless and deny the racialized experiences of People of Color…”
BackgroundCritical Rightness Studies: Whiteness in College Algebra.
Nishi, N. W. (2019) · ProQuest LLC eBooks · Cited by 3
Voulgarides, C. K. (2020) · Journal of Education Human Resources · doi:10.3138/jehr-2019-0011 · Cited by 4
Re-mediating designs for equity: making commitments concrete
Jurow, A. S., & Freeman, Q. (2020) · Information and Learning Sciences · doi:10.1108/ils-01-2020-0003 · Cited by 4
Inclusive Teaching Requires Inclusive Lesson Planning
Tunney, J., & Hanreddy, A. (2021) · Emerald Group Publishing Limited eBooks · doi:10.1108/s1479-363620210000016007 · Cited by 5
A CRT Analysis of Policy Making in Nevada: A Case Study for Social Work Education
Daftary, A. H., Ortega, D., Sanders, C., & Hylton, M. E. (2021) · Journal of Social Work Education · doi:10.1080/10437797.2021.1957734 · Cited by 6
Caine, J., Gilroy, J., Greaves, M., & Madriaga, M. (2021) · Social Policy and Society · doi:10.1017/s1474746421000658 · Cited by 6
Kavanagh, K. M., Thacker, E. S., Williams, M. C., et al. (2021) · Multicultural Perspectives · doi:10.1080/15210960.2021.1979403 · Cited by 4
“This became abundantly clear when, immediately after a microaggressions workshop, we heard a faculty member commit a colorblind/race evasive (Annamma et al., 2017) microinvalidation against a”
BackgroundInfluentialThe Colour of Schooling: Whiteness and the Mainstreaming of Racism
Gillborn, D. A. (2021) · Springer eBooks · doi:10.1007/978-3-658-29189-1_6 · Cited by 5
Does a queen belong in a democracy? Departures and possibilities in civics and economics education
Adams, E. (2022) · The Journal of Social Studies Research · doi:10.1016/j.jssr.2022.01.001 · Cited by 4
“An example is when racism is studied using models premised on color evasiveness (Annamma et al., 2017).”
Humor and humility for inclusive nature education
Arias, J. M. (2022) · Environmental Education Research · doi:10.1080/13504622.2022.2094895 · Cited by 5
White Kids on the Block: On Race, Identity and Criminality Among Incarcerated White Youth
Muñiz, J. O., & Marshall, J. M. W. (2022) · Journal of Research on Adolescence · doi:10.1111/jora.12793 · Cited by 4
Love, H. R., & Hancock, C. L. (2022) · Contemporary Issues in Early Childhood · doi:10.1177/14639491221128246 · Cited by 4
“Consequently, required testing has contributed to keeping the education field disproportionately white (Rogers-Ard et al., 2013), and is another way of upholding white, nondisabled ways of being as the standard (Annamma et al., 2017).”
BackgroundDoing Whiteness: marking discursive silence around race in an education movement
Taylor-Heine, M., Wilson, T. S., & Moses, M. S. (2022) · Whiteness and Education · doi:10.1080/23793406.2022.2143413 · Cited by 4
Critical Sensitivity in Digital Place-Craft to Unsettle Settler Sentiments of Place
Meeken, L. A. (2022) · Marilyn Zurmuehlen Working Papers in Art Education · doi:10.17077/2326-7070.31847 · Cited by 4
Classroom Management #Karen: What Can Educators Learn From a Meme?
Deckman, S. L., & Aguilar, L. (2022) · Multicultural Perspectives · doi:10.1080/15210960.2022.2130328 · Cited by 4
Gunzenhauser, M. G., Flores, O. J., & Quigley, M. W. (2023) · Journal of School Leadership · doi:10.1177/10526846231174151 · Cited by 4
“Impersonal caring is especially notable in the example of the educator who proposes to care for all children equally and claims not to “ see ” color, but who is actually (and actively) evading color, race, and racism (Annamma et al., 2017).”
BackgroundInfluential“I never knew this was here”: White epiphanies, difficult history, and pedagogy
Demoiny, S. B., & Tirado, J. A. (2023) · Journal of Curriculum and Pedagogy · doi:10.1080/15505170.2023.2284702 · Cited by 6
Centering Culturally Relevant and Sustaining Special Education Preparation
González, T., Kulkarni, S. S., & Tefera, A. (2023) · Routledge eBooks · doi:10.4324/9781003297093-10 · Cited by 7
Pasco, M. C., & White, R. M. B. (2024) · American Journal of Community Psychology · doi:10.1002/ajcp.12742 · Cited by 4
Hodge, D., & Sprain, L. (2024) · Journal of Applied Communication Research · doi:10.1080/00909882.2024.2312292 · Cited by 4
“Whereas Bonilla-Silva has contributed to the ways we discursively understand the style and strategies of color-blind talk and racism, we lean on Annamma et al. ’ s (2017) reconceptualization of color-blind-ness as color-evasiveness.”
InfluentialA Systematic Review of Research on Race in Rural Educational scholarship since 2001
Baker, T. L., Howard, J., & Swain, A. (2023) · The rural educator · doi:10.55533/2643-9662.1359 · Cited by 4
An exploration of white fear and school discipline in Alabama
Baggett, H. C., & Andrzejewski, C. E. (2019) · Whiteness and Education · doi:10.1080/23793406.2019.1697964 · Cited by 4
Kavanagh, K. M. (2020) · Advances in higher education and professional development book series · doi:10.4018/978-1-7998-5098-4.ch009 · Cited by 4
Muñiz, R., Lewis, M. M., Tumer, T., & Kane, E. (2023) · American Journal of Education · doi:10.1086/724305 · Cited by 6
Pedagogy to Deconstruct Anti-Blackness: Three Conversations With White Children About a Racial Slur
Thomas, R. K. (2022) · Multicultural Perspectives · doi:10.1080/15210960.2022.2028152 · Cited by 4
“evasiveness, an unwillingness to grapple with race in a meaningful manner (Annamma et al., 2017), is pervasive in white homes (Bartoli et al.”
BackgroundMoses, M. W. (2022) · International Journal of Research & Method in Education · doi:10.1080/1743727x.2022.2043844 · Cited by 4
‘Diversity’ in higher education teaching: crucial disruptions, voices, and pedagogical approaches
Misiaszek, G. W. (2025) · Teaching in Higher Education · doi:10.1080/13562517.2024.2442885 · Cited by 7
“Within the term imperial evasion, they richly unpack the politics and consequences of ‘an attempt to obliterate … or escape’ (Annamma, Jackson, and Morrison 2017, 156), which defines ‘evasion.’”
Generations Later: The Same Furious Passage of the Black Graduate Student
Joseph, J. L. (2022) · American Behavioral Scientist · doi:10.1177/00027642211066030 · Cited by 3
Nagrotsky, K., & Mizell, J. D. (2023) · Middle School Journal · doi:10.1080/00940771.2023.2282611 · Cited by 3
“In essence, this reflective piece came about as we reflected on our acknowledgment of structural racism and color-40 evasiveness or an intentional ignoring of race (Annamma et al., 2017), and that of the many teachers with whom we have worked.”
BackgroundInfluentialDigital accents, homogeneity-by-design, and the evolving social science of written language
Alvero, A., Sedlacek, Q. C., León, M., & Peña, C. (2025) · Annual Review of Applied Linguistics · doi:10.1017/s0267190525000042 · Cited by 6
Teacher Preparation for Culturally Relevant Education: A Research Synthesis
Abdulrahim, N. A., Orosco, M. J., & Mamedova, S. (2025) · The Urban Review · doi:10.1007/s11256-025-00770-8 · Cited by 4
“Also, K-12 curricula remain white-centered, which contributes to perpetuating “Whiteness” and discounting race and ability in education (Annamma et al., 2017; Sleeter, 2017).”
Identitätsbezogene Interventionen in der Schule zum Umgang mit Stereotypen und Diskriminierung
Grießig, R., Schachner, M. K., Lokhande, M., Juang, L. P., Pevec, S., Schwarzenthal, M., & Müller, T. (2022) · Springer eBooks · doi:10.1007/978-3-658-37262-0_5 · Cited by 4
James-Gallaway, C. D., & Wilson, A. (2023) · International Journal of Qualitative Studies in Education · doi:10.1080/09518398.2023.2248043 · Cited by 3
“We intently use race/color evasiveness instead of color-blindness, as scholars note the former as a pejorative framing of those within the dis/ability community (Annamma et al., 2017).”
“People That Look Like Me Commit Crime”: Racial Beliefs Among Campus Police Officers
Dizon, J. P. M. (2023) · The Journal of Higher Education · doi:10.1080/00221546.2023.2264463 · Cited by 3
Miller, E. O. (2024) · Education Sciences · doi:10.3390/educsci14040412 · Cited by 3
Struggling toward abolition and dreaming beyond ableism in teacher education
Phuong, J., Padía, L. B., & Beneke, M. R. (2024) · Theory Into Practice · doi:10.1080/00405841.2024.2355847 · Cited by 3
“When disability is discussed, it is often color-evasive and lacks intersectional analysis (Annamma et al., 2017), without attention to how academic needs and disability categorizations are socially constructed within historical material contexts (Kangas, 2021; Padía & Traxler, 2020).”
Experiences of Family Peer Advocates Supporting Black Families Raising Autistic Children
Pearson, J. N., Manns, L. D., Stewart-Ginsburg, J. H., Martin, D. L. M., & Johnson, J. A. (2024) · Exceptional Children · doi:10.1177/00144029241271151 · Cited by 4
“Others alluded to a color-evasive ideology, which asserts that individual differences in race, culture, and ethnicity should be ignored in favor of treating individuals as equally as possible (Annamma et al., 2017).”
Metadata
- Authors
- Annamma, S. A., Jackson, D. D., & Morrison, D.
- Affiliations
- University of Kansas (US)
- University of Wyoming (US)
- University of Washington (US)
- Corresponding author
- Annamma, Subini Ancy
- Venue
- Race Ethnicity and Education
- Publisher
- Informa UK Limited
- Published
- 2016-11-11
- Volume
- 20
- Issue
- 2
- Pages
- 147-162
- ISSN
- 1361-3324 (ISSN-L)
- 1470-109X
- OpenAlex
- W2556989739
- Semantic Scholar
- b46c056a1cefe7d69ee07d0147f34c5200737737
- Cited by
- 738
- References
- 93
- Citations by year
- 2026: 68 · 2025: 112 · 2024: 102 · 2023: 124 · 2022: 113 · 2021: 101 · 2020: 60 · 2019: 41 · 2018: 12 · 2017: 5
- FWCI
- 55.15
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Race Ethnicity and Education (publishedVersion)
- Funders
- U.S. Department of Education
- University of Notre Dame
- Topics
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Social Sciences › Education › Education Discipline and Inequality
- Social Sciences › Sociology and Political Science › Racial and Ethnic Identity Research
- Keywords
- white supremacy, racial ideology, disability studies, race and education
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-10-11, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-10-11 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Cited sources are checked with a language model’s help (gpt-6-sol).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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