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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Cited by
Sorted by citations
Items 401–500 of 724
Samimi, C. (2025) · Teachers and Teaching · doi:10.1080/13540602.2025.2474068 · Cited by 4
Tell it how it is: Princess & The Hustler in the secondary English classroom
Saleh, A. (2025) · English in Education · doi:10.1080/04250494.2025.2483821 · Cited by 4
“Moreover, existing practices tend to be “colour-evasive” (Annamma, Jackson, and Morrison 2016).”
Sedlacek, Q. C., Villa, A. M., Friend, M., Perez, G. A., Dozier, S. J., Haeger, H. A., Lomelí, K., & Mejia, J. A. (2025) · Educational Psychology Review · doi:10.1007/s10648-025-10021-7 · Cited by 6
Racism in Finnish basic education: discursive depoliticization through policies
Helakorpi, J., & Holm, G. (2025) · Nordic Journal of Studies in Educational Policy · doi:10.1080/20020317.2025.2574168 · Cited by 3
“…discourse; thus, we avoid talking about the socially and historically constructed category of ‘race’ and the system of racism which shapes European societies and is deeply embedded in the construction of Europe and European-ness (Annamma et al., 2017; Gillborn, 2024; Hübinette, 2020; Rastas, 2019).”
Layers of racism, layers of response: (re)structuring antiracism in Finnish education
Jagne-Soreau, M., Loukola, S., & Holm, G. (2025) · Routledge eBooks · doi:10.1080/01419870.2025.2583427 · Cited by 5
“They seemed to believe that, since it is structural, they cannot do anything to tackle the deeply ingrained and pervasive nature of racism, other than by being color-evasive (Annamma, Jackson, and Morrison 2017).”
Leader-to-Leader: Reflexive Leadership in the Midst of Covid-19 and Social Unrest
Ulmer, W. (2020) · Journal of Social Change · doi:10.5590/josc.2020.13.1.02 · Cited by 3
Passing the Mic: Toward Culturally Responsive Out of School Time Leadership
Miller, I. A. (2020) · IJREE – International Journal for Research on Extended Education · doi:10.3224/ijree.v8i1.05 · Cited by 3
Protecting White Interests: A Case Example of Interest Convergence in Policymaking
Daftary, A. H., Ortega, D., & Hylton, M. E. (2021) · Critical Social Work · doi:10.22329/csw.v22i1.6898 · Cited by 4
Streeter, J. R., Kavanagh, K. M., Thacker, E. S., et al. (2021) · The New Educator · doi:10.1080/1547688x.2021.1996668 · Cited by 3
Disentangling SEL: Advocating for Black sociality, questioning white teachers’ emotionality
Kearl, B. (2022) · Theory Into Practice · doi:10.1080/00405841.2022.2036064 · Cited by 3
“These recommendations argue, in turn, that models like Comer’s should be instantiated as curricula for future teachers because they confront education’s sadomasochistic love for color-evasiveness (Annamma et al., 2017).”
BackgroundHow We Get Free: Graduate Training as an Opportunity for Equitable Participation and Liberation
Volpe, V. V., Hope, E. C., Mosley, D. V., Javidi, H., Sosoo, E. E., & Benson, G. P. (2022) · Perspectives on Psychological Science · doi:10.1177/17456916221096086 · Cited by 3
Edeburn, E. K. (2022) · Journal of School Administration Research and Development · doi:10.32674/jsard.v7i2.3994 · Cited by 3
Felix, E. R., & García, F. (2023) · Journal of Diversity in Higher Education · doi:10.1037/dhe0000466 · Cited by 3
Klein, M., Zastoupil, G. J., & Evanovich, J. M. (2023) · Sociology of Sport Journal · doi:10.1123/ssj.2022-0034 · Cited by 3
Daramola, E. J., Allbright, T. N., & Marsh, J. A. (2023) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/01614681231176921 · Cited by 3
“Here, we understand colorevasiveness as a form of White supremacy that analyzes social problems through lenses void of an understanding of structural-institutional racism (Annamma et al., 2017; Bonilla-Silva, 2006; Chang-Bacon, 2022; Kohli et al., 2017).”
BackgroundIntergenerational differences on anti-blackness in the Indo-Caribbean community in New York City
Khan, C. S. (2023) · Ethnic and Racial Studies · doi:10.1080/01419870.2023.2224857 · Cited by 3
“As groups incorporate into American society, they learn anti-Black and anti-Indigenous logics that shape racial hierarchies in the US and adopt colour-evasive racism in their interactions with Black people 1 (Annamma, Jackson, and Morrison 2017; Bashi-Treitler 2013; Byrd 2021).”
Background“Did I Hear That Right?”: A CRT Analysis of Racial Microaggressions in K-12 Schools
Daftary, A. H., Ortega, D., Samimi, C., & Ball, A. R. (2023) · Affilia · doi:10.1177/08861099231192079 · Cited by 6
“…historical context, race as a social construction, property value of whiteness, interest convergence, critique of liberalism and color-evasiveness, inter-sectionality, unique voice(s) of color, and counternarrative (Abrams & Moio, 2009; Annamma et al., 2017; Daftary, 2020; Kolivoski et al., 2014).”
BackgroundNewton, J. R., Batz, R., O’Grady, C. E., Vinh, M., & Blanchard, S. B. (2024) · International Journal of Early Years Education · doi:10.1080/09669760.2024.2343075 · Cited by 3
“This framing is disability evasive (Annamma, Jackson, and Morrison 2017) and potentially serves to further pathologize children who receive services and support under the Individuals with Disability Education Act (IDEA).”
Zapata, A., Ybarra, A. G., & Adu‐Gyamfi, M. (2024) · The Reading Teacher · doi:10.1002/trtr.2370 · Cited by 4
“It Was Kind of a Paradigm Shift”: Challenging White Space in a Gentrifying School
Fast, I. (2025) · American Journal of Education · doi:10.1086/734975 · Cited by 3
Neoliberal-Racist Creep: The Steady Dismantling of Indianapolis Public Schools
Duarte, B. J., & Fernández, É. (2025) · The Urban Review · doi:10.1007/s11256-025-00735-x · Cited by 3
“Thus, neoliberal school choice policies inscribe race neutral or color-evasive language (Annamma et al., 2017; Bonilla-Silva, 2006 ; Giroux, 2003; Douglass Hors-ford, 2019; Lipman, 2008).”
Ethic of discomfort: is asking for nude lipstick racist?
Burns, E. (2017) · Race Ethnicity and Education · doi:10.1080/13613324.2017.1417250 · Cited by 3
Magic and Hocus Pocus: Teaching for Social Justice in a Qualitative Methods Course
Andrzejewski, C. E., & Baggett, H. C. (2020) · The Qualitative Report · doi:10.46743/2160-3715/2020.4139 · Cited by 3
Marrun, N. A., Rodriguez-Campo, M., Plachowski, T. J., & Clark, C. (2021) · Digital Scholarship - UNLV (University of Nevada Reno) · Cited by 3
Beyond the Diversity Audit: Uncovering Whiteness in Our Collections
Koob, A. R., Aguilera, A., Carey, F., et al. (2023) · Advances in librarianship · doi:10.1108/s0065-283020230000052009 · Cited by 2
Ottwein, J. K., & Mun, R. U. (2023) · Gifted Child Quarterly · doi:10.1177/00169862231185559 · Cited by 2
Boatswain‐Kyte, A., Edwards, T., King, B., & Salami, B. O. (2025) · Child Protection and Practice · doi:10.1016/j.chipro.2025.100112 · Cited by 2
Hummelstedt, I., Kosunen, S., Holm, G., & Mikander, P. (2025) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2025.2492052 · Cited by 2
“This way of not seeing or wanting to see the classed reality pupils bring with them to school could be called class-evasiveness in the same way as colour-evasiveness refers to aiming to promote equality by not seeing race (Annamma et al., 2017).”
Weiner, J. M., Holder, S., & Strickland, T. (2025) · Equity & Excellence in Education · doi:10.1080/10665684.2025.2495146 · Cited by 2
“Researchers highlight how color evasiveness permeates recruitment and hiring practices (Annamma et al., 2017) including education.”
Leading Through the Fire: Responding to Racism in K-12 Schools
Bridgeforth, J. (2025) · Journal of Research on Leadership Education · doi:10.1177/19427751251341299 · Cited by 3
“Historically, preparation programs have generally engaged in a color-evasive (Annamma et al., 2017) approach to equip-ping teacher candidates with the necessary skills and competencies to work in racially and linguistically diverse schools (Jones, 2004).”
Disrupting deficit mindsets: mitigating cognition that derails equitable continuous improvement
Hinnant-Crawford, B. N., Childs, R. G., & Achiaw, A. O. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1581703 · Cited by 2
Mayes, R. D., Mims, L., Harris, P. C., Mitchell-Dodge, K., Dhahan, M. K., & Martinez, A. (2025) · Professional School Counseling · doi:10.1177/2156759x251398502 · Cited by 2
Gates, J. P., Ricks, P. H., & Rodríguez‐Astacio, R. M. (2020) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-64113-995-320251009 · Cited by 2
How Colorblind and Structural Messages Affect Children's Reasoning About Novel Group Disparities
Zhang, M. Y., Sullivan, J., Allums, S., & Markman, E. M. (2025) · Developmental Science · doi:10.1111/desc.70100 · Cited by 2
“Culturalization” of the referral process in policy discourses
Bunar, N. (2025) · Alter · doi:10.4000/15ai3 · Cited by 2
Lee, Y. S., Kheirkhah, H., Stohry, H. R., & Aronson, B. A. (2025) · Genealogy · doi:10.3390/genealogy9040150 · Cited by 3
A Close Look at Intersectionality in an Early Intervention Case Study
Williams, C. S., Sawyer, G. E., & Ostrosky, M. M. (2025) · Topics in Early Childhood Special Education · doi:10.1177/02711214251400271 · Cited by 2
Civil Rights Violations in Special Education: Eliminating Educational Zones of Resegregation
Bell, N. S., & Connor, D. J. (2026) · Urban Education · doi:10.1177/00420859261433929 · Cited by 2
Legislating Epistemic Oppression: Anti-“DEI” Laws and Racialized Knowledge Erasure
Epstein, E. M. B., Garcés, L. M., & Pedota, J. (2026) · Sociology of Race and Ethnicity · doi:10.1177/23326492261450518 · Cited by 2
Implicit Bias and the Idealized Rational Self
Berenstain, N. (2018) · Ergo an Open Access Journal of Philosophy · doi:10.3998/ergo.12405314.0005.017 · Cited by 2
The Potential of Online Education: Beyond the Status Quo of Equity and Inclusion
Krazinski, M., & Cartier, M. E. (2022) · Inclusive learning and educational equity · doi:10.1007/978-3-031-10642-2_8 · Cited by 2
Analogy as racial and political literacy: Taking Children's analyses seriously
Thomas, R. K., & Thomas, M. (2022) · Journal of Adolescent & Adult Literacy · doi:10.1002/jaal.1266 · Cited by 2
Developing a framework for critical qualitative inquiry within a juvenile justice context
Strassfeld, N. M. (2022) · International Journal of Qualitative Studies in Education · doi:10.1080/09518398.2022.2127020 · Cited by 2
Using Intersectionality to Reimagine Title IX Adjudication Policy
Wadley, B. A., & Hurtado, S. S. (2023) · Journal of Women and Gender in Higher Education · doi:10.1080/26379112.2023.2169448 · Cited by 5
Complicating College Access: Understanding Compliance and Resistance for Latinx Youth in Suburbia
Rodríguez, G. (2023) · Anthropology & Education Quarterly · doi:10.1111/aeq.12461 · Cited by 2
Performing blackness: a composite counterstory of direct-to-consumer genetic ancestry testing
Peters, C. (2023) · Text and Performance Quarterly · doi:10.1080/10462937.2023.2206881 · Cited by 2
Levin, L., Elias, H., Pagorek-Eshel, S., et al. (2023) · Journal of Social Policy · doi:10.1017/s0047279423000144 · Cited by 2
“This state of affairs can be described as a particular case of “ color-blind racial ideology ” (Annamma et al ., 2017), which often manifests in ignoring diverse identities and characteristics, using justifications of non-discrimination (Block, 2016) or in the underestimation of systematic racism ’…”
“Sorry If I Offended”: The Art of Nonapology, Racism, and White Supremacy in Sport
Chin, J. W., & Hodler, M. R. (2023) · Sociology of Sport Journal · doi:10.1123/ssj.2022-0129 · Cited by 2
Institutional Ethnography and Feminist Pedagogical Praxis
Naples, N. A., & Robinson, A. N. (2023) · Springer eBooks · doi:10.1007/978-3-031-33402-3_6 · Cited by 2
“Reading” Into Statistics: Systems Analysis and Action in an Early Career Mentor Community
Wetzel, M. M., Maloch, B., Alexander, K. H., Murdter-Atkinson, J. A., Ries, E., Wright, A., & McLean, J. (2023) · Literacy Research Theory Method and Practice · doi:10.1177/23813377231184739 · Cited by 2
“One example we will return to in our fi ndings is that we directly addressed de fi cit discourses about children and families in relation to “ learning loss ” (Skar et al., 2022) and named when we were using race-evasive language (Annamma et al., 2017) in relation to those families and children.”
MethodShaping undergraduate public health education through critical race theory: a case study
Tagorda-Kama, M. A., Patil, U., Chung-Do, J. J., Kehl, L., Antonio, M. C. K., & Nelson-Hurwitz, D. C. (2023) · Frontiers in Public Health · doi:10.3389/fpubh.2023.1192771 · Cited by 2
Resource parents during two pandemics: navigating racism and COVID-19
Whitman, K. L., Ruderman, M. A., Perez, V., Waterman, J., Franke, T. M., & Langley, A. K. (2023) · Journal of Public Child Welfare · doi:10.1080/15548732.2023.2264800 · Cited by 2
“Race evasiveness highlights how someone ignores White supremacy and Whiteness to evade conversations about race (Annamma et al., 2017), as well as how the avoidance of discussion pertaining to race undermines efforts to address racism (Bonilla-Silva, 2014, Dickar, 2008; Jupp, Leckie, Cabrera, &…”
Vue, R., Arellano, L., & Jayakumar, U. M. (2023) · Equality Diversity and Inclusion An International Journal · doi:10.1108/edi-12-2022-0365 · Cited by 2
Smith, P. S. (2024) · Race Ethnicity and Education · doi:10.1080/13613324.2024.2306409 · Cited by 2
“Essentially, the term equates blindness and ignorance (S. A. Annamma, Jackson, and Morrison 2017).”
López, R. M. (2024) · International Journal of Qualitative Studies in Education · doi:10.1080/09518398.2024.2318306 · Cited by 3
“…a resistant approach when considering the macrosociopolitical context, particularly in light of the external pressures and, at times, coercive forces that compel those in higher education (scholars, higher education professionals, and students) into color-evasive (Annamma et al., 2017) practices.”
BackgroundFelix, E. R., Gándara, D., & Jones, S. M. (2024) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/01614681241247915 · Cited by 3
“Complementing CRT, we draw on Bonilla-Silva’s (2006, 2009) scholarship highlighting how race-evasive 2 (Annamma et al., 2017) ideologies, which seek to avoid, minimize, or excuse racism in society, are dominant in the United States.”
BackgroundWall, M. (2024) · Education Sciences · doi:10.3390/educsci14040427 · Cited by 2
Conceptualizing Teachers Unions as Organizations Leading for Equity
Rajendran, A. (2024) · Educational Administration Quarterly · doi:10.1177/0013161x241291992 · Cited by 4
“…race scholars have highlighted the continued salience of explicitly centering race in education leadership to disrupt race-neutral or color-evasive (Annamma et al., 2017) approaches that treat all people as equal instead of interrogating white-ness (Gooden & Dantley, 2012; López, 2003; Parker &…”
Sherard, M., & Russo-Tait, T. (2024) · Research in Higher Education · doi:10.1007/s11162-024-09827-1 · Cited by 4
“Color-evasive racial ideologies (Annamma et al., 2017); Bonilla-Silva, 2014) and social mores of being ‘non-confrontational’ worked to obfuscate critical clarity about his social reality.”
Culturally Responsive Teaching (CRt) and Critical Race Theory (CRT): When Is CRt not CRT?
Roberts, L., Wong, L.-S., & Ebejer, M. (2024) · Journal of Cases in Educational Leadership · doi:10.1177/15554589241300975 · Cited by 2
“CRT scholars state that racism is deeply embedded in American culture and thus American schools, as evidenced in inequities that still exist (Annamma et al., 2017; Ladson-Billings, 1998).”
The Equity Scorecard and Equity-Minded Higher Education and Student Affairs Practitioners
Liera, R., Spitz, S., Jung, S., & Kaur, M. (2025) · NASPA Journal · doi:10.1080/19496591.2024.2435903 · Cited by 3
“Color-evasiveness is a core component of whiteness (Annamma et al., 2017; Bonilla-Silva, 2003), and in higher education, it is a common racial schema that practitioners use to deny the significance of race (Harper, 2012; Liera, 2023; Vega, 2022).”
Comstock, M. (2025) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/01614681251327559 · Cited by 3
“…rejects essentializing culture—that is, characterizing racial, ethnic, or cultural groups as fixed and homogenous, rather than multifaceted and evolving (Carey et al., 2018; Paris, 2012; Sleeter, 2012)—and color-evasive approaches to instruction (Annamma et al., 2017; Bonilla-Silva, 2006).”
A theoretical and empirical critique of racial innocence in sentencing
Omori, M. K., Early, A. M., & Torres, L. C. (2025) · Law & Society Review · doi:10.1017/lsr.2025.11 · Cited by 2
Centering Race in Mixed and Multi-Method Research on Implicit Bias: A Systematic Review
Shannon‐Baker, P. (2021) · International Journal of Multiple Research Approaches · doi:10.29034/ijmra.v13n1a3 · Cited by 2
Azima, R., Hixson-Bowles, K., & Simpkins, N. (2022) · The Writing center journal · doi:10.7771/2832-9414.1009 · Cited by 2
“Conversations about racism often use sightedness as a metaphor in a way that is both ableist (framing sight as knowledge) and inaccurate (racism is “multimodal”); Annamma, Jackson, and Morrison (2017) examine this connection and offer the alternate term “color-evasiveness.””
BackgroundHammerness, K. M., Stroupe, D., & Matsko, K. K. (2023) · Springer eBooks · doi:10.1007/978-3-031-16193-3_64 · Cited by 3
"They Need to Say Sorry": Antiracism in First Graders' Racial Learning
Falkner, A. (2020) · American Educational Research Association Annual Meeting (AERA) · doi:10.3102/1583382 · Cited by 2
Racist Babies? Resisting Whiteness in Parenting
Nishi, N. W. (2021) · IntechOpen eBooks · doi:10.5772/intechopen.91674 · Cited by 6
Positioning self and other: building equity literacy in collaboration
Rust, J., & Wessel‐Powell, C. (2021) · Literacy · doi:10.1111/lit.12276 · Cited by 2
Answering the Call (for Proposals): Moving Toward Justice in Postsecondary Philanthropy
McCambly, H. N., Mackevicius, C. L., & Villanosa, K. (2022) · Change The Magazine of Higher Learning · doi:10.1080/00091383.2022.2078151 · Cited by 2
Examining Responses to a Racist Event in a Sorority and Fraternity Life Community: A Case Study
Garcia, C. E., Durán, A., & Goodman, M. A. (2023) · JCSCORE · doi:10.15763/issn.2642-2387.2023.9.1.118-154 · Cited by 2
“Play my clip!”: arts-mediated agency in disability-centered learning and research
Zdeblick, M. (2023) · International Journal of Qualitative Studies in Education · doi:10.1080/09518398.2023.2264243 · Cited by 2
“Though I soothed myself with the argument I was trying to ensure equitable participation, In reality, my words were ability and power evasive (Annamma et al., 2017); they obscured the power differential that existed between me, Eagle, and our students and ignored Eagle’s bid for additional agency.”
UMA REVISÃO DE LITERATURA SOBRE A TEORIA CRÍTICA DA RAÇA NA EDUCAÇÃO CIENTÍFICA
de Oliveira, A. C., Alves-Brito, A., & Rosa, K. (2024) · Investigações em Ensino de Ciências · doi:10.22600/1518-8795.ienci2024v29n1p23 · Cited by 2
Pande, R. (2024) · The Journal of Popular Television · doi:10.1386/jptv_00121_1 · Cited by 2
Champagne Problems & Popular Feminism: Naming White Feminism in Young Adult Literature
Amato, N. A., & Priske, K. (2021) · Research on Diversity in Youth Literature · doi:10.21900/j.rydl.v4i1.1579 · Cited by 2
Critical Race Theory and Communication
Hodge, D., & Flores, L. A. (2023) · Oxford University Press eBooks · doi:10.1093/obo/9780199756841-0304 · Cited by 2
An Anti-Colonial Approach to Deconstructing and Reconstructing Educational Psychology TheoriesPreprint
Nicolai, K. D., Talib, T. L., Jackman-Ryan, S., et al. (2023) · SSRN Electronic Journal · doi:10.2139/ssrn.4616385 · Cited by 2
Boucher, C. (2021) · Whiteness and Education · doi:10.1080/23793406.2021.1929428 · Cited by 1
“As first mentioned by Annamma, Jackson, and Morrison (2017), colourevasiveness better describes the phenomenon of colour-blindness, because it avoids coopting a term used for a real physical disability and allows for the avoidance of race to be compared inaccurately.”
BackgroundDecentering Whiteness in Teaching Psychopathology: Challenges and Opportunities
Chen, S. Z. (2022) · Springer eBooks · doi:10.1007/978-3-030-95451-2_9 · Cited by 1
Epistemology of the unspeakable: articulating and thinking beyond shock and non/presence
Anonymous (2021) · Culture, theory and critique/Culture, theory & critique · doi:10.1080/14735784.2022.2100133 · Cited by 1
“‘Color-evasiveness’ is an act, not a state of being (Annamma, Jackson, and Morrison 2016, 153).”
BackgroundThe Far Reach of the Texas Top Ten Percent Plan: Consideration of Professional School Degrees
Templeton, T., White, C. L., & Horn, C. L. (2023) · The Journal of Higher Education · doi:10.1080/00221546.2023.2171216 · Cited by 1
“Existing literature establishes the ways in which race-evasive approaches to policy ignore historical and contemporary racial barriers and actually do more to reinforce inequality and inequitable outcomes than subvert them (Annamma et al., 2017; Bonilla-Silva, 2015; Garces & Gordon da Cruz, 2017; Ray & Purifoy, 2019).”
BackgroundAloisi, S. (2023) · Violence Against Women · doi:10.1177/10778012231197565 · Cited by 1
Chu, M., Vélez, V. N., & Torres, D. P. (2023) · Journal of Early Childhood Teacher Education · doi:10.1080/10901027.2023.2257145 · Cited by 1
Poststructural Analysis of Anti-LGBTQ + Educational Policies
Williams, D. M., & Crimmins, P. (2024) · Educational Policy · doi:10.1177/08959048241237718 · Cited by 1
“Thinking Like an Activist”: Preservice Teachers Make Sense of the Past
Doornbos, L., & Piedmont, E. V. (2024) · The Journal of Social Studies Research · doi:10.1177/23522798241238669 · Cited by 1
“•• thrives on color-evasiveness—a conscious effort not to acknowledge or deal with race and racism (Annamma et al., 2017, Leonardo & Zemblylas, 2013).”
BackgroundIncreasing diversity and racial emotions on campus
Dingel, M. J., & Puntí, G. (2024) · Emotions and Society · doi:10.1332/26316897y2024d000000024 · Cited by 2
Stinson, C., Migliarini, V., & Miller, A. L. (2024) · The Urban Review · doi:10.1007/s11256-024-00719-3 · Cited by 3
18. Mathematics education as a racialized field
Jett, C. C., & Davis, J. L. (2024) · Studies on mathematics education and society · doi:10.11647/obp.0407.18 · Cited by 1
Ferrández, L. F. A. (2025) · Latin American Research Review · doi:10.1017/lar.2024.67 · Cited by 1
“…a chord in widespread preconceptions about race — notwithstanding critiques of the color-blind rhetoric as a disguise of ongoing forms of racialized discrimination (Bonilla-Silva 2018) and as an ableist conflation of the lack of eyesight with ignorance (Annamma, Jackson, and Morrison 2017).”
A critique of race-neutrality discourse among internship benefits: a critical discourse analysis
Jenkins, Z., & Yao, C. W. (2025) · Education + Training · doi:10.1108/et-09-2024-0445 · Cited by 1
Marom, L., & McNeney, A. (2025) · Journal of Disability Studies in Education · doi:10.1163/25888803-bja10035 · Cited by 2
“…a single-axis analysis of disability and explore the nuanced ways in which disability intersects with other social positioning, such as race, gender, and sexuality; and how these intersections shape the experiences of disabled students in the context of he ( Annamma et al., 2017 ; Erevelles, 2011).”
Sending balms across geographies of grief: Transoceanic letters on Muslim aliveness
Eidoo, S., & Sammak, T. M. (2025) · Curriculum Inquiry · doi:10.1080/03626784.2025.2477613 · Cited by 1
Liu, R. Z., Shockley, E. T., Curry, D. G., & Conley, C. M. (2025) · The Urban Review · doi:10.1007/s11256-025-00737-9 · Cited by 4
“More commonly, contemporary notions of educational equity evade critical examinations of how race and racism connect to disparities (Annamma et al., 2017; Gillborn, 2015).”
Kobrin, R. A. (2025) · Journal of Jewish Education · doi:10.1080/15244113.2025.2496809 · Cited by 1
“The failure to signal to the campus community that anti-Israel sentiment would not be tolerated on campus, normalized specific hate rhetoric and embedded it into societal norms (Annamma et al., 2017).”
Delimiting Discourse: Analysis and Implications of Anti-CRT/Wokism Rhetoric and Memory Laws
McGovern, J. B., & Newton, V. (2025) · The Social Studies · doi:10.1080/00377996.2025.2514752 · Cited by 1
“Within this evasion (Annamma et al., 2017), there exists an active denial that is preserved through the selective “management of memory … [which is] inscribed in textbooks, generated and regenerated in ceremonies and official holidays, [and] concretized in statues, parks, and monu-ments” (Mills,…”
Sedlacek, Q. C., Ortiz, N. A., Lemmi, C., León, M., & Feldman, K. (2025) · PLoS ONE · doi:10.1371/journal.pone.0327859 · Cited by 1
“In sociology, our findings suggest that beliefs about language prescriptivism may function as a previously under-researched form of color-evasive ideology, whereby oppressive beliefs about race are covertly embedded in seemingly race-neutral discourses and beliefs [68,69].”
“About the hijab, it is how I am”: borderland living experienced by Norwegian Muslim hijabi women
Baugerud, T. (2025) · Ethnic and Racial Studies · doi:10.1080/01419870.2025.2529411 · Cited by 3
Park, D. J. (2025) · Sociology of Sport Journal · doi:10.1123/ssj.2024-0235 · Cited by 1
Subban, P. (2025) · Race Ethnicity and Education · doi:10.1080/13613324.2025.2560831 · Cited by 2
“Addressing colourism is both complex and convoluted – it is an ongoing process that requires effort from all (Annamma et al., 2016; Newton, Arrington, and Jackson 2023).”
Kim, A. Y., Mendoza, R., & Chun, C. (2025) · Science Education · doi:10.1002/sce.70014 · Cited by 2
“These include a belief in meritocracy, color-evasiveness (also known as colorblindness, see Annamma et al. 2017), hyper individualism, as well as valuing Eurocentricity, leading to a culture of racial inferiority and sexism (Carter et al. 2019; McGee and Bentley 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.
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