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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Linville, D., Quinn, M., & Christodoulou, N. (2024) · Journal of Education · doi:10.1177/00220574231190922
Garner, P. W., Legette, K. B., & Shadur, J. M. (2024) · Psychology in the Schools · doi:10.1002/pits.23197 · Cited by 5
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Tucker, H. N. (2024) · Digital Repository Service (Northeastern University) · doi:10.17760/d20649861
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Rodriguez, L. (2024) · doi:10.32920/26046565
Young, C., & Mooney, S. (2024) · Australian and New Zealand Journal of Family Therapy · doi:10.1002/anzf.1599
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Abdulrahim, N. A., & Orosco, M. J. (2024) · Springer eBooks · doi:10.1007/978-3-031-40858-8_255-1
Fraser, A. M., Reschke, P. J., Busby, A. K., Takamasa, E. J., Jasperson, J., & Sycamore, B. (2024) · Social Development · doi:10.1111/sode.12758
How colour evasiveness reproduces whiteness in Swedish universities
Mendick, H., Silfver, E., Berge, M., et al. (2024) · Social Identities · doi:10.1080/13504630.2024.2372013
Teoh, J. Y., Lai, S. M., Sudhir, G. K., Fatimehin, M., Otermans, P. C. J., Horton, A., Saunders, E. A., Ludhra, G., & Bouças, S. B. (2024) · Oxford Review of Education · doi:10.1080/03054985.2024.2379912
“The findings indicate that the hidden curriculum of the chosen field site remains under-pinned by colour-evasive racial ideology (see Table 1; Annamma et al., 2017; Madriaga, 2023) despite student-educator demographics where individuals of racially minoritised backgrounds are numerically the…”
Nalani, A. (2024) · American Journal of Community Psychology · doi:10.1002/ajcp.12762
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Gillon, K. E., Allan, E. J., Beatty, C. C., Salinas, C., & Kerschner, D. J. (2024) · Innovative Higher Education · doi:10.1007/s10755-024-09737-1
“Color-evasiveness was conceptualized by Annamma et al. (2017) as an “opportunity to expose the (un)spoken norms thriving in the racial ideology of color-blindness” (p. 156).”
The Interconnection Between Community College Hiring and Retention of Faculty of Color
Lara, L. J. (2024) · New Directions for Community Colleges · doi:10.1002/cc.20651
Good, M. W. (2024) · MOspace Institutional Repository (University of Missouri) · doi:10.32469/10355/105890
(2024) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-83549-113-320242008
From Camouflage to Pledging Commitment: Race in the Habits of Mind
Liu, K. Y., Thomas, M. K., & Miller, R. (2024) · Springer eBooks · doi:10.1007/978-3-031-73534-9_3
Durán, A., & Garcia, C. E. (2024) · Whiteness and Education · doi:10.1080/23793406.2024.2448259
1995 – Critical Race Theory and the Power of Structural Analyses
Corson, J., & Friedrich, D. (2024) · BRILL eBooks · doi:10.1163/9789004720244_018
Impact of Conversations About Race and Racism Among Canadian Caregivers
Hardware, S., Walker, A., & Brady, J. (2025) · Springer international handbooks of education · doi:10.1007/978-3-031-47411-8_5-1
Yang, J. Y., & McDonald, K. L. (2025) · Journal of Youth and Adolescence · doi:10.1007/s10964-025-02148-1
“Such intentional avoidance of race-related conversations with children is an example of a color-evasive approach (formerly termed “ colorblind approach ” , but now rejected for insinuating ableism; Annamma et al., 2016) to racial-ethnic socialization.”
Morales, A., Gallardo, M. C., Hamann, E. ‘., et al. (2025) · The Teacher Educator · doi:10.1080/08878730.2025.2457057
“…2021), (2) fostering “courageous conversations” (Singleton, 2022) that affirm persistence against unfair treatment, and (3) calling out systems of designed stratification, the predominance of whiteness, and the tendencies for race-evasion (Annamma et al., 2017) in education writ large.”
The making of a white anti-racist activist: autoethnographic notes from an unfinished journey
Wilson, M. A. F. (2025) · Whiteness and Education · doi:10.1080/23793406.2025.2475455
Jones, B. L. (2025) · International Journal of Qualitative Studies in Education · doi:10.1080/09518398.2025.2470931
Kim, D., & Kim, E. J. (2025) · Educational Studies · doi:10.1080/00131946.2025.2481575
“Youngkin’s anti-CRT order allows for a color-evasive ideology (Annamma et al., 2017) that reinforces the supposed meritocracy of anti-affirmative action legislation.”
Leonard Feather and the Gender Ignorant Language of Jazz Mastery
Klotz, K. A. K. (2025) · Journal of the Society for American Music · doi:10.1017/s1752196325000100
Collectivity and agency for hope to progress anti-racist change in the academyPreprint
Madriaga, M. (2025) · doi:10.31235/osf.io/aydgf_v2
Connor, D. J. (2025) · Springer eBooks · doi:10.1007/978-3-031-78969-4_3 · Cited by 1
Race Below the Fold: The Absence of Race in the News Media’s Coverage of Student Loans
Baker, D. J., Shook, L. M., Ramirez-Mendoza, J., et al. (2025) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737251324937
“Refusal to engage in race-conscious rhetoric is not merely a passive act but also a form of power (Annamma et al., 2017).”
Parr, A. K., DeVlieger, S., & Cesare, C. (2025) · Whiteness and Education · doi:10.1080/23793406.2025.2495138
Making Sense of Segregation: Asian American Youth Perspectives
Castillo, E. (2025) · AERA Open · doi:10.1177/23328584251334374
“…interviewees employed an abstract liberalism frame (Bonilla-Silva, 2021; Poon et al., 2019), using color evasive language to reason that economic inequities explain the under-representation of Black and Latine students at screened and specialized high schools (Annamma et al., 2017; Warikoo, 2016).”
InfluentialThe Myth of Personal Responsibility: Counter-stories of Black Girls’ Access to Achievement
Caisey, A. (2025) · Sociological Perspectives · doi:10.1177/07311214251336457
“This combination provides a CRT analysis of color-evasiveness that reveals the active dynamics implicit in the process of ignoring race as a form of racism, and consequently how a manifestation of racism is that one simply ignores race (Annamma et al. 2017).”
InfluentialLearning as action? How white racial ignorance limits equity work in schools and communities
Miller, E. O. (2025) · International Journal of Qualitative Studies in Education · doi:10.1080/09518398.2025.2502075
Queen of Netflix: Streaming Shondaland
Khoo, O. (2025) · Critical Studies in Television The International Journal of Television Studies · doi:10.1177/17496020251342021
“…the fi eld of education) to explain how the denial of racial differences by emphasising sameness, though well intentioned, can further entrench inequalities by con fl ating a lack of eyesight with a lack of knowing, suggesting that racism is perpetuated only through sight (Annamma et al., 2017: 154).”
Basha, S. M. (2025) · Reconceptualizing Educational Research Methodology · doi:10.7577/rerm.6122
Impact of Conversations About Race and Racism Among Canadian Caregivers
Hardware, S., Walker, A., & Brady, J. (2025) · Springer international handbooks of education · doi:10.1007/978-3-031-76485-1_5
Daniels, A. D., Socha, C., & Marshall, T. (2025) · Journal of Multicultural Counseling and Development · doi:10.1002/jmcd.12325
The Crossroads of Social and Emotional Learning and Critical Social JusticePreprint
Strambler, M. J. (2025) · PsyArXiv (OSF Preprints) · doi:10.31234/osf.io/bdcm2_v2
The Crossroads of Social and Emotional Learning and Critical Social JusticePreprint
Strambler, M. J. (2025) · PsyArXiv (OSF Preprints) · doi:10.31234/osf.io/bdcm2_v1
Taylor, L. E. (2025) · Journal of Intercultural Communication Research · doi:10.1080/17475759.2025.2514107
“Lloyd and Prevot (2017) explain that anti-Blackness arose when Whiteness began to signify purity and innocence, thus contributing to White culture and the American mythos of White exceptionalism.”
Influentialdu Plessis, D. (2025) · Educational Review · doi:10.1080/00131911.2025.2512092 · Cited by 1
“While identifying dominant racial narratives and how they function is essential, international scholars (Annamma et al., 2017; Chang-Bacon, 2022; Mueller, 2020) argue that effectively confronting such narratives further requires addressing two central limitations of ideological approaches to…”
Hodge, D. (2025) · Critical Discourse Studies · doi:10.1080/17405904.2025.2520354
“As part of a larger discourse often connected to color-evasion (Annamma et al., 2017), it draws attention to discursive orientations of a society that is committed to reading race as a constraint that impedes the potential of humanity (Gines, 2014; McGary, 2012).”
Xu, N., Sun, W.-Y., & Valdez, V. E. (2025) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050.2025.2530206
“As Annamma, Jackson, and Morrison (2017) argue, 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.”
Toward Racial Equity Practices in Elementary Mathematics and Science
Bartell, T. G., Alonzo, A. C., & Burgess, T. (2025) · IGI Global eBooks · doi:10.4018/979-8-3693-9889-0.ch001
White people’s colorblind racial identity work in music-related contexts
Sumerau, J. E., & Mathers, L. A. B. (2025) · Ethnography · doi:10.1177/14661381251377114
Briscoe, K. L., & DeCrescenzo, P. (2025) · NASPA Journal · doi:10.1080/19496591.2025.2505844
Mechanisms of Disability Evasiveness in AI-Generated Flash Fiction
Barron, K., Richmond, A., Berkel, E. V., & Collis, R. B. (2025) · Springer eBooks · doi:10.1007/978-3-031-93022-5_13
Whitehead, M. A., Briscoe, K. L., Ford, J. R., Wallace, J. K., & Smith, T. C. (2025) · The Journal of Higher Education · doi:10.1080/00221546.2025.2545162
Falkner, A. (2025) · Contemporary Issues in Early Childhood · doi:10.1177/14639491251382693
Hald, C. L., & Khawaja, I. (2025) · International Journal of Qualitative Studies in Education · doi:10.1080/09518398.2025.2571507
Pötzsch, T. (2025) · International Journal of Inclusive Education · doi:10.1080/13603116.2025.2579729
Beyond Antiracism: Abolitionist Teacher Learning Toward Institutional School Change
Emerson, A. C. (2025) · Journal of Teacher Education · doi:10.1177/00224871251383154
“…school system was not participating in deeper reflections about their racist structures and opted for more color evasive approaches to their work (Annamma et al., 2017; Bonilla-Silva, 2006), but was able to point to individual schools and leaders as taking up the charge with antiracist teacher…”
Perceived Ethnic-Racial Socialization and White American Young Adults’ Racial Attitudes
Nieri, T. A., & Huft, J. (2025) · Journal of Child and Family Studies · doi:10.1007/s10826-025-03199-5
Student Affairs is a Settler Colonial Field
Squire, D., & Brown, S. (2023) · Emerald Group Publishing Limited eBooks · doi:10.1108/979-8-88730-261-420251010
Vasan, A. (2025) · Race Ethnicity and Education · doi:10.1080/13613324.2025.2585189
Wilson-Thomas, J., & Gabi, J. (2025) · Journal of Childhood Education & Society · doi:10.37291/2717638x.202563630 · Cited by 2
“Whilst Birth to 5 Matters refer to “colour blind”, in this article, following Annamma et al. (2016) we use race-evasive to highlight race but also to avoid the ableism and disability microaggression inherent in the term.”
How Educational Leaders Think About Intersections of Identities and Disciplinary Learning in Science
Ceperich, R., Penuel, W. R., Allen, A., Tran, T. C., Val, Y. S. D., Leonhart, S., Rhinehart, A., & Davidson, K. L. (2025) · School Science and Mathematics · doi:10.1111/ssm.70000
Demoiny, S. B. (2020) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-64113-995-320251010
Walker, D., & Newlove, P. M. (2020) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-64113-995-320251005
Navigating Difficult Knowledge But Still Evading Race
Gallagher, J. L. (2020) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-64113-995-320251021
Baldinger, E. M., & Zavala, M. D. R. (2024) · Emerald Group Publishing Limited eBooks · doi:10.1108/979-8-88730-543-120251021
Critical Race Theory in Instructional Design
Lu, L., & Xu, J. (2020) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-64802-133-620251021
Guyden, J. A., & Childs, D. S. (2020) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-64802-133-620251020
Ransom, J. C., & Menzies, C. M. (2021) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-64802-449-820251009
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Foley, N. F. (2025) · Social Problems · doi:10.1093/socpro/spaf075
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Lefrançois, D., & Éthier, M. (2024) · Emerald Group Publishing Limited eBooks · doi:10.1108/979-8-88730-731-220251004
Empathy and The Social Studies
(2024) · Emerald Group Publishing Limited eBooks · doi:10.1108/979-8-88730-731-220251002
Sheppard, M. (2024) · Emerald Group Publishing Limited eBooks · doi:10.1108/979-8-88730-825-820251010
Hodge, D. (2026) · Communication Teacher · doi:10.1080/17404622.2025.2604765
“Defining it as a “lack of feeling or indifference towards societal racial and ethnic inequality and lack of engagement with race-relation social issues” (p. 44 ), he posited that this sociocultural phenomenon was a byproduct of color evasion (Annamma et al., 2017).”
Nelson, J. L., & Fish, R. E. (2026) · Social Science Research · doi:10.1016/j.ssresearch.2025.103306
Content Knowledge and Application
Currie, N. L. (2026) · Cambridge University Press eBooks · doi:10.1017/9781009440585.003
Aldana, A., & Zaragoza, M. (2026) · Cambridge University Press eBooks · doi:10.1017/9781009440585.007
Fraser, A. M., Busby, A. K., Reschke, P. J., Coleman, B. D., Jasperson, J., & Takamasa, E. J. (2026) · International Journal of Behavioral Development · doi:10.1177/01650254261416434
Loukola, S., Matikainen-Soreau, M., Holm, G., Helakorpi, J., & Hummelstedt, I. (2026) · Multicultural Education Review · doi:10.1080/2005615x.2026.2618921
Uncovering Ideological and Political Constructions of Race in Biology Education
Sheth, M. J. (2026) · Oxford University Press eBooks · doi:10.1093/9780198945246.003.0057
Southern, D. E. (2026) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737251412445
“I use the term race-evasive racism to represent Bonilla-Silva’s (2018) theory of colorblind racism to discuss this important theory while avoiding using able-ist language in the paper (see Annamma et al., 2017).”
“When I learned I had a race”: (un)questioning white habitus
Dingel, M. J., & Puntí, G. (2026) · International Journal of Qualitative Studies in Education · doi:10.1080/09518398.2026.2642255
Brotherhoods of power: whiteness, masculinity, and elite identity in all-boys schools
Howard, A., Martin, L., & Greene, D. (2026) · International Journal of Qualitative Studies in Education · doi:10.1080/09518398.2026.2640856
Smith, P. S. (2026) · International Journal of Qualitative Studies in Education · doi:10.1080/09518398.2026.2640847
Challenges to inclusive teaching during war
Fast, I., Trachtenberg-Maslaton, R., & Shapira-Junger, M. (2026) · Teaching and Teacher Education · doi:10.1016/j.tate.2026.105516
Autism Diagnostics as White Public Space in US Clinics
Parks, S. K. (2026) · doi:10.1093/9780198933953.003.0003
Persistently Disciplined: Evidence of Out-of-School Suspension Disparities in South Carolina
Osworth, D., Lebovitz, B. A., & Jackson, M. M. (2026) · Journal of Education for Students Placed at Risk (JESPAR) · doi:10.1080/10824669.2026.2658086
Lebioda, K. (2026) · Innovative Higher Education · doi:10.1007/s10755-026-09895-4
“…that students can be taught to have a positive perspective; 2010, p. 7), the TQ largely succumbs to the same rhetorical moves identified by Bonilla-Silva by treating thriving as an individualized endeavor that avoids discussion of racial inequality (i.e., is color-evasive ; Annamma et al., 2017).”
Disrupting Status Quo Notions About Race in Elementary Social Studies Instruction
Kuehl, R. (2026) · The Social Studies · doi:10.1080/00377996.2026.2644988
Applicability for Dimensional Diagnosis in Underrepresented and Epistemically Excluded Populations
Nielsen, S. R., Asadi, S., & Rodriguez-Seijas, C. (2026) · Oxford University Press eBooks · doi:10.1093/9780197769676.003.0023
Crayons, Culture, and Child’s Play: How Preschool Teachers Contribute to Racial Socialization
Stockstill, C., & Thornton, C. (2026) · Sociology of Race and Ethnicity · doi:10.1177/23326492261440922
Alasmari, M. (2026) · Behavior and Social Issues · doi:10.1007/s42822-026-00255-7
Rassismus im Bildungssystem: Methodische Annäherungen und Forschungszugänge
Bostancı, S., Wirth, B., & Biel, C. (2026) · Springer eBooks · doi:10.1007/978-3-658-26545-8_86-1
Profiles of White parents' racial attitudes: Family context and children's anti‐Black racial bias
Fraser, A. M., Wang, W., Valladares, J. J., Spinrad, T. L., Shawcroft, J. E., Takamasa, E. J., Eisenberg, N., Carlo, G., & Laible, D. (2026) · Family Relations · doi:10.1111/fare.70176
Niceness as Whiteness in School Police Officers’ Perceptions of Student Arrest
Beneke, A. J., Fisher, B. W., Curran, F. C., & Viano, S. L. (2026) · Educational Policy · doi:10.1177/08959048261448551
The unevenness of welcoming: Immigrant inclusion and anti-Blackness in Dayton, Ohio
Harwood, S. A., & Banerjee, D. (2026) · Journal of Race Ethnicity and the City · doi:10.1080/26884674.2026.2675614
Leadership and Dis/Ability: Ontology, Epistemology, and Intersectionalities
(2022) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-64802-913-420251004
Gerald, J. (2022) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-64802-913-420251007
Lucero, A., Avelar, J. D., Springer, S., & Sullivan, B. D. (2026) · Teachers and Teaching · doi:10.1080/13540602.2026.2691156
Bertrand, M., Sampson, C., Chavez, R., et al. (2026) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/01614681261458434
“She and other parents cofounded a diversity committee that met regularly and brought issues to the principal, such as the need to translate newsletters into Spanish, the dress code, and the color-evasiveness (Annamma et al., 2017) of the curriculum.”
Kaiser, L. J., Goldenkranz, D., Kauldher, A., et al. (2026) · AERA Open · doi:10.1177/23328584261458827
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
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