Challenging Willful Ignorance: Why campuses should address colorblind racism and racial apathy

• In Event: 4331 - Teaching Sociology

Abstract

The purpose of this research is to measure the racial ideologies, and in particular, colorblind ideologies among Millennials and Generation-Z students before and after completing one race and ethnicity course. Additionally, this paper argues that race and ethnicity courses should not be merely electives, but required courses. It is important to learn the perspectives students hold and the performance of racial ideologies by students raised in a world supposedly blind to race. This study measures components of Bonilla-Silva’s description of colorblind racism and Tyrone Forman’s concept of racial apathy by utilizing an experiential in-class activity (pre-test) on the first day of class and then at the conclusion of the course (post-test). Findings from this study indicate a significant reduction in racial apathy, a significant increase in neutral language, and a significant increase in color consciousness after one race and ethnicity course. This research demonstrates how race and ethnicity courses can change students’ race talk. Also, this work should provide evidence as to why race and ethnicity courses should not be merely electives, but rather required courses. Lastly, this research provides additional support and a recommendation for required race and ethnicity courses to universities and colleges that are actively professing their interest in being diverse and inclusive.

Author

• Alicia L. Brunson, Georgia Southern University