The Shaping of Postcollege Colorblind Orientation Among Whites: Residential Segregation and Campus Diversity Experiences

Abstract

In this article, Uma M. Jayakumar investigates the cumulative impact of experiences with segregation or racial diversity prior to and during college on colorblind ideological orientation among white adults. An analysis of longitudinal data spanning ten years reveals that, for whites from segregated and diverse childhood neighborhoods, some experiences in college may increase colorblind thinking, while others may facilitate a greater understanding of the racial context of US society. Segregated white environments, or white habitus, before, during, and after college are associated with whites' colorblind ideological orientations, with negative implications for racial justice. Campus racial diversity experiences can play a role in diminishing the influence of white habitus but are not necessarily doing so. In other words, the challenges of addressing colorblind orientation are greater for white students from segregated neighborhoods and high schools who also tend to choose segregated white campus environments and are less likely to engage across race lines while in college. This study speaks to the need for more direct interventions addressing colorblind ideology among white college students. The findings suggest that racial diversity and integration are potentially disruptive but insufficient conditions for unlearning harmful colorblind frames.

The Fifth Frame of Colorblind Ideology: Maintaining the Comforts of Colorblindness in the Context of White Fragility

“…It is widely documented (e.g., Bonilla-Silva 2014; Forman 2004; Forman and Lewis 2015) that these predispositions contribute to the prevalence of colorblind ideology at traditionally white institutions (TWIs). In fact, one multi-institutional national study (Jayakumar 2015a) found no statistically significant changes in the colorblind viewpoints of white adults over a 10-year period that included matriculation through a TWI. 1 Whereas students of color at TWIs regularly endure the colorblind views of their white peers (Lewis, Chesler, and Forman 2000), expressions of colorblindness are less socially acceptable and less normalized in the HBCU environment (Jayakumar and Adamian 2016).…”

“…It is widely documented (e.g., Bonilla-Silva 2014; Forman 2004; Forman and Lewis 2015) that these predispositions contribute to the prevalence of colorblind ideology at traditionally white institutions (TWIs). In fact, one multi-institutional national study (Jayakumar 2015a) found no statistically significant changes in the colorblind viewpoints of white adults over a 10-year period that included matriculation through a TWI. 1…”

The College Access and Choice Processes of High-Achieving African American Students: A Critical Race Theory Analysis

“…From a CRT perspective, racist incidents and behaviors represent structurally embedded practices that marginalize underserved student groups, and endemic, routine, and normalized activities play out in very subtle and complicated ways (Bonilla-Silva, 2010; Solórzano et al, 2000; Yosso, 2005). Racism continues to have toxic and enduring effects at PWIs, as Jayakumar (2015c) revealed that color-blind ideology is exacerbated in segregated White environments, including fraternities/sororities. Relatedly,Davis and Harris (2016) aptly concluded, “The prevalence of such incidents continuing to occur in fraternity and sorority organizations, despite the increased visibility and backlash via social media platforms, clearly points to the endemic nature of racist attitudes and activities within these organizations” (p. 71).…”

Higher education administrators’ response to student activism and protests

“…Increasing the numbers will also help to naturally encourage cross-racial interactions. According to Jayakumar (2015), the number of students of color is important in shaping a diverse campus with the desired positive interactions. He pointed out that increasing the numbers alone, tend to influence the perception of less discrimination.…”

“…He pointed out that increasing the numbers alone, tend to influence the perception of less discrimination. Workshops and casual programs to encourage interactions, learning and diversity experiences are shown to benefit students whose precollege environments were homogeneous and minimize colorblind behaviors that contribute to segregation and alienation (Jayakumar, 2015).…”