The Myth of Colorblindness: Helping Educators Recognize the Role of Race in the PreK-12th Grade Classrooms

The Myth of Colorblindness: Helping Educators Recognize the Role of Race in the PreK-12th Grade Classrooms

Stephanie R. Logan
ISBN13: 9781522525202|ISBN10: 1522525203|EISBN13: 9781522525219
DOI: 10.4018/978-1-5225-2520-2.ch004
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MLA

Logan, Stephanie R. "The Myth of Colorblindness: Helping Educators Recognize the Role of Race in the PreK-12th Grade Classrooms." Handbook of Research on Classroom Diversity and Inclusive Education Practice, edited by Christina M. Curran and Amy J. Petersen, IGI Global, 2017, pp. 77-99. https://doi.org/10.4018/978-1-5225-2520-2.ch004

APA

Logan, S. R. (2017). The Myth of Colorblindness: Helping Educators Recognize the Role of Race in the PreK-12th Grade Classrooms. In C. Curran & A. Petersen (Eds.), Handbook of Research on Classroom Diversity and Inclusive Education Practice (pp. 77-99). IGI Global. https://doi.org/10.4018/978-1-5225-2520-2.ch004

Chicago

Logan, Stephanie R. "The Myth of Colorblindness: Helping Educators Recognize the Role of Race in the PreK-12th Grade Classrooms." In Handbook of Research on Classroom Diversity and Inclusive Education Practice, edited by Christina M. Curran and Amy J. Petersen, 77-99. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-2520-2.ch004

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Abstract

The United States is becoming a more racially, ethnically, and linguistically diverse nation. More specifically, in public schools, students of color and those of Native American ancestry are anticipated to represent the majority of the student population in the near future. In contrast to the change in student demographics, the majority of classroom teachers remain White and monolingual. The differences in racial, ethnic, and linguistic experiences of the student and teacher populations could create cultural conflicts between the two groups. In response, this endeavor is purposed to provide an instructional framework for teacher educators who are tasked with preparing culturally competent teachers for increasingly multicultural classrooms.

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