The problems with colorblind leadership revealed: a call for race-conscious leaders

References

• Aveling, N. (2007). Anti-racism in schools: A question of leadership? Discourse: Studies in the Cultural Politics of Education, 28(1), 69–85. doi:10.1080/01596300601073630
   Google Scholar
• Beachum, F. D., Dentith, A. M., McCray, C. R., & Boyle, T. M. (2008). Havens of hope or the killing fields: The paradox of leadership, pedagogy, and relationships in an urban middle school. Urban Education, 43, 189–215. doi:10.1177/0042085907312329
   Web of Science ®Google Scholar
• Blackmore, J. (2002). Leadership for socially just schooling: More substance and less style in high-risk, low-trust times. Journal of School Leadership, 12, 198–222. doi:10.1177/105268460201200206
   Google Scholar
• Blumer, I., & Tatum, B. D. (1999). Creating a community of allies: How one school system attempted to create an anti-racist environment. International Journal of Leadership in Education, 2, 255–267. doi:10.1080/13603124.1999.11509467
   Google Scholar
• Bonilla-Silva, E. (2014). Racism without racists: Colorblind racism and the persistence of racial inequality in America (4th ed.). Lanham, MD: Rowman & Littlefield Publishers.
   Google Scholar
• Bonilla-Silva, E., & Dietrich, D. (2011). The sweet enchantment of color-blind racism in Obamerica. Annals of the American Academy of Political and Social Science, 634(1), 190–206.
   Web of Science ®Google Scholar
• Bonilla-Silva, E., & Embrick, D.G. (2006). The (White) color of colorblindness in twenty-first century Amerika. In V.O. Pang & E.W. Ross (Eds.), Race, ethnicity, and education (Vol. 4). Westport, CT: Praeger.
   Google Scholar
• Bonilla-Silva, E., Forman, T. A. (2000). “I am not a racist but …”: Mapping White college students’ racial ideology in the USA. Discourse and Society, 11(1), 50–85. doi:10.1177/0957926500011001003
   Web of Science ®Google Scholar
• Bonilla-Silva, E., Forman, T. A., Lewis, A. E., & Embrick, D. G. (2003). “It wasn’t me!”: How will race and racism work in 21st century America. Research in Political Sociology, 12, 111–134.
   Google Scholar
• Brooks, J. S., & Jean-Marie, G. (2007). Black leadership, white leadership: Race and race relations in an urban high school. Journal of Educational Administration, 45, 756–768. doi:10.1108/09578230710829928
   Google Scholar
• Brooks, J. S., & Normore, A. H. (2015). Qualitative research and educational leadership. International Journal of Educational Management, 29, 798–806. doi:10.1108/IJEM-06-2015-0083
   Web of Science ®Google Scholar
• Carter, P. L., & Welner, K. G. (2013). Achievement gaps arise from opportunity gaps. In P. Carter & K. Welner (Eds.), In Closing the opportunity gap: What America must do to give all children an even chance. New York: Oxford University Press.
   Google Scholar
• Cochran-Smith, M. (1995). Color blindness and basket making are not the answers: Confronting the dilemmas of race, culture, and language diversity in teacher education. American Educational Research Journal, 32, 493–522. doi:10.3102/00028312032003493
   Web of Science ®Google Scholar
• Dantley, M. E., & Tillman, L. C. (2010). Social justice and moral transformative leadership. In C. Marshall & M. Oliva (Eds.), Leadership for social justice (2nd ed.). Boston, MA: Allyn & Bacon.
   Google Scholar
• Davis, B. W., Gooden, M. A., & Micheaux, D. J. (2015). Colorblind leadership: A critical race theory analysis of the ISLLC and ELCC standards. Educational Administration Quarterly, 51, 335–371. doi:10.1177/0013161X15587092
   Web of Science ®Google Scholar
• Denzin, N. K., & Lincoln, Y. S. (2013). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The landscape of qualitative research (4th ed., pp. 1–42). Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Diem, S., & Carpenter, B. W. (2012). Social justice & leadership preparation: Developing a transformative curriculum. Planning and Changing, 43(1/2), 96–112.
   Google Scholar
• Emerson, R. M., Fetz, R. I., & Shaw, L. L. (2011). Writing ethnographic fieldnotes (2nd ed.). Chicago, IL: University of Chicago Press.
   Google Scholar
• Evans, A. E. (2007). Changing faces: Suburban school response to demographic change. Education and Urban Society, 39, 315–348. doi:10.1177/0013124506297961
   Web of Science ®Google Scholar
• Forman, T. A., & Lewis, A. E. (2015). Beyond prejudice? Young whites’ racial attitudes in post–civil rights America, 1976 to 2000. American Behavioral Scientist, 59, 1394–1428. doi:10.1177/0002764215588811
   Web of Science ®Google Scholar
• Gallagher, C. A. (2003). Colorblind privilege: The social and political functions of erasing the color line in post race America. Race, Gender & Class, 10, 22–37.
   Google Scholar
• Gerstl-Pepin, C., Killeen, K., & Hasazi, S. (2006). Utilizing an “ethic of care” in leadership preparation: Uncovering the complexity of colorblind social justice. Journal of Educational Administration, 44, 250–263. doi:10.1108/09578230610664841
   Google Scholar
• Giroux, H. A., & Giroux, S. S. (2004). Take back higher education: Race, youth, and the crisis of democracy in the post-civil rights era. New York, NY: Macmillan.
   Google Scholar
• Gooden, M. A., & Dantley, M. (2012). Centering race in a framework for leadership preparation. Journal of Research on Leadership Education, 7(2), 237–253.
   Google Scholar
• Gooden, M. A., & O’Doherty, A. (2015). Do you see what I see? Fostering aspiring leaders' racial awareness. Urban Education, 50, 225–255. doi:10.1177/0042085914534273
   Web of Science ®Google Scholar
• Gordon, J. (2005). Inadvertent complicity: Colorblindness in teacher education. Educational Studies, 38, 135–153. doi:10.1207/s15326993es3802_5
   Google Scholar
• Horsford, S. D., & Clark, C. (2015). Inclusive leadership and race. In G. Theoharis & M. Scanlan (Eds.), Educational leadership for equity and diversity: Leadership for increasingly diverse schools (pp. 58–58). New York, NY: Routledge.
   Google Scholar
• Johnson, L., & Campbell-Stephens, R. (2014). Beyond the colorblind perspective: Centering issues of race and culture in leadership preparation programs in Britain and the United States. In I. Bogotch & C. M. Shields (Eds.), International Handbook of Educational Leadership and Social (In)justice (Vol. 29, pp. 1169–1185). Dordrecht, The Netherlands: Springer.
   Google Scholar
• Khalifa, M. A., Jennings, M. E., Briscoe, F., Oleszweski, A. M., & Abdi, N. (2014). Racism? Administrative and community perspectives in data-driven decision making: Systemic perspectives versus technical-rational perspectives. Urban Education, 49, 147–181.
   Web of Science ®Google Scholar
• Lewis, A. E. (2001). There is no “race” in the schoolyard: Colorblind ideology in an (almost) all-white school. American Educational Research Journal, 38, 781–811. doi:10.3102/00028312038004781
   Web of Science ®Google Scholar
• Lewis, A. E. (2003). Everyday race-making. American Behavioral Scientist, 47, 283–305. doi:10.1177/0002764203256188
   Web of Science ®Google Scholar
• Lewis, A. E. (2004). “What group?” Studying whites and whiteness in the era of “color-blindness.” Sociological Theory, 22, 623–646. doi:10.1111/j.0735-2751.2004.00237.x
   Web of Science ®Google Scholar
• Lewis, A. E., Chesler, M., & Forman, T. A. (2000). The impact of “colorblind” ideologies on students of color: Intergroup relations at a predominately white university. The Journal of Negro Education, 69(1/2), 74–91.
   Google Scholar
• Lincoln, Y. S., & Guba, E. (1985). Naturalistic inquiry. Los Angeles, CA: Sage.
   Google Scholar
• Lopez, G. R. (2003). The (racially neutral) politics of education: A critical race theory perspective. Educational Administration Quarterly, 39(1), 68–94.
   Web of Science ®Google Scholar
• Mabokela, R. O., & Madsen, J. A. (2005). “Color‐blind” and “color‐conscious” leadership: A case study of desegregated suburban schools in the USA. International Journal of Leadership in Education, 8, 187–206. doi:10.1080/13603120500107313
   Google Scholar
• Marable, M. (2002). The great wells of democracy: The meaning of race in American life. New York, NY: Basic Books.
   Google Scholar
• Markus, H. R., Steele, C. M., & Steele, D. M. (2000). Colorblindness as a barrier to inclusion: Assimilation and nonimmigrant minorities. Daedalus, 129, 233–259.
   Web of Science ®Google Scholar
• Marx, S., & Larson, L. L. (2012). Taking off the color-blind glasses: Recognizing and supporting Latina/o students in a predominantly white school. Educational Administration Quarterly, 48, 259–303.
   Web of Science ®Google Scholar
• Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Milner, H. R. (2010). Start where you are but don’t stay there: Understanding diversity, opportunity gaps, and teaching in today’s classrooms. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Noddings, N. (1992). The challenge to care in schools: An alternative approach to education. New York, NY: Teachers College Press.
   Google Scholar
• Noguera, P. A. (2001). Racial politics and the elusive quest for excellence and equity in education. Education and Urban Society, 34(1), 18–41. doi:10.1177/0013124501341003
   Web of Science ®Google Scholar
• Patterson, J. A., Gordon, J., & Price, P. G. (2008). The color of caring: Race and the implementation of educational reform. Educational Foundations, 22, 97–116.
   Google Scholar
• Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Revilla, A. T., Wells, A. S., & Holme, J. J. (2004). “We didn't see color”: The salience of color blindness in desegregated schools. In M. Fine, L. Weis, L. P. Pruitt, & A. Burns (Eds.), Off white: Reading on power, privilege, and resistance (pp. 284–301). New York, NY: Routledge.
   Google Scholar
• Riehl, C., & Firestone, W. A. (2005). What research methods should be used to study educational leadership? In W. A. Firestone & C. Riehl (Eds.), A new agenda for research in educational leadership (pp. 156–170). New York, NY: Teachers College Press.
   Google Scholar
• Rusch, E. A., & Douglass Horsford, S. (2009). Changing hearts and minds: The quest for open talk about race in educational leadership. International Journal of Educational Management, 23, 302–313.
   Google Scholar
• Ryan, J. (2003). Educational administrators' perceptions of racism in diverse school contexts. Race Ethnicity and Education, 6, 145–164. doi:10.1080/13613320308197
   Google Scholar
• Schofield, J. W. (2010). The colorblind perspective in school: Causes and consequences. In J. A. Banks & C. A. M. Banks (Eds.), Multicultural education: Issues and perspectives (7th ed.). Hoboken, NJ: John Wiley & Sons.
   Google Scholar
• Seidman, I. (2013). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York: Teachers College Press.
   Google Scholar
• Shields, C. M. (2004). Dialogic leadership for social justice: Overcoming pathologies of silence. Educational Administration Quarterly, 40(1), 109–132. doi:10.1177/0013161X03258963
   Web of Science ®Google Scholar
• Sleeter, C. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of whiteness. Journal of Teacher Education, 52, 94–106. doi:10.1177/0022487101052002002
   Web of Science ®Google Scholar
• Solomon, P. (2002). School leaders and anti-racism: Overcoming pedagogical and political obstacles. Journal of School Leadership, 12, 174–197. doi:10.1177/105268460201200205
   Google Scholar
• Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Tarca, K. (2005). Colorblind in control: The risks of resisting difference amid demographic change. Educational Studies, 38(2), 99–120. doi:10.1207/s15326993es3802_3
   Google Scholar
• Tatum, B. D. (1998). What do you do when they call you a racist? NASSP Bullentin, 82, 43–48. doi:10.1177/019263659808260207
   Google Scholar
• Taylor, E. (1998). Toward a coherent theory of race in the education of school leaders: Fly fishing across the racial divide. Race Ethnicity and Education, 1, 225–239. doi:10.1080/1361332980010206
   Google Scholar
• Theoharis, G., & Haddix, M. (2011). Undermining racism and a whiteness ideology: White principals living a commitment to equitable and excellent schools. Urban Education, 46, 1332–1351. doi:10.1177/0042085911416012
   Web of Science ®Google Scholar
• Valencia, R. R. (1997). Conceptualizing the notion of deficit thinking. In R. R. Valencia (Ed.), The evolution of deficit thinking: Educational thought and practice. London, UK: Falmer Press.
   Google Scholar
• Welton, A. D., Diem, S., & Holme, J. J. (2015). Color conscious, cultural blindness: Suburban school districts and demographic change. Education and Urban Society, 47, 695–722.
   Web of Science ®Google Scholar
• Zirkel, S., & Pollack, T. M. (2016). “Just let the worst students go”: A critical case analysis of public discourse about race, merit, and worth. American Educational Research Journal, 53, 1522–1555. doi:10.3102/0002831216676568
   Web of Science ®Google Scholar