Pre-service teachers with higher color-blind racial ideology scores had difficulties regulating emotions in racial situations¶

Claim · All claims
Evidence · 1 study · theoretical r? · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In DeCuir-Gunby et al. (2020), pre-service teachers who scored higher on color-blind racial ideology scales tended to have difficulties regulating their emotions in racial situations and changing negative thoughts about other racial groups. → Jessica T. DeCuir-Gunby · Paul A. Schutz 2024

Evidence¶

Jessica T. DeCuir-Gunby · Paul A. Schutz 2024¶

Jessica T. DeCuir-Gunby · Paul A. Schutz. (2024). The Evolution of Race-Focused and Race-Reimaged Approaches in Educational Psychology: Future Directions for the Field. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09873-2

q2 · i? · theoretical · r?

The review reports the DeCuir-Gunby et al. (2020) study, which foregrounded pre-service teachers' color-blind or color-evasive racial ideology while investigating emotion regulation related to beliefs about race. The review attributes the finding to that study.

"pre-service teachers who scored higher on color-blind racial ideologies scales tended to have difficulties in both regulating their emotions in racial situations and changing their negative thoughts regarding other racial groups"

Discussion¶

Related Claims¶

• Racialized emotions are a race-focused construct educational psychologists have yet to explicate in teaching and learning — a broader claim this one bears on
• Payne argues that color-blind ideology in schools precludes discussion of how outcomes and privilege are distributed by race — related
• Race-reimaging ultimately transforms a race-less construct into a race-focused construct — related
• The argument that excluding demographic predictors amounts to color-blind racism is contested: inclusion can also produce racist decision-making — related