@article{d519efe11e5f4601a0c846111002aae0,
title = "“Martin Luther King Fixed It”: Children Making Sense of Racial Identity in a Colorblind Society",
abstract = "Children in the United States grow up in a context wherein colorblindness and racism coexist. This article examined how colorblindness functions as a societal “master narrative” that shapes how children construct their own racial identities. Data were collected via semi-structured interviews with 217 Black, White, and Multiracial children (Mage = 9.92) in public schools in the Pacific Northwest during 2013–2014 academic year. Our analysis identified four race narratives, which varied systematically by child age and race. Associations were also found between narrative types and children{\textquoteright}s ratings of racial identity importance. Although colorblindness infuses many of the racial narratives, there was evidence that children also question and disrupt this master narrative with stories of resistance that counter colorblind norms.",
author = "Rogers, {Leoandra Onnie} and Ursula Moffitt and Christina Foo",
note = "Funding Information: The data were supported by postdoctoral fellowships awarded to Dr. Leoandra Onnie Rogers from the National Science Foundation (NSF) SBE Postdoctoral Fellowship (#1303753), and the Spencer Foundation/National Academy of Education (NAEd) Postdoctoral Fellowship. I thank Dr. Andrew N. Meltzoff for his continued mentorship and support throughout this project, and Dr. Kate McLean for her feedback and enthusiasm on this work. I am grateful to the schools and students who participated in this project, and to my research assistants, Christina Foo, Shari Gordon, Dayanara Padilla, and Abigail Kutlas, and all the members of D.I.C.E. (Development of Identities in Cultural Environments) research laboratory at the Northwestern University. Funding Information: The data were supported by postdoctoral fellowships awarded to Dr. Leoandra Onnie Rogers from the National Science Foundation (NSF) SBE Postdoctoral Fellowship (#1303753), and the Spencer Foundation/National Academy of Education (NAEd) Postdoctoral Fellowship. I thank Dr. Andrew N. Meltzoff for his continued mentorship and support throughout this project, and Dr. Kate McLean for her feedback and enthusiasm on this work. I am grateful to the schools and students who participated in this project, and to my research assistants, Christina Foo, Shari Gordon, Dayanara Padilla, and Abigail Kutlas, and all the members of D.I.C.E. (Development of Identities in Cultural Environments) research laboratory at the Northwestern University. Publisher Copyright: {\textcopyright} 2021 The Authors. Child Development {\textcopyright} 2021 Society for Research in Child Development.",
year = "2021",
month = sep,
day = "1",
doi = "10.1111/cdev.13628",
language = "English (US)",
volume = "92",
pages = "1817--1835",
journal = "Child development",
issn = "0009-3920",
publisher = "Wiley-Blackwell",
number = "5",
}