Racism without racists : color-blind racism and the persistence of racial inequality in the United States

By E. Bonilla-Silva. 2006

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Citations in the corpus

On formalizing fairness in prediction with machine learning (2017, background): “However, various discriminatory practices have been documented following race-blind approach in education, housing, credit, criminal justice system (6; 44).”
Annotators with Attitudes: How Annotator Beliefs And Identities Bias Toxic Language Detection (2021, background): “Our findings suggest that annotators perceive that AAE posts are associated with the Black racial identity (Rosa, 2019), which could cause those who score highly on the RACISTBELIEFS scale to annotate them as racist, potentially as a form of colorblind racism (e.g., where simply mentioning race is c”
Racism in the Structure of Everyday Worlds: A Cultural-Psychological Perspective (2018, unknown): “Another tool for the production of ignorance about racism is colorblind ideology, which mandates that one should proceed without seeing race and act accordingly (Bonilla-Silva, 2010).”
Researching Race in Mathematics Education (2009, background): “This new racism is partly characterized by the forceful denial—often against the backdrop of meritocratic ideals, political conservatism, or claims of reverse discrimination—of evidence showing that racism continues to mitigate the contemporary life experiences and opportunities of non-Whites (Bonil”
Exposing Color Blindness/Grounding Color Consciousness (2011, methodology): “Bonilla-Silva (2003) and Moore (2008) discuss this same idea as abstract individualism, referencing its use as a rhetorical strategy to reject group-based racial inequity.”
Culturally Relevant Pedagogy 20 Years Later: Progress or Pontificating? What Have We Learned, and Where Do We Go? (2017, background): “For example, a growing number of scholars have documented racial microaggressions as a way that students’ names, language, culture, and intellect are frequently dismissed as a manifestation of negative beliefs about certain students (Solórzano, Allen, & Carroll, 2002; Kohli & Solórzano, 2012), and s”
Beyond Missionaries or Cannibals: Who Should Teach Mathematics to African American Children? (2007, background): “The work of sociologist Eduardo Bonilla-Silva (2001, 2002, 2003) is useful for examining how certain discursive frames serve as building blocks of dominant racial ideologies and contribute to the taken-for-granted societal beliefs about African Americans and what it means to be black.”
The Bias of Crowds: How Implicit Bias Bridges Personal and Systemic Prejudice (2017, background): “Systemic bias in the absence of intentional discrimination leads to what sociologists have called “racism without racists” (Bonilla-Silva, 2003).”
Race, Gender, and Bodily (Mis)Recognitions: Women of Color Faculty Experiences with White Students in the College Classroom (2011, background): “According to Bonilla-Silva (2006), race is a social construction as well as a lived reality.”