coe-staff: College of Education Dean's Distinguished Lecture Series

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College of Education Dean's Distinguished Lecture Series
Faculty, Staff, and Student General Colloquium

Colorblindness/evasiveness Ideology among Educators and
Parents in Disproportionate School Districts

Edward Fergus-Arcia, PhD, Associate Professor of Urban Education and
Policy at Temple University

Friday, October 22nd, 2021 from 9:30 a.m.-11:00 a.m. PST
(Virtual Presentation: Zoom information to follow)

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Abstract: On November 4, 2008, the NYTimes declared in a byline, “Obama elected president as racial barrier falls” (NYTimes, 2008). This proclamation of a post-racial society after Obama’s presidential victory earmarked an interesting turn in the legitimizing of colorblindness – in other words, America does not see race. The ideology of colorblindness emerged in our post-civil rights era as a cultural evolution in which race as an identifier will no longer sit in the imagination of individuals. In fact, the presumption of the ideology centers a theory that 400 years of discrimination occurred as a result of “seeing” race and “behaving” in accordance with a constructed stereotype. And the colorblindness ideology pointed to an escape hatch in which race would no longer haunt individual social interactions and drive the operation of institutions (i.e., policies, practices). Unfortunately, the escape hatch has not liberated anyone from the grip of race, racism, racial hierarchies. In fact, the habits of colorblindness, its ideology and identity has cemented, in some ways, new facets of racism. This presentation will share survey (N = 2300) and focus group (N=120) data from parents and educators from a suburban school district seeking to interrupt patterns of disproportionality in special education identification and gifted/AP/Honors programming. Dr. Fergus-Arcia will argue it's imperative to understand how such an ideology operates in order to establish a terrain of remedies that address these disparities.



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Edward Fergus-Arcia is an Associate Professor of Urban Education and Policy at Temple University. Edward is a former high school teacher, program evaluator, and community school program director. Dr. Fergus-Arcia's work is on the intersection of educational policy and outcomes with a specific focus on Black and Latino boys’ academic and social engagement outcomes, disproportionality in special education and suspensions, and school climate conditions. He has published more than four dozen articles, book chapters, evaluation reports, and five books including Skin Color and Identity Formation: Perceptions of Opportunity and Academic Orientation among Mexican and Puerto Rican Youth (Routledge Press, 2004), co-editor of Invisible No More: Disenfranchisement of Latino Men and Boys (Routledge Press, 2011), co-author of Schooling For Resilience: Improving Trajectory of Black and Latino boys (Harvard Education Press, 2014), author of Solving Disproportionality and Achieving Equity (Corwin Press, 2016), and co-editor of forthcoming book Boyhood and Masculinity Construction in the US (Routledge Press, forthcoming).

Dr. Fergus-Arcia received a bachelor’s degree in Political Science and Education from Beloit College and a doctorate in Educational Policy and Social Foundations from the University of Michigan.



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