“Color-Blind” or Color-Brave? Divergent Views on Race & Kids
In the U.S., many children are raised to be "color-blind"* about race. Most adults were as well. This view, often meant to promote equality, suggests that we should ignore or overlook racial differences in an effort to treat everyone the same. Unfortunately, this perspective actually tends to perpetuate inequality by not acknowledging the real-world impact of race and racism.
Here, we share an evidence-based alternative to understanding U.S. society and shaping children's understanding of race. The color-brave** view embraces honest and open recognition of race and racism, aligns with the science of children's racial learning development, and empowers us to build a more equitable future.
Explore the two views in more detail below. For a side-by-side view, download this resource as a PDF!
Common “Color-Blind” Views
Race is about biological, physical and cultural differences.
Race is important only because we keep talking about it.
Race is about discrimination, inequality, hatred, reverse racism, old wounds that never heal – ugly, hard stuff.
Our Color-Brave View
Race is about the values, judgments, and meanings we associate with physical and cultural differences.
Ideas about race shape a wide range of crucial outcomes for people, families, communities, and for our society.
Race is about our experiences as people and community members. The story of race is full of pain, hardship, and injustice, but also joy, pride, solidarity, and resilience.
Common “Color-Blind” Views
Racism is mainly about personal biases, attitudes, and behaviors.
Racist people (“racists”) commit racism through their intentional choices of prejudicial words and discriminatory behaviors.
Racism will end when people stop holding racist beliefs and stop engaging in racist actions.
Our Color-Brave View
Racism is mainly about the ways that past and present injustices shape our present reality, affecting people in areas that include
housing, education, health, wealth, criminal justice, interpersonal relationships, and more.
We can all behave in ways that perpetuate racism, often without meaning to do so.
Racism will end when we work together to change the social systems and structures that maintain racial injustice.
Common “Color-Blind” Views
A person is antiracist if they have little or no bias against people of other races.
Our Color-Brave View
Being antiracist is about reflecting on our own attitudes and biases, working to do better, and supporting policies and actions that promote equity and justice.
Common “Color-Blind” Views
When it comes to race, children are blank slates; they do not notice or make judgments about race unless adults talk about it first.
Talking about race and racism with young children is developmentally inappropriate and can cause harmful emotions like guilt, fear, distrust, and confusion.
Our Color-Brave View
Just like in other areas of development, children are little scientists when it comes to race; they notice and assign meaning to racialized differences based on patterns they observe around them. This is true whether or not adults explicitly acknowledge and talk about race.
Talking about race and racism with young children helps them develop healthy racial identities, skills and empathy for cross-racial relationships, and critical thinking about race.
Common “Color-Blind” Views
Children’s beliefs and attitudes about race reflect what their parents and other adults tell them.
Children become racially biased when they hear adults, especially parents, say prejudicial things and see them act in discriminatory ways toward other-race people.
Our Color-Brave View
Parents and other caregivers are important sources of messages about race. So are peers, teachers and schools, neighborhoods, media, and more.
Children develop biases and anxieties about race when adults are silent about race and do not actively help them make sense of it.
Common “Color-Blind” Views
Caregivers’ role is to preserve children’s innocence and protect them from harmful ideas about race.
If caregivers do talk about race, we can keep children from being biased by emphasizing that we’re all equal in our humanity and stressing the importance of treating everyone the same regardless of skin color.
When children express curiosity about race, it is best simply to remind them that we are all the same.
Our Color-Brave View
Caregivers are sources of information about race and can be guides who actively help children process information about race from other sources.
Caregiver practices can both minimize the biases that children develop and help them become actively antiracist.
Caregivers can respond to children’s curiosity about race, and be proactive and intentional about prompting race conversations.
Common “Color-Blind” Views
Racism is no longer a big problem.
By teaching children to love everyone equally and ignoring race, we can make it – and all the ugliness associated with it – disappear.
Our Color-Brave View
Racism continues to impact all our lives in countless ways.
Only by talking honestly about race can we raise a generation of children who are thoughtful, informed, and brave enough to help create a truly equitable, multiracial society.
* We acknowledge concerns about the ableism inherent in the term “color-blind.” We use it here advisedly, with quotation marks, because it is used in the research literature much more often than terms like “color-evasive,” and is much more familiar to most people than any current alternative.
** The components of this “color-brave” view are supported by social science research (see citations below). The term “color-brave” has been used previously by others as a contrast to traditional “color-blind” ideology, most notably in Mellody Hobson’s great TED talk, “Color blind or color brave?”
For a side-by-side view, download this resource as a PDF!
Learn more about how to be a color-brave caregiver at embracerace.org/caregiver-framework.
Citations
Anzures, G., Quinn, P. C., Pascalis, O., Slater, A. M., Tanaka, J. W., & Lee, K. (2013). Developmental origins of the other-race effect. Current Directions in Psychological Science, 22(3), 173-178. https://doi.org/10.1177/0963721412474459
Arnold, S. H., Burke, N., Leshin, R. A., & Rhodes, M. (2023). Infants’ visual attention to own-race and other-race faces is moderated by experience with people of different races in their daily lives. Journal of Experimental Psychology: General. Advance online publication. https://doi.org/10.1037/xge0001492
Bonilla-Silva, E. (2021). Racism without racists: Color-blind racism and the persistence of racial inequality in America (6th ed.). Rowman & Littlefield.
Perry, S., Wu, D. J., Abaied, J. L., Skinner-Dorkenoo, A. L., Sanchez, S., Waters, S. F., & Osnaya, A. (2024). White parents’ racial socialization during a guided discussion predicts declines in white children’s pro-white biases. Developmental Psychology, 60(4), 624–636. https://doi.org/10.1037/dev0001703
Roberts, S. O., & Rizzo, M. T. (2021). The psychology of American racism. American Psychologist, 76(3), 475–487. https://doi.org/10.1037/amp0000642
Skinner-Dorkenoo, A.L., George, M., Wages, J.E. et al. (2023). A systemic approach to the psychology of racial bias within individuals and society. Nature Reviews Psychology, 2, 392–406. https://doi.org/10.1038/s44159-023-00190-z
Sullivan, J., Wilton, L., & Apfelbaum, E. P. (2021). Adults delay conversations about race because they underestimate children’s processing of race. Journal of Experimental Psychology: General, 150(2), 395-400. https://doi.org/10.1037/xge0000851
Waxman, S. R. (2021). Racial awareness and bias begin early: Developmental entry points, challenges, and a call to action. Perspectives on Psychological Science, 16(5), 893-902. https://doi.org/10.1177/17456916211026968
Winkler, E. N. (2009). Children are not colorblind: How young children learn race. PACE: Practical Approaches for Continuing Education, 3(3), 1-8. https://nmaahc.si.edu/sites/d efault/files/downloads/resources/children_are_not_colorblind.pdf