{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/113132"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/113132","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The fog of anti-Blackness: Colorism’s lifelong impact on Black females and its implications for educators","abstract":"While race has been at the forefront of educational research, the intersection of race and skin tone stratification has not been thoroughly studied. Colorism, the preferential treatment based on skin tone is a systemic societal problem that occurs interculturally and intraculturally and has impacted the lives of many Black women within America and globally. This narrative study examined how Black women who were educated in the United States experienced colorism from preschool to adulthood. As school is a microcosm of our society, colorist ideologies find normative spaces in a student’s daily encounters. Educators might not be aware of how colorism affects their students in and out of school. This qualitative research study was conducted by interviewing 11 participants over the age of 22 through semi-structured interviews. Using the semi-structured interview allowed for participants to provide detailed insight into their experience with colorism from external influences identified from the conceptual framework such as (a) family, (b) society, (c) media, (d) peer groups, and (e) educational institutions. Additionally, the participants provided details regarding how the external influences were internalized in areas such as (a) self-worth, (b) friendships, (c) stereotype threat, (d) attractiveness, (e) educational attainment, and (f) intelligence. The narratives from the eleven women described their frustration toward colorist ideologies and stereotypes that are often perpetuated by society and experienced as early as preschool. The formative years of preschool through 12th grade are crucial in children’s prosocial development. This is especially the case for females of color as they begin to assign and internalize positive or negative attributes to skin color very early in life. Using Critical Race Theory as the theoretical framework, the narratives from the study provides testimonials to the endemic nature of colorism and possible strategies to combat it.","abstract_html":"While race has been at the forefront of educational research, the intersection of race and skin tone stratification has not been thoroughly studied. Colorism, the preferential treatment based on skin tone is a systemic societal problem that occurs interculturally and intraculturally and has impacted the lives of many Black women within America and globally. This narrative study examined how Black women who were educated in the United States experienced colorism from preschool to adulthood. As school is a microcosm of our society, colorist ideologies find normative spaces in a student’s daily encounters. Educators might not be aware of how colorism affects their students in and out of school. This qualitative research study was conducted by interviewing 11 participants over the age of 22 through semi-structured interviews. Using the semi-structured interview allowed for participants to provide detailed insight into their experience with colorism from external influences identified from the conceptual framework such as (a) family, (b) society, (c) media, (d) peer groups, and (e) educational institutions. Additionally, the participants provided details regarding how the external influences were internalized in areas such as (a) self-worth, (b) friendships, (c) stereotype threat, (d) attractiveness, (e) educational attainment, and (f) intelligence. The narratives from the eleven women described their frustration toward colorist ideologies and stereotypes that are often perpetuated by society and experienced as early as preschool. The formative years of preschool through 12th grade are crucial in children’s prosocial development. This is especially the case for females of color as they begin to assign and internalize positive or negative attributes to skin color very early in life. Using Critical Race Theory as the theoretical framework, the narratives from the study provides testimonials to the endemic nature of colorism and possible strategies to combat it.","abstract_has_math":false,"creators":["Anderson, Shannon Denise"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Hood, Denice","Pak, Yoon","Hale, Jon","Kang, Hyun-Sook","Webb, Sarah"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-01-12T22:34:49Z","date_published":"2022-01-12T22:34:49Z","updated_at":"2026-07-22T22:24:53Z","subjects":["colorism, education, equity, diversity, skin-tone bias, anti-blackness, gender bias, African-Americans, Black people, teacher education"],"languages":["en"],"rights":["Copyright 2021 Shannon Anderson"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/113132","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hood, Denice","Pak, Yoon","Hale, Jon","Kang, Hyun-Sook","Webb, Sarah"]},{"key":"dc:creator","label":"Author","values":["Anderson, Shannon Denise"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-01-12T22:34:49Z","2024-01-12T22:35:30Z","2021-06-30","2021-08"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["colorism, education, equity, diversity, skin-tone bias, anti-blackness, gender bias, African-Americans, Black people, teacher education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Shannon Anderson"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/113132"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["While race has been at the forefront of educational research, the intersection of race and skin tone stratification has not been thoroughly studied. Colorism, the preferential treatment based on skin tone is a systemic societal problem that occurs interculturally and intraculturally and has impacted the lives of many Black women within America and globally. This narrative study examined how Black women who were educated in the United States experienced colorism from preschool to adulthood. As school is a microcosm of our society, colorist ideologies find normative spaces in a student’s daily encounters. Educators might not be aware of how colorism affects their students in and out of school. This qualitative research study was conducted by interviewing 11 participants over the age of 22 through semi-structured interviews. Using the semi-structured interview allowed for participants to provide detailed insight into their experience with colorism from external influences identified from the conceptual framework such as (a) family, (b) society, (c) media, (d) peer groups, and (e) educational institutions. Additionally, the participants provided details regarding how the external influences were internalized in areas such as (a) self-worth, (b) friendships, (c) stereotype threat, (d) attractiveness, (e) educational attainment, and (f) intelligence. The narratives from the eleven women described their frustration toward colorist ideologies and stereotypes that are often perpetuated by society and experienced as early as preschool. The formative years of preschool through 12th grade are crucial in children’s prosocial development. This is especially the case for females of color as they begin to assign and internalize positive or negative attributes to skin color very early in life. Using Critical Race Theory as the theoretical framework, the narratives from the study provides testimonials to the endemic nature of colorism and possible strategies to combat it.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2023-08-01","The student, Shannon Anderson, accepted the attached license on 2021-06-25 at 17:05.","The student, Shannon Anderson, submitted this Dissertation for approval on 2021-06-25 at 17:37.","This Dissertation was approved for publication on 2021-06-30 at 16:54.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16723 on 2022-01-12 at 12:52:41","Made available in DSpace on 2022-01-12T22:34:49Z (GMT). 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Additionally, the participants provided details regarding how the external influences were internalized in areas such as (a) self-worth, (b) friendships, (c) stereotype threat, (d) attractiveness, (e) educational attainment, and (f) intelligence. The narratives from the eleven women described their frustration toward colorist ideologies and stereotypes that are often perpetuated by society and experienced as early as preschool. The formative years of preschool through 12th grade are crucial in children’s prosocial development. This is especially the case for females of color as they begin to assign and internalize positive or negative attributes to skin color very early in life. Using Critical Race Theory as the theoretical framework, the narratives from the study provides testimonials to the endemic nature of colorism and possible strategies to combat it.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2023-08-01","The student, Shannon Anderson, accepted the attached license on 2021-06-25 at 17:05.","The student, Shannon Anderson, submitted this Dissertation for approval on 2021-06-25 at 17:37.","This Dissertation was approved for publication on 2021-06-30 at 16:54.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16723 on 2022-01-12 at 12:52:41","Made available in DSpace on 2022-01-12T22:34:49Z (GMT). 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