@article{ref1,
title="The role of colorblind racism and white fragility in maintaining racist bullying in middle school",
journal="Psychology in the schools",
year="2023",
author="Jones, Tiffany M. and Williford, Anne and Malorni, Angela and McCowan, Kristin and Becker, Kaylee and Halac, Tess and Lea III, Charles H. and Spencer, Michael S.",
volume="60",
number="10",
pages="3858-3877",
abstract="The present study sought to understand how colorblind racism (CBR) and white fragility (WF) influence the presence and perpetration of racist bullying in a middle school setting. Five focus groups and one interview (n = 20) were conducted with school administrators, teachers, and racially and ethnically diverse students to elicit their experiences and perspectives concerning racist bullying. Focus groups were analyzed using template analysis. Racist bullying was a common experience among racial and ethnic minoritized students. CBR and WF were evident as white students and teachers claimed students had similar experiences regardless of race, they minimized the impact of racist bullying, and silenced discussions of race and racism. CBR and WF were critical drivers of the maintenance of racist bullying in this middle school, and thus important to address in efforts to prevent racist bullying.<p /> <p>Language: en</p>",
language="en",
issn="0033-3085",
doi="10.1002/pits.22954",
url="http://dx.doi.org/10.1002/pits.22954"
}