“Though well intentioned, the ‘colorblind’ approach inhibits the ability of White communities to understand the social experiences of racial microaggressions, the daily injuries of racism, and the accumulated burden of racism-related stress experienced by people of color (Sue, 2010; Sue & Sue, 2012). Thus, ‘colorblindness’ impedes genuine engagement and the development of partnerships to benefit children of color and unintentionally reinforces the subtle privileges of White skin” (Yull et al., 2014, p.13).

I think this is extremely important to know and keep in mind as teachers. I have heard way too often people with white skin say that they are “colorblind,” and therefore are very racially inclusive. As this quote states, this is “well intentioned,” but it allows room for the ignorance that this quote continues to describe. As we have seen reflected in many previous articles and studies, the answer to dealing with a problem or possible issue isn’t by avoiding the fact that it is there. If anything, this only makes the problem worse and makes it seem like a matter that doesn’t matter to many, leaving those who cannot avoid the issue left feeling isolated and “othered.” By including such topics as the presence of racial microaggressions and racial-related stress in class for students to discuss, we can provide an inclusive environment where all student voices can be heard and all perspectives can be analyzed; this includes also critically analyzing the idea of “colorblindness” and how it is associated to white privilege.