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Students will choose one of the options below as the topic of their paper, and will be expected to apply
the material covered in class (especially Bonilla-Silva’s 4 frames of colorblind racism) to their everyday
social world. This could be in their everyday personal relationships and conversations (e.g., journal); in
public Internet postings (e.g., videos) or social media; or traditional media (film, TV, newspaper). Keep in
mind that in Chapters 3-6, Bonilla-Silva outlines the typical colorblind racism patterns, while in Chapter 7
he looks at how progressive racial ideology differs from those, and in Chapter 8 how racial “minorities”
tend to use colorblindness differently than the majority.
As his/her critical-thinking decision-making objective, the student should decide whether the societal
evidence he/she reviews in the paper
(a) demonstrates the typical colorblind pattern that Bonilla-Silva
describes in the textbook;
or (b) reveals a more progressive and/or minority pattern;
or (c) some
combination of the above;
or (d) some other pattern not discussed in the textbook but worth exploring in
future research. The student may find that the quotes he/she analyzes deliberately challenge one of the 4
frames of colorblindness in some way, and he/she can note this in the paper as well. Each paper should
consider the implications of the analysis of colorblindness for the future of a multiracial society. In other
words, how do the representations discovered in your analysis help and/or hinder a society’s progress
toward inclusive multiracial democracy?
[NOTE: Regardless of the option chosen, students should write a minimum of 6 pages total as part of
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