Children in the United States grow up in a context wherein colorblindness and racism coexist. This article examined how colorblindness functions as a societal “master narrative” that shapes how children construct their own racial identities. Data were collected via semi-structured interviews with 217 Black, White, and Multiracial children (M_age = 9.92) in public schools in the Pacific Northwest during 2013–2014 academic year. Our analysis identified four race narratives, which varied systematically by child age and race. Associations were also found between narrative types and children’s ratings of racial identity importance. Although colorblindness infuses many of the racial narratives, there was evidence that children also question and disrupt this master narrative with stories of resistance that counter colorblind norms.

中文翻译：

---

“马丁路德金修复它”：儿童在色盲社会中理解种族认同

美国的儿童在色盲和种族主义并存的环境中长大。本文研究了色盲如何作为一种社会“主要叙事”发挥作用，塑造儿童如何构建自己的种族身份。通过对 217 名黑人、白人和多种族儿童（M_岁）的半结构化访谈收集数据 = 9.92) 在 2013-2014 学年太平洋西北部的公立学校。我们的分析确定了四种种族叙述，它们因儿童年龄和种族而有系统地变化。在叙事类型和儿童对种族身份重要性的评价之间也发现了关联。尽管色盲融入了许多种族叙事，但有证据表明，儿童也质疑并破坏了这一主要叙事，并用反抗色盲规范的抵抗故事来破坏这种叙事。