A phenomenological approach was used to explore White elementary school teachers’ attitudes about and strategies for addressing ethnicity and race in their classrooms. Semi-structured interviews were conducted with teachers (N = 12) in first, third, and fifth grade, art, and English language learning classrooms at a racially diverse, rural elementary school in the Midwest United States. Results highlighted a paradox in teachers’ attitudes and socialization. Teachers reported an appreciation for the school-level ethnic-racial diversity, while simultaneously endorsing a colorblind ideology. They incorporated conversations about ethnicity and race, but more frequently in reaction to holidays and student-initiated questions and not as part of a more integrative curriculum. Additionally, teachers’ attitudes and discussions about ethnicity and race intersected with religion. Findings highlight the need for professional development to support White teachers in examining their attitudes about ethnicity, race, and religion to move away from colorblindness and engage in anti-bias and anti-racist education.

中文翻译：

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“色盲是最糟糕的事情之一”：农村小学白人教师的态度和种族社会化

使用现象学方法来探索白人小学教师在课堂上处理种族和种族问题的态度和策略。对教师进行半结构化访谈（N= 12) 在美国中西部一所种族多元化的农村小学的一年级、三年级和五年级的艺术和英语学习教室。结果突出了教师态度和社会化的矛盾。教师们对学校层面的种族多样性表示赞赏，同时也支持色盲意识形态。他们加入了关于种族和种族的对话，但更频繁地是为了回应假期和学生提出的问题，而不是作为更综合课程的一部分。此外，教师对民族和种族的态度和讨论与宗教相交叉。调查结果强调了专业发展的必要性，以支持白人教师检查他们对种族、种族、