Children See Colour
Jun 22, 2023
Rebbecca Hemmings
Statements such as “I don’t see colour, we’re all the same” and questions like “Why do we need to talk about race?” are very common in conversations about diversity and inclusion at work and beyond. However, the problem with these statements is that they invalidate the lived experiences of racially marginalised people and minimise the realities of racism at the workplace and in wider society.
As I often share during anti racism training and unconscious bias training sessions, I do not wake up in the morning, look at my skin, and think, “Oh yes, I am still Black.” I simply think of myself as a person. However, when I leave my home, I am frequently reminded of my skin colour. This can happen when I search for makeup that matches my complexion, when plasters do not come in my skin tone, or when I am ‘othered’ by someone who treats me with suspicion or fear for no apparent reason.
It is the systematic and repeated nature of these experiences that distinguishes them from isolated incidents of rudeness and places them firmly within the racism definition. These moments reflect unconscious bias, microaggressions, and structural inequality operating at different levels of society and within many workplaces.
“Ordinary rudeness happens randomly, unpredictably without any pattern or regularity. But microaggressions happen to certain people again, and again and again.”
Regina Rini – The Ethics of Microaggressions
An ethnic minority’s skin colour becomes a central part of their identity not by choice, but because society continually reinforces its significance. This is communicated through daily microaggressions, unconscious biases, racial stereotypes, and overt discrimination. In the context of inclusion in the workplace, these experiences often go unnoticed by those who are not directly affected.
To claim not to see colour is therefore to deny and invalidate the experiences of ethnic minority individuals. This denial is one of the barriers to achieving genuine workplace inclusion diversity and equity diversity inclusion goals.
So, what about children? Do they see colour? Are they aware of racial difference?
Children do see colour and are very aware of it. Just as they can identify the colours of crayons, they can identify the colour of people’s skin. From as early as six months old, children begin to associate skin colour with positions in society, even without understanding the wider context. Over time, they form stereotypes based on what they observe around them.
For example, children may notice patterns such as brown people being overrepresented in menial roles, while white people are more often in positions of authority. Both white and ethnic minority children absorb these messages.
The famous Clark Doll Study of the 1940s highlighted this clearly. When asked a series of questions about dolls of different skin colours, both Black and white children overwhelmingly associated positive traits with the white doll and negative traits with the Black doll.
Children are often very open about race, particularly when they are younger. When interacting with peers of different skin colours, they may compare and contrast openly. For ethnic minority children, this can be particularly distressing as they try to navigate a world that claims to value diversity and inclusion, yet often refuses to acknowledge difference.
“It is commonplace that young African-Caribbean and South Asian children have been known to try to scrub their skins ‘white’…”
Debbie Epstein
To counteract these harmful narratives and stereotypes, educators, parents, and carers are encouraged not to brush conversations about race under the carpet. Instead, children should be engaged in age-appropriate discussions that explore racial differences and similarities while attributing equal value and dignity to all. This approach reflects cultural humility and lays the foundation for inclusive leadership in adulthood.
At Strawberry Words, we believe this learning must continue into the workplace. Creating an inclusive workplace requires more than good intentions; it requires structured learning, reflection, and accountability. This is why organisations committed to diversity and inclusion at work invest in DEI training and CPD-accredited courses that address unconscious bias, microaggressions, and racism at the workplace.
The children of Strawberry Words – The Strawberry Kids – have created a song celebrating different skin colours called Every Little Thing (Is Gonna Be Alright). The song is available on all major streaming platforms, and the cartoon version can be viewed on YouTube.
So how do schools and organisations ensure employees create lasting change that supports diversity and inclusion goals? By enrolling teams on Crafting Compassionate Cultures, our online learning hub designed to foster anti-racist, equitable, diverse, and inclusive workplaces. The hub supports inclusive leadership development and meaningful workplace culture change through evidence-based, CPD-accredited courses.
https://www.strawberrywordscourses.co.uk/Sales-page
References
Epstein, D. Too Small to Notice? Constructions of Childhood and Discourses of ‘Race’ in Predominantly White Contexts.
https://www.tandfonline.com/doi/abs/10.1080/0965975930010302
Talking about racism can seem difficult and uncomfortable. This CPD accredited course provides a foundational education on racism to help to increase racial literacy which includes building confidence to speak about and deal with issues concerning race. It provides a language through which meaningful conversation can take place (particularly in the workplace).
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