▁members ▁at ▁both ▁institutions , ▁research ers ▁found ▁the ▁fac ulty ▁often ▁engaged ▁with ▁students ▁from ▁a ▁color - bl ind ▁perspective . ▁Use ▁of ▁color - bl ind ▁language ▁by ▁avoid ing ▁ra cial ▁terms ▁but ▁instead ▁imp lying ▁them ▁“ allowed ▁white ▁fac ulty ▁members ▁to ▁describe ▁their ▁students ▁[ of ▁color ] ▁as ▁academ ically ▁inferior , ▁less ▁prepared , ▁and ▁less ▁interested ▁in ▁purs uing ▁research ▁and ▁gradu ate ▁studies ▁while ▁potentially ▁ign oring ▁struct ural ▁causes ” ▁of ▁in equ ity . ▁The ▁study ▁con cludes ▁that ▁color - bl ind ▁ide ology ▁held ▁by ▁school ▁fac ulty ▁can ▁reduce ▁a ▁student ▁of ▁color ' s ▁per ception ▁of ▁their ▁academic ▁ab ilities ▁and ▁potential ▁to ▁achieve ▁success ▁in ▁S TE M ▁discipl ines ▁and ▁in ▁gradu ate ▁school . ▁ ▁A ▁case ▁study ▁of ▁a ▁sub urban , ▁mixed - race ▁high ▁school ▁exam ined ▁the ▁tr end ▁toward ▁color - bl ind ▁ide ology ▁in ▁schools ▁among ▁white ▁fac ulty . ▁The ▁study ' s ▁imp lications ▁included ▁that ▁white ▁school ▁fac ulty ' s ▁color - bl ind ▁ide ology ▁often ▁mask s ▁their ▁fear s ▁of ▁being ▁accused ▁of ▁rac ism ▁and ▁prevents ▁a ▁deeper ▁exam ination ▁of ▁race . ▁ ▁Case ▁studies ▁of ▁three ▁large ▁school ▁districts , ▁( B oston , ▁Massachusetts ; ▁W ake ▁County , ▁North ▁Carolina ; ▁and ▁Jefferson ▁County , ▁Louis ville ) ▁found ▁that ▁the ▁districts ’ ▁race - neut ral , ▁or ▁color - bl ind