"There is, of course, no dearth of American scholarship on these themes, and the reader may be forgiven for thinking she will encounter little that isn’t already known. Fortunately, however, the tack the authors take deviates in several important ways from most scholarship. . . . Given the book's title and theme, it is reasonable to assume that most readers will be those already convinced of its premises . . . . But it would be a shame if this book were read only by those already ‘in the know’. It would equally be a shame if the book's genealogical approach were to suggest to non-American readers that the Color of Mind is a uniquely American phenomenon. . . . though it was not the authors’ intention to shed light on institutionally racist thinking outside of the United States, for those with eyes to see, this book also issues an invitation to begin moving in that direction. It is long overdue."

Theory and Research in Education

"The Color of Mind belongs to a series, History and Philosophy of Education, that aims to bring a humanities perspective to issues of education generally dominated by the social sciences. The book entirely vindicates the value of this approach. It brings an unaccustomed and quite valuable historical sweep to three issues: the development of the color of mind ideology, intellectual criticisms of that ideology, and the history of educational practices with respect to black Americans, including black-led educational institutions during the segregation era. Additionally, it brings a rich normative philosophical perspective to an area often hobbled by the value neutrality of the social sciences. . . . Darby and Rury’s sweep of intellectual history here will be familiar to contemporary philosophers of race, but it is particularly illuminating in the context of education, showing that contemporary views of black students are deeply embedded in American history. . . . The Color of Mind will be an indispensable text for understanding educational racial injustice and contributing to initiatives to mitigate it."

Educational Theory

“‘Achievement gap’—the phrase seems as normal or natural as anything we know about education. However, The Color of Mind meticulously documents the historical, social, political, and cultural context in which disparity was manufactured and is currently maintained. Everyone who cares about educational inequality should read this book.”

Gloria J. Ladson-Billings, University of Wisconsin

“‘A mind is a terrible thing to waste’—but if the minds in question are black, then from the perspective of white racist educational policies, there’s really nothing much to lose to begin with. In this powerful indictment of the long history of discriminatory practices in U.S. schools, Derrick Darby and John L. Rury demonstrate how traditional racist assumptions about the ‘color of mind’ have systematically denied black students equal dignity and respect, and created the longstanding racial achievement gap in education. They demand corrective educational justice—a demand every decent American should support.”

Charles W. Mills, Graduate Center, City University of New York

"The Color of Mind insists that no educational reform can succeed without teachers and school leaders knowing that black children were never supposed to learn or achieve by the same standards of their white counterparts. This pernicious idea and practice is at the root of today’s black-white achievement gap. Knowing this history is the first and most consequential step towards ensuring that every school respects the dignity of black lives and black minds. Then comes the obvious, as this brilliant work shows: dismantling every policy of racially disparate tracking, disciplining or special education if real justice is ever to be achieved."

Khalil Gibran Muhammad, author of The Condemnation of Blackness: Race, Crime, and the Making of Modern Urban America

“The Color of Mind is timely intervention into debates and discourses about the relationship between race, justice, and American education. From philosophy it offers a useful genealogy of the ethics of white supremacy and its impact on mutual racial respect; from history it offers a lean and direct account of the development of not only education policy but also the background conditions that preempted certain policies while making others possible. The authors have done a remarkable thing – they have made the hard work of pairing conceptual and historical work on an issue and topic that has been at the center of American debates for more than a century look easy and effortless to read.”

Christopher J. Lebron, Johns Hopkins University