Growing up in Kentucky, Brandon James Render, assistant professor of history, often heard the phrase, “I do not see race, I just see a person,” yet, as a Black man, his entire life has been determined by race, especially in the education system. “Kentucky is a predominantly white state, without much racial diversity, and there is not much incentive to teach something like Black History,” said Render while discussing his research revolving around 20th-century U.S. history, post-1945 social and intellectual movement, and Black intellectual traditions.

To him, the idea of “not seeing race” represented a detachment from reality, for race, whether acknowledged or not, undeniably shapes the lives of all individuals. “Kentucky hasn’t changed much since I was a kid in terms of how people see—or choose not to see—race,” said Render. “I don’t hear the phrase ‘I don’t see race’ as often anymore because I think so many people are aware that statement is and always has been false. Now, I think people choose not to talk about race or become defensive, claiming any conversation about race perpetuates racism.”

In June 2023, the United States Supreme Court ruled against the Affirmative Action programs at Harvard and the University of North Carolina— setting a new precedent for other universities and colleges. This ruling redefines the role of race in college admissions by establishing a colorblind, or race-neutral, application process. According to Render, Affirmative Action is a key tool in admissions for increasing diversity and remedying a racist past. Colorblind racial ideology is the idea that one does not see race and views all groups as equals. However, this often leads to discriminatory practices, allowing people to believe that racism does not exist and ignore racial disparities. Render stated, “For so long, we’ve accepted a simplified definition (of colorblindness) that leaves race out of admissions or hiring decisions. In this case, I think the justices are trying to be much more thoughtful in terms of what this means moving forward—not just what will ‘colorblind’ admissions look like in the next application cycle, but 10, 20, even 50 years from now. That’s one reason these cases stand out from previous cases that examine the use of race.” 

Render addresses the long, complex history of colorblindness in college admissions in his upcoming book, “Colorblind University: Racial Inequity and Higher Education in the Twentieth Century,” and explores the fundamental shift in Americans’ collective interpretation of race during the civil rights and Black Power era. His book delves into the ideological battle between colorblindness and race consciousness, tracing the development of colorblindness and the perspectives of Black Americans on this evolving paradigm, noting that diversity, equity, and inclusion initiatives have forced people to grapple with the questions of representation. But, according to Render, there is still more to be done to reconcile historical and contemporary injustices. “With the idea of colorblindness, we believe that eliminating racial categories will ensure equality for everyone. But history proves otherwise. Within the context of higher education, I see institutions acknowledge a history of exclusion, but it often ends there. People believe that simply being aware of racism in the past is enough to prevent it from occurring now or in the future.”

The history of colorblindness is steeped in Black intellectual history. Not only was it a legal strategy initially intended to provide access for Black students to attend historically white colleges and universities, colorblindness is often viewed as the ultimate goal of the civil rights movement. Although it is much more complicated than that, Render hopes to capture those complexities and articulate them in a way that makes readers understand the impact of racial ideologies. As conservative political figures have co-opted colorblindness, these race-neutral policies, practices, and ideas shape Americans’ collective views of Black history. This misguided perspective has significant consequences for Black Americans not only as it relates to education but in dealing with housing discrimination, voting rights, and mass incarceration. Render says he sees colorblindness through assimilation. “During the Black Student Movement in the late 1960s and 70s, Black students at predominately white institutions were frustrated that faculty and administrators were holding them to ‘white, middle-class standards.’ Black students were judged by how they would talk, act, and think and were often encouraged to shed their racial identities so that they did not become like ‘other Black people,’ which is based on racist stereotypes of poor work ethic, criminality, and intellectual inferiority. These problems still exist.”

 

To respond to ongoing racial injustice that results from colorblind logic, Black liberation principles or race-conscious demands for justice are the most effective answer to identifying the role of race and racism in American society and politics. Render’s book argues that the civil rights and Black Power era fundamentally reshaped how Americans think about race. Not only did they function as social movements, but also as intellectual movements. In particular, the United States moved away from using racial categories to separate people and towards institutions, cultural values, and a society that did not determine a person’s status because of race. Render focuses on higher education as a site to examine this idea of colorblindness because of the obvious implications for admissions and other factors, such as curriculum and institutional structures that are often shaped due to race.

“When it comes to readers that might have educational backgrounds that don’t include Black history, I hope I can encourage them to ask more questions,” said Render. “I was frustrated when I got to college and started to learn more about James Baldwin, Angela Davis, and other significant Black intellectuals. The frustration stems from the feeling that these figures seemed to be hidden from me—intentionally or unintentionally—as I navigated being one of the only Black students in all-white schools. I already loved studying history, but it was life-changing when I discovered parts of it that had been kept from me. I began to pursue answers to the questions that I had, and I hope my work does the same for others.”

Render’s exceptional work garnered recognition when he was awarded the prestigious Supporting Diverse Voices Book Proposal Development Grant. This esteemed grant, administered by Princeton University Press, serves as a commitment to inclusivity within academia, aiming to amplify the voices of scholars of color. The grant provides invaluable assistance to scholars, pairing them with skilled book development editors. Render works with Margy Thomas, founder of ScholarShape, an organization dedicated to refining the works of both emerging and established scholars, fostering the creation of exceptional book proposals.

New to Salt Lake City and the University of Utah, Render excitedly stepped into the classroom to engage with his students this spring. “Seeing my students absorb the material, make connections, and have the ‘light bulb’ go off are some of the things I really enjoy experiencing as a professor,” said Render. He teaches a special studies course on Black political thought and another on African American history from 1890 to the present. His dedication to his students extends beyond the classroom. He actively encourages critical thinking and fosters a supportive learning environment where students can freely express their ideas and engage in thoughtful discussions. Render’s mentorship has inspired numerous students to pursue their research interests and has helped shape the next generation of historians. In addition to his teaching responsibilities, Render is a prolific writer and researcher. He has published several academic and public facing articles while sharing his work at national and international conferences.