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Abstract
This dissertation develops and applies the theoretical framework of Colorist StereotypeEndorsement (CSE) to examine how racialized and gendered stereotypes are differentially
assigned to Black women based on skin tone within the Black community. CSE Theory posits
that stereotypes “have color”—they are not uniformly applied across Black women but are
distributed in patterned, communal ways that reflect and reinforce intra-racial hierarchies rooted
in colonial legacies and controlling images. Four historical tropes—the Jezebel, Mammy,
Sapphire, and Tragic Mulatta—serve as the conceptual scaffolding for analyzing tone-based
stereotype assignment. In 2024, I conducted an online survey of 300 Black adults across the
United States to assess the extent to which participants personally endorsed tone-linked
stereotypes. Participants classified their own skin tone and were asked to assign various traits—
derived from the four trope categories—to Black women of light, medium, or dark complexion.
Descriptive analyses revealed clear clustering of trait assignments by complexion, underscoring
the communal persistence of color-coded stereotypes. Multivariate OLS regression models
explored whether respondents’ own skin tone predicted their endorsement of these stereotypes.
Findings showed that while skin tone was not a consistent predictor, respondents endorsed these
color-coded beliefs to varying degrees, influenced by other factors such as gender, education,
income, and regional experiences. These patterns highlight how endorsement of colorist
stereotypes operates within Black communal contexts beyond individual skin complexion,
reflecting broader cultural dynamics. This study contributes to Black feminist theory, critical
colorism studies, and the sociology of identity by empirically demonstrating how controlling
images are not only inherited from historical narratives but actively endorsed, enforced, and
transmitted within marginalized communities. CSE Theory offers a novel lens through which to
understand stereotype assignment as a relational, affective, and culturally patterned practice—
one that regulates belonging and reinforces intra-racial boundaries. The findings carry
implications for mental health, social cohesion, and identity development, positioning CSE
Theory as a critical tool for interrogating internalized bias and fostering cultural accountability
through intra-racial dialogue.