(2023). School Choice Is Not Enough: The Impact of Critical Social Justice Ideology in American Education. Manhattan Institute for Policy Research This report focuses on the teaching of Critical Race Theory and radical gender theory in American classrooms. Taken together, those concepts comprise radical cultural left ideologies known as Critical Social Justice (CSJ). The findings of this report suggest that the teaching of applied versions of Critical Race Theory and radical gender theory is endemic in American schools. Ninety-three percent of a random sample of 18-to-20-year-old Americans say that they have been taught, or have heard about from an adult at school, one or more Critical Social Justice (CSJ) concepts. In fact, the average respondent reported being taught and/or hearing about more than half of the eight concepts this study measured. Even assuming these are overestimates, schools and teachers promoting CSJ narratives can hardly be regarded as rare or isolated occurrences. Rather, it is the experience of a large segment of American high school students, if not the majority…. [PDF]
(2023). "Like Where Are Those Teachers?": A Critical Race Theory Analysis of Teachers of Color Who Have "Left" Teaching. International Journal of Qualitative Studies in Education (QSE), v36 n10 p1924-1944. In seeking to address teacher shortages in the United States, teacher preparation programs, and state education department leaders in particular, have largely focused on the recruitment of new teachers. To some extent, recruitment efforts have also included attention to racially diversifying the teacher ranks. Using a Critical Race Theory framework, this article challenges hegemonic narratives about Teacher of Color absence in, and departure from, teaching, calling attention to their enduring presence in the profession and their experiences as teachers. Findings reveal that despite the persistent and pervasive spiritual, psychological, physiological trauma Teachers of Color suffer, their pride in their identities and commitment to their work as Teachers of Color persist…. [Direct]
(2020). Using Critical Race Theory to Explore the Experiences of College Students from Rural Areas. Georgia Journal of College Student Affairs, v36 n1 Article 2 p3-23 Jul. There are several indicators (e.g. lower enrollment rates and lower persistence rates) that rural people are achieving less postsecondary success compared to their urban peers. This is particularly true for people with low socioeconomic statuses and people of color. This article, therefore, utilizes critical race theory in education as a framework to explore the experiences of college students from rural areas. The article begins with an overview of critical race theory and a review of relevant literature about rural people organized within a critical race theory framework. This information is then utilized to construct a strategy to guide educators in their critical explorations of rural students and their experiences through assessing pertinent questions. A vignette is also provided as an example to assist educators in their utilization of the strategy, providing a promising practice to support educators at higher education institutions in their efforts to be more inclusive of… [PDF]
(2023). Connecting QuantCrit to Gifted Education Research: An Introduction. Gifted Child Quarterly, v67 n1 p80-89 Jan. This methodological brief introduces researchers to QuantCrit, a set of tenets complementary to critical race theory, to specifically reexamine how race and racism are analyzed through quantitative methodologies. We outline the tenets of QuantCrit, review recent quantitative research in gifted education for examples aligned with QuantCrit tenets, and provide recommendations for researchers…. [Direct]
(2023). Complicating College Access: Understanding Compliance and Resistance for Latinx Youth in Suburbia. Anthropology & Education Quarterly, v54 n4 p349-371. This qualitative study examines the experiences of Latinx youth and mainly white staff of the Academic Scholars Program, a college access program that operated in an affluent suburban high school. Guided by Critical Race Theory and Critical Whiteness Studies, the findings highlight the constraints Latinx youth and staff faced and how they resisted assimilative practices…. [Direct]
(2021). Rescuing Math and Science from Critical Race Theory's Racial Discrimination. Issue Brief No. 5201. Heritage Foundation Despite claims to the contrary, K-12 educators are applying the racial prejudice of critical race theory (CRT) to school lessons. In recent months, parents and policymakers around the country have objected to CRT's mischaracterization of American history in the academic subjects of history and civics. Critical race theorists, however, have also applied the theory's racially biased principles to math and science. Some educators have redesigned math and science curricula to incorporate CRT's racially discriminatory ideas to these technical subjects, replacing a focus on mastery of mathematical and scientific processes with racial bias. Parents, educators, and policymakers should reject racial prejudice in every subject, and educators and policymakers should prohibit any instructional material from requiring children to affirm, believe, or practice racial discrimination in their schoolwork…. [PDF]
(2022). Literacy Teacher Beliefs and Practices about Culturally Relevant Pedagogy as Seen through the Lens of Critical Race Theory. ProQuest LLC, Ed.D. Dissertation, Wayne State University. This research was based on culturally relevant pedagogy, a teaching method that promotes academic and cultural achievement in environments where student dissatisfaction and antagonism are prevalent. Educational accomplishment, cultural competence, and social consciousness were the foundations of this philosophy (Ladson-Billings, 1994, 1995, 2009, 2014). Critical race theory was also used to inform the research (CRT). This idea enabled me to examine learning and culture from a social, racial, and historical perspective. CRT recognizes the influence of culture and history on people's perceptions. This mixed-methods study aimed to learn about and understand the opinions of African American ELA middle school teachers concerning culturally responsive pedagogy. This study also wanted to know how these African American middle school ELA instructors use culturally appropriate pedagogy to implement literacy activities in their classrooms. The study looked at how African American teachers'… [Direct]
(2021). Using Critical Race Theory to Reframe Mentor Training: Theoretical Considerations Regarding the Ecological Systems of Mentorship. Higher Education: The International Journal of Higher Education Research, v81 n5 p1043-1062 May. This article offers a theoretical and critical analysis of race-dysconscious mentorship involving students of color and white faculty. Inspired by ecological systems theory, critical race theory, and the NIH-funded program, "Building Infrastructure Leading to Diversity: Promoting Opportunities for Diversity in Education and Research," our analysis considers the ecosystems that promote student pushout and hinder diversification of the scientific workforce, which call for "critical" alternatives to traditional research mentorship. We first examine the historical, social-political, institutional, interpersonal, and intrapsychic ecosystems of traditional mentor-prot√©g√© relationships. Two areas are reviewed: (a) "diversity" as it operates in universities and research laboratories and (b) the discursive properties of a dysconscious dialog that rationalizes modern racism. Next, we connect the five ecosystems of mentorship by integrating literature on critical… [Direct]
(2021). The Importance of Addressing Equity, Diversity, and Inclusion in Schools: Dispelling Myths about Critical Race Theory. Communique, v50 n3 p18-19 Nov. The National Association of School Psychologists (NASP) is committed to supporting ongoing dialogue and self-reflection about antiracism, equity, diversity, inclusion, and social justice within the organization and the profession of school psychology (NASP, 2020c). This includes promoting honest conversations in schools. Schools have long explored the role of race and racism in this country's history, including disparities in opportunity and education. It is important that students are provided an honest and accurate assessment of history so that they can create a better future. The growing politicization of these issues has manifested in the demonization and purposeful misrepresentation of Critical Race Theory (CRT) and other well-established policies and practices in schools, such as social-emotional instruction and the implementation of culturally responsive practices. The purpose of this document is to provide a general overview of CRT, dispel myths and correct misinformation,… [Direct]
(2022). Critical Race Theory and Social Studies Futures: From the Nightmare of Racial Realism to Dreaming Out Loud. Research and Practice in Social Studies Series. Teachers College Press Now more than ever, we need to teach the truth about history. This volume assembles a team of critical social studies Scholars of Color and co-conspirators who share both their nightmares and dreams for the future. The authors engage critical race theory (CRT) and its many branches and offshoots to better understand the permanence of racism in the teaching of social studies. The book's first section, A Dream Deferred, outlines the endemic systemic issues and the ways in which the field and national organizations attempt to remain racially neutral in the face of the biases that permeate curriculum, disciplines, and the world. The second section, Racial Realities in Classroom Spaces, examines the various ways scholars and educators are applying CRT in PreK-12 spaces. In the third section, Possibilities of Praxis, chapter authors critically reflect on their own experiences and stories using CRT to work with young people and future teachers. In the final section, Dreaming of Social… [Direct]
(2021). Colour-Blind Educational Leadership Policy: A Critical Race Theory Analysis of School Principalship Standards in South Africa. Educational Management Administration & Leadership, v49 n4 p644-661 Jul. In the light of recent media reports of racism in South African schools, this paper examines the role of school principalship standards in addressing race in South African educational leadership. The paper draws on tenets of critical race theory to examine how issues of race are addressed in the Policy for School Principalship Standard in South Africa and the implications thereof for leadership preparation and leadership practice. The methodology involves the employment of content analysis underpinned by key tenets of critical race theory that challenge notions of colour-blindness, meritocracy and neutrality. The analysis reveals that there is no explicit mention or treatment of race and ethnicity as social constructs in the principalship standards. It also reveals that diversity and culture are used more, suggesting the emphasis on difference rather than inequality. The paper argues that, although driven by principles of social justice, the Policy for School Principalship Standard… [Direct]
(2023). Counterstories of Latinas in the Pipeline to Community College Leadership. ProQuest LLC, Ed.D. Dissertation, University of Wyoming. Hispanic women in higher education are underrepresented as faculty and mid-level administrators and are not ascending through the career pipeline into higher leadership positions at community colleges. The purpose of this dissertation was to explore the experiences of Latinas in a career in academia. This study was conducted as a qualitative research study using Critical Race Theory (CRT) and Latino Critical Race Theory (LatCrit) as theoretical framework with counterstorytelling as the methodology. Their stories are told in the LatCrit themes of immigration and legal status, anti-essentialism, hegemony, and antisubordination. Their stories and secondary sources are interwoven to identify power structures, barriers, triumphs, and cultural connections to support the progress of the LatCrit movement. The implications from this study may help this marginalized community find the success they want in higher education. [The dissertation citations contained here are published with the… [Direct]
(2024). Teaching Resistance with Primary Sources. Social Studies, v115 n1 p1-12. This article explores how primary sources can be used to teach students about race and racism. Researchers co-taught a general education class on Critical Race Theory and utilized a combination of primary and secondary sources. This article includes a review of relevant literature that informed the development of this class and one major assignment in particular, examples of student work and evidence of their learning, and next steps for social studies teachers at all levels to teach about resistance…. [Direct]
(2023). A Critical Race Theory Analysis of Transnational Student Activism, Social Media Counter-Stories, and the Hegemonic Logics of Diversity Work in Higher Education. International Journal of Qualitative Studies in Education (QSE), v36 n5 p900-917. This article employs critical race theory (CRT) to explore what student activist counter-narratives reveal about the logics of institutional diversity work and the ways this work reinforces racist configurations of power and exclusion in higher education. In 2014, student activism erupted in a series of critical incidents on university campuses around the world. As a form of counter-narrative, social media content generated by movements employing hashtags like #RhodesMustFall and #itooamharvard, drew attention to the discrepancy between institutional conceptions of inclusion evidenced in diversity policies and practices, and student experiences of persistent exclusion. A corpus of 2500 social media posts, representing Must Fall and I, Too, Am campaigns at three universities, was analyzed and emergent themes utilized to interrogate the hegemonic logics of higher education diversity work. Findings include: (1) compression in diversity discourse; (2) the paradox of diversity as capital;… [Direct]
(2020). Racial Microaggressions: Using Critical Race Theory to Respond to Everyday Racism. Multicultural Education Series. Teachers College Press Drawing from over 2 decades of research, this book offers an in-depth analysis of a systemic form of everyday racism commonly experienced by People of Color. Racial microaggressions are layered and cumulative assaults, often carried out in subtle and unconscious ways, which take a psychological and physiological toll on the body, mind, and spirit. The authors make a unique contribution to the study of racial microaggressions by using Critical Race Theory (CRT) to develop the concepts, frameworks, and models provided in this book. Focusing on the lived experiences of People of Color, "Racial Microaggressions" can be used to disrupt the everyday racism that continues to target so many Communities of Color. The book features: (1) Theoretical, conceptual, and pedagogical tools to help all people recognize, respond to, and challenge racial microaggressions; (2) An interdisciplinary approach that draws from the fields of education, law, policy, ethnic studies, Women of Color… [Direct]