Critical race theory

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Critical race theory

  1. 1. Toward A New Educational Framework of Critical Race Theory By John Michael Lee, Jr., Doctoral Candidate New York University & The College Board Presented at the ASHE Annual Conference Louisville, Kentucky November 9, 2008
  2. 2. Introduction Critical Race Theory (CRT) extends from Law and Legal Studies. CRT is an emergent tool in the field of education. CRT has not yet realized its full potential (DeCuir & Dixson, 2004) CRT has found many critics who dismiss the findings of studies that use the framework. (Darder & Torres, 2004)
  3. 3. Purpose It is the purpose of this scholarly paper to extend the uses of CRT in the field of education. It is further the purpose to increase the interdisciplinary methods used by Critical Race Theorists. This paper is a meta-analysis of the use of CRT in the field of Education.
  4. 4. Guiding Questions The Guiding Questions are:  What are the Central Tenets of Critical Race Theory?  How is CRT Currently Used by Scholars in Education?  How can CRT be expanded to further enrich research in education?  How can CRT be used by scholars in the future?
  5. 5. Central Tenets of CRT The Centrality of Race and Racism in Society  CRT asserts that Racism is a permanent component of American life The Challenge to Dominant Ideology  CRT challenges the claims of neutrality, objectivity, colorblindness, and meritocracy in society The Centrality of Experiential Knowledge  Critical Race Theory asserts that the experiential knowledge of people of color is appropriate, legitimate, and an integral part to analyzing and understanding racial inequality
  6. 6. Central Tenets of CRT (Continued) The Interdisciplinary Perspective  CRT challenges ahistoricism and the unidisciplinary focuses of most analyses and insists that race and racism be placed in both a contemporary and historical context using interdisciplinary methods The Commitment to Social Justice  CRT is a framework that is committed to a social justice agenda to eliminate all forms of subordination of people
  7. 7. Current Uses of CRT
  8. 8. Current Uses of CRT Scholar (s) Year Use Laid Foundation for CRT in Education. UsedG. Ladson-Billings as analytic tool for understanding schooland W. F. Tate 1995 inequity. Used CRT to address racial micro- aggressions and campus racial climate.D. Solorzano 1998 Examines the curriculum, instruction, assessment, school funding andG. Ladson-Billings 1999 desegregation using CRT as a lens. Explores connection between research andM. Lynn 1999 theories of African-Americans with CRT.
  9. 9. Current Uses of CRT Scholar (s) Year UseD. Solorzano; M.Ceja; T. Yosso Used CRT to address racial micro- 2000 aggressions and campus racial climate.D. Solorzano; D. CRT used as framework to examine studentDelgado Bernal resistance through story telling and other 2001 qualitative methods.D. Solorzano; O.Villalpando; L. CRT used as framework to analyze theOseguera educational inequities and barriers for 2002 Latino(a) college students. CRT used to examine the racial climate forTeranishi 2002 Asian Pacific Americans
  10. 10. Findings Scholars who used CRT from 1993-2007 added to the uses of this framework in education. Scholars used CRT to account for the role of race and racism in U.S. Higher Education. Scholars commonly used methods of storytelling to show the permanence of race.
  11. 11. Findings A few Scholars use CRT as an undeniable fact Scholars usually cite all central tenets, but do not provide support for each of the central tenets.
  12. 12. Toward a New Educational Framework of CRTTABLE 1: CRITICAL RACE THEORY CORE PRINCIPLES AND COMPONENTSCRT Core Principles Components of CRT What To Look For1. The Centrality of Race and Race and Racism Race and racism are a i. Macro and Micro Racism in defining Components. ii. Takes on Institutional Society characterist and individual forms. ic of iii. Has conscious and American unconscious elements Society iv. Has a cumulative impact on both the individual and group • Disparate Impact • Microaggressions
  13. 13. Toward a New Educational Framework of CRTTABLE 1: CRITICAL RACE THEORY CORE PRINCIPLES AND COMPONENTS (CONTINUED) CRT Core Components of CRT What To Look For Principles2. The Reveals how Interest Convergence Challenge to these claims Disparate Impact Dominant serve as a cover Ideology for self interest, power, and privilege of dominant groups in American Society
  14. 14. Toward a New Educational Framework of CRT TABLE 1: CRITICAL RACE THEORY CORE PRINCIPLES AND COMPONENTS (CONTINUED) CRT Core Components of CRT What To Look For Principles3. The Centrality Asserts that the Deficit Thinking of Experiential experiential Cultural Deficit Knowledge knowledge of people Models of color is Genetic appropriate, Determinist legitimate, and an Models integral part to Whiteness analyzing and understanding racial inequality
  15. 15. Toward a New Educational Framework of CRT TABLE 1: CRITICAL RACE THEORY CORE PRINCIPLES AND COMPONENTS (CONTINUED) CRT Core Components of CRT What To Look For Principles4. The Challenges ahistoricism Lack of historical Interdisciplinar and the uni- analysis y Perspective disciplinary focuses of Lack of most analyses and interdisciplinary insists that race and perspectives racism be placed in both a contemporary and historical context using interdisciplinary methods
  16. 16. Toward a New Educational Framework of CRT TABLE 1: CRITICAL RACE THEORY CORE PRINCIPLES AND COMPONENTS (CONTINUED) CRT Core Components of CRT What To Look For Principles5. The CRT is a Lack of Social Justice Commitmen framework that Interest Convergence t to Social is committed to Justice a social justice agenda to eliminate all forms of subordination of people
  17. 17. Toward a New Educational Framework of CRT The chart shows how researchers in education can begin to think about what to look for as we use Critical Race Theory as an analysis tool. This gives a uniform process to inquire if the principles of CRT are indeed present in the literature, case study, or other environments being studied.
  18. 18. Implications for the Future CRT will be used as a tool of analysis in education that will be able to assert and support each of the central tenants of CRT in a study. This will help lead toward the standardization of CRT to ensure the quality and richness of the research that is presented using this framework.
  19. 19. Implications for the Future This will also lead toward the quantization of the components of CRT, so that this framework can be quantitatively be applied to studies to show the numerical impact that race and racism have on people of color. Creation of new interdisciplinary methods applied to the field of education
  20. 20. Toward A New Educational Framework of Critical Race TheoryTHE END!!! By John Michael Lee, Jr., Doctoral Candidate New York University Presented at the ASHE Annual Conference Louisville, Kentucky November 9, 2008

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