Can You Really Measure That? Combining Critical Race Theory and Quantitative Methods

2018 ◽  
Vol 56 (1) ◽  
pp. 178-203 ◽  
Author(s):  
Jenna R. Sablan
Keyword(s):  
Critical Race Theory ◽  
Students Of Color ◽  
Quantitative Methods ◽  
Educational Opportunity ◽  
Measurement Theory ◽  
Critical Race ◽  
Race Theory ◽  
Cultural Wealth ◽  
Communities Of Color ◽  
Educational Literature

Critical race theory (CRT) has been used in educational literature to emphasize the influence of racism on educational opportunity and the assets of students of color. Quantitative methods appear antithetical to CRT tenets according to some, but this article endeavors to show why this is not the case, based on both historical and contemporary notions. To build this argument, the author presents results from an empirical study that used data from a survey of undergraduates and measurement theory to quantify students’ community cultural wealth, a CRT framework that describes the cultural assets of communities of color. The author concludes with recommendations for incorporating quantitative methods into future CRT studies.

Sharpening Justice Through DisCrit: A Contrapuntal Analysis of Education

2020 ◽  
pp. 0013189X2095383
Author(s):  
Subini Ancy Annamma ◽  
Tamara Handy
Keyword(s):  
Critical Race Theory ◽  
Students Of Color ◽  
Critical Race ◽  
Marginalized Students ◽  
Race Theory ◽  
Marginalized Communities ◽  
Communities Of Color ◽  
Specific Incident ◽  
Iris Marion Young ◽  
Nancy Fraser

Calls for justice-centered education approaches have gained traction over the years. Yet given the entrenched inequities that disproportionately harm multiply-marginalized students of color, it is evident that they remain incomplete. Using a specific incident as our launching point, we explore current conceptualizations of justice through a disability critical race theory (DisCrit) contrapuntal reading of four prolific intellectuals whose work is often not in conversation: Nancy Fraser, Iris Marion Young, Mia Mingus, and Talia Lewis. We query, (a) How does the author conceptualize justice? (b) How does the author consider difference in relationships to justice? and (c) How does the author (re)imagine potential ways to remedy injustice? By recognizing connectedness and maintaining tensions framed within DisCrit, this article enumerates expansive conceptualizations of justice through centering multiply-marginalized communities of color.

scholarly journals Teach For America’s long arc: A critical race theory textual analysis of Wendy Kopp’s works

2016 ◽  
Vol 24 ◽  
pp. 14 ◽  
Author(s):  
Michael Barnes ◽  
Emily Germain ◽  
Angela Valenzuela
Keyword(s):  
Critical Race Theory ◽  
Culturally Relevant Pedagogy ◽  
Textual Analysis ◽  
Teach For America ◽  
Critical Race ◽  
Race Theory ◽  
Communities Of Color ◽  
Neoliberal Ideology ◽  
Relevant Pedagogy ◽  
Insight Into

We read and analyzed 165,000 words and uncover a series of counter-stories buried within a textual corpus, authored by Teach For America (TFA) founder Wendy Kopp (Kopp, 1989, 2001; Kopp & Farr, 2011), that offers insight into the forms of racism endemic to Teach For America. All three counter-stories align with a critical race theory (CRT) framework.  Specifically, we answer the following questions:  What evidence of institutional and epistemological racism is exposed by a CRT textual analysis of TFA’s founding document and later works by Wendy Kopp?  To what extent has TFA appropriated the language of culturally relevant pedagogy, while advancing an uninterrogated neoliberal ideology? And, to what extent does TFA’s contribution to a “culture of achievement” (Kopp & Farr, 2011) constitute an actual “poverty of culture” (Ladson-Billings, 2006a) that enacts real harms on communities of color? 

The Every Student Succeeds Act and Multicultural Education: A Critical Race Theory Analysis

2018 ◽  
Vol 120 (13) ◽  
pp. 1-18
Author(s):  
Floyd D. Beachum
Keyword(s):  
No Child Left Behind ◽  
Critical Race Theory ◽  
Multicultural Education ◽  
Students Of Color ◽  
Urban Areas ◽  
The United States ◽  
Critical Race ◽  
Race Theory ◽  
Policy Makers ◽  
Every Student Succeeds Act

The Every Student Succeeds Act (ESSA) is now the educational law of the land. It replaced and revised what was known as No Child Left Behind (NCLB). ESSA represents a movement from more federal oversight to more state and local control. Although this transitional time period is one of great potential and excitement, educators and policy makers might also want to remain cautious. This next educational era of ESSA is still plagued by the problems of the past era. Teachers and administrators are still struggling to turn around low-performing schools in many U.S. urban areas; many urban educational issues, like high-dropout rates, gang influence, and low student engagement, are still inextricably linked to the socioeconomic problems that exist in local communities. This analysis first seeks to explain the purpose of ESSA. It then outlines the current plight of many students of color in the United States. Next, critical race theory is used to contextualize and categorize persistent problems that face the implementation of ESSA for these students of color. Finally, the author proposes ways to address the stated problems for school leaders and policy makers.

Dealing With the Elephant in the Classroom

2021 ◽  
pp. 1282-1295
Author(s):  
Ronald William Whitaker II ◽  
Angela Campbell ◽  
Jeramie Iannelli
Keyword(s):  
Critical Race Theory ◽  
Service Learning ◽  
Graduate Education ◽  
Students Of Color ◽  
White Privilege ◽  
Educational Experiences ◽  
Critical Race ◽  
Race And Racism ◽  
Race Theory ◽  
Education And Society

In his classic book titled Race Matters, West courageously deals with issues of race and racism in an unapologetic manner. In this chapter, the authors also unapologetically deal with issues of race and racism within the context of education and society. Specifically, the authors highlight a graduate education course within their institution that compels both students and professors to be vulnerable and truthful about race, racism, diversity, equity, systemic inequalities, and White privilege through service learning. The authors argue that his approach is necessary give the fact that historically, the aforementioned has impacted the educational experiences for students of Color, but in particular, Black and Brown children. The authors explore this work through critical race theory. The authors conclude the chapter with implications for practice.

Critical Race Theory for Speech-Language Pathology

2021 ◽  
pp. 84-104
Author(s):  
Chelsea Privette
Keyword(s):  
Critical Race Theory ◽  
Language Ideology ◽  
Theory Approach ◽  
Critical Race ◽  
Speech Language Pathology ◽  
Race Theory ◽  
Structural Racism ◽  
Communities Of Color ◽  
Language Pathology ◽  
Systems Of Domination

Race has yet to be discussed as a significant factor in the field of speech-language pathology. Race is often conflated with nonmainstream dialects and discussed in purely linguistic terms. However, the terms we use to describe dialects are highly racialized, centering white mainstream norms and treating nonmainstream varieties of English as “different” and, therefore, inferior. Hierarchical thinking about language contributes to the misdiagnosis in Black and other communities of color because racialized language ideologies have been left unstated. This chapter demonstrates through a critical race theory approach how structural racism shapes the field's conceptualization of language and competence. Using an intersectional lens in particular, this chapter discusses race, disability, and language ideology as systems of domination that compound the effects of racism for communities of color. CRT is then used to reveal, critique, and intervene on the historically embedded racist structures that continue to manifest in speech-language pathology research, teaching, and practice today.

The Illusion of Inclusion: A Critical Race Theory Textual Analysis of Race and Standards

2012 ◽  
Vol 82 (3) ◽  
pp. 403-424 ◽  
Author(s):  
Julian Vasquez Heilig ◽  
Keffrelyn Brown ◽  
Anthony Brown
Keyword(s):  
Critical Race Theory ◽  
Social Studies ◽  
Textual Analysis ◽  
Critical Race ◽  
Race Theory ◽  
Communities Of Color ◽  
Close Textual Analysis ◽  
Insight Into

In this article, Julian Vasquez Heilig, Keffrelyn Brown, and Anthony Brown offer findings from a close textual analysis of how the Texas social studies standards address race, racism, and communities of color. Using the lens of critical race theory, the authors uncover the sometimes subtle ways that the standards can appear to adequately address race while at the same time marginalizing it—the “illusion of inclusion.” Their study offers insight into the mechanisms of marginalization in standards and a model of how to closely analyze such standards, which, the authors argue, is increasingly important as the standards and accountability movements continue to grow in influence.

Critical Evaluation Capital (CEC): A New Tool for Applying Critical Race Theory to the Evaluand

2021 ◽  
pp. 109821402110256
Author(s):  
Alice E. Ginsberg
Keyword(s):  
Critical Race Theory ◽  
Critical Evaluation ◽  
Evaluation Process ◽  
Symbolic Capital ◽  
Evaluation Framework ◽  
Critical Race ◽  
Risk Capital ◽  
Race Theory ◽  
Cultural Wealth ◽  
The Impact

This article presents a new tool called Critical Evaluation Capital (CEC) designed to address issues of equity and social justice in program evaluation. CEC is grounded in the tenants of critical race theory and inspired by Yosso’s work on community cultural wealth which raises critical issues of positionality and access. CEC is a system for identifying, quantifying, and disrupting the impact of different kinds of power and privilege (named here as capital) that influence the evaluation process and may distort its findings and/or alter its impact. CEC is not meant to be an entirely new evaluation framework or approach, but rather it is designed to be used as a “tool” in conjunction with other contemporary evaluation methodologies, specifically those that reposition the role of the evaluation from an “objective” outsider to an engaged stakeholder. I introduce and describe herein seven foundational categories of CEC, including framing capital, identity capital, connectivity capital, inquiry capital, risk capital, symbolic capital, and dissemination capital, along with a series of accompanying critical questions to guide reflective practice for each capital. I also describe how CEC can be applied across the evaluand—both proactively and retrospectively. I conclude with some key opportunities and challenges CEC presents for evaluators and other key stakeholder groups in the evaluand.

Toward a Critical Race Nepantlera Methodology: Embracing Liminality in Anti-Colonial Research

2018 ◽  
Vol 19 (3) ◽  
pp. 231-239 ◽  
Author(s):  
Nancy Acevedo-Gil
Keyword(s):  
Critical Race Theory ◽  
Students Of Color ◽  
Undocumented Students ◽  
Research Process ◽  
Feminist Epistemology ◽  
Critical Race ◽  
Race Theory ◽  
Data Collection Process ◽  
Chicana Feminist Epistemology ◽  
Traditional Roles

Given the inequitable opportunities and marginalizing experiences for undocumented Students of Color, this manuscript builds on the work of previous Scholars of Color to challenge the traditional roles of researchers during the data collection process. Guided by critical race theory, nepantleras, and Chicana feminist epistemology, the article proposes a critical race nepantlera methodology (CRNM). CRNM entails a reflexive and reciprocal approach that guides the research process and is rooted in anti-colonial social justice actions. Two exemplars from previous studies elaborate on CRNM and the relevance to critically conscious researchers, particularly when conducting studies with undocumented Students of Color.

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