Chicana/o/x Educational Pipelines as Critical Race Heuristics: Tools for Pedagogy, Politicization, and Praxis

Abstract

Background/Context: Since 2005, critical race theory (CRT) scholars have crafted educational pipelines that compare educational attainment across racial groups in the United States. These visual models offer concise pictorial narratives about the discrepancies that fall along racial lines, particularly the underperformance of Chicana/o/x students over the last two decades. Purpose/Objective/Research Question/Focus of Study: This article conceptualizes educational pipelines comparing the educational attainment of Chicana/o/x, White, Black, Asian, and Native students as critical race heuristics, or exegetic visual instruments and pedagogical tools used by CRT scholars to concisely depict structural inequities predicated on racial hierarchies. Critical race heuristics elicit understandings of systemic oppression, foster critical awareness, and inspire action. Population/Participants/Subjects: There were more than 100 participants in 16 focus groups, and 10 individual interviews were conducted. Research Design: This qualitative study relied on a critical race-grounded theory methodology. Data Collection and Analysis: Data were responses to the question, “If you could show this pipeline to anyone, who would it be and why?” Each researcher separately analyzed the data, then compared emerging patterns and observations in several rounds, drawing on tenets of CRT to inform their analysis. Findings/Results: Participant responses revealed how the heuristic prompted: (a) a conscientization about the factors contributing to the disparities, (b) a call for various forms of praxis to remedy the disparities made apparent by the image, and (c) an appreciation for the simplicity of the image to convey educational inequities. Conclusion/Recommendations: The critical race heuristic enabled participants to articulate a keen awareness of the institutional factors predicated along racial lines that result in disparities between Chicana/o/x students and other racial groups. Moreover, it motivated participants’ desire for intervention, as they conceived of various strategies, tactics, and policies that might abate the pressures that limit the educational attainment of Chicana/o/x students. Our findings give insight regarding how the critical race heuristic could teach preservice teachers, teachers, and administrators about entrenched race-based inequities; motivate faculty and administrators to work toward narrowing the gaps between racial groups; or anchor workshops for students of color in bridge programs, college preparatory programs, retention programs, and leadership training programs that would help them chart a course for educational success.