Abstract
AbstractIn this paper we examine schooling inequalities through drawing from the contributions of racialized organizations. We apply the components of this racial theory to offer a new framework for examining racial inequalities in US K‐12 schools. We analyze case studies to demonstrate how the four tenants of racialized organizations operate in three schools. In particular, we highlight how these tenants surface through schools' policies (school rules around discipline, language, and tracking) and practices (interactions between students, teachers and staff). We offer a framework for understanding how schools are shaped by the racial hierarchy at the organizational level. We close by considering implications and suggestions for future research.
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