Critical Race Theory Framework Research Articles

Perpetuating neoliberal pathologies: what teacher candidates believe students with disabilities should learn

Teachers’ beliefs impact student outcomes. Yet, regulatory agencies look to standardized accountability measures to establish a base for student improvement. This study examines other qualitative factors that impact student success by exploring teacher candidates’ beliefs about what students should learn. Specifically, it examines the beliefs of teacher candidates who were enrolled in a course on teaching students with disabilities. Education Journey Maps and interview data were conducted with 24 teacher candidates. Analyzed through a conceptual framework of Disability Critical Race Theory (DisCrit) and neoliberalism, results indicate that teacher candidates possess an economic habitus that seeks standardization, commodifiable skills, and individualism. Teacher candidates implicitly understand that human capacity and diversity are multifaceted but believe that holding the same standards for everyone will rid our education system of discrimination against people with disabilities. This work has implications for wider debates on the impacts of standardization and neoliberalism in teacher education.

The first primer for the QuantCrit‐curious critical race theorist or psychologist: On intersectionality theory, interaction effects, and AN(C)OVA/regression models

AbstractModerated general linear modeling (MGLM) is a highly popular statistical approach in the social sciences, as it allows analysts to examine the separate and interactive effects of 2+ variables on a numerically‐measured outcome. Despite correspondences between MGLM and intersectionality theory, interdisciplinary cross‐communication is rare. Quantitative research can be strengthened when vetted through a critical race theory (CRT) framework. Also, qualitative intersectionality work can be complemented with statistics. To promote greater appreciation and usage of MGLM in CRT‐informed psychological research, it is argued that readers, reviewers, and editors should familiarize themselves with the basics of QuantCrit. Have all variables been accurately measured? Has the dataset been properly structured? Have all statistical assumptions been met? What data tables and figures are reported? How are the results interpreted? This primer addresses these questions while minimizing MGLM technicalities. After covering the historical context of QuantCrit, data from a houselessness dataset are examined to demonstrate the QuantCrit protocols. Limitations of MGLM, as well as QuantCrit‐based guidelines for reporting MGLM results, are discussed.

A critical analysis of course syllabi in teacher preparation: a systems-based approach

ABSTRACT This theoretical paper utilises qualitative research methods to investigate the communication of anti-racist pedagogy in required teacher preparation coursework. Using the two-pronged theoretical framework of Critical Race Theory and White Teacher Identity Studies, the researcher analyses enactments of race-visible pedagogy on course syllabi. The findings report two courses that most clearly communicate anti-racist pedagogical enactments centred on critical thinking about race and power. The discussion evaluates the consistency with which courses across the focus department engage anti-racist instruction, as communicated on curricular materials. The researcher analyses these documents in relation to the focus college’s diversity and inclusion statement and university’s anti-racism statement, exploring critically how anti-racist institutional goals are transformed into substantive action and communicated on course curricula. The researcher argues for a systems-based approach to anti-racist curriculum and offers a critique of course documents as vehicles for reproducing, rather than disrupting, Whiteness in teacher preparation.

Racial and ethnic disparities in psychological care for individuals with FASD: a dis/ability studies and critical race theory perspective toward improving prevention, assessment/diagnosis, and intervention.

Fetal alcohol spectrum disorders (FASD) are among the most common neurodevelopmental disorders and substantially impact public health. FASD can affect people of all races and ethnicities; however, there are important racial and ethnic disparities in alcohol-exposed pregnancy prevention, assessment and diagnosis of FASD, and interventions to support individuals with FASD and their families. In this article we use the Dis/Ability Studies and Critical Race Theory (Dis/Crit) framework to structure the exploration of disparities and possible solutions within these three areas (prevention, diagnosis, intervention). Dis/Crit provides a guide to understanding the intersection of dis/ability and race, while framing both as social constructs. Following the Dis/Crit framework, the systemic, historical, and contemporary racism and ableism present in psychological care is further discussed. We aim to elucidate these racial and ethnic disparities within the fields of psychology and neuropsychology through the Dis/Crit framework and provide potential points of action to reduce these disparities.

Unmasking white delusion: a critical analysis for the organization

The article summarizes the arguments of the social debate regarding white delusion in the organization. This article delves into the phenomenon of white delusion, a term coined by the author, Stacey Morin, which signifies a lack of awareness and denial of systemic racial disparities in marginalized communities. The analysis focuses on Morin’s and Bishop’s conceptualization of white delusion in the organization and the subsequent development of the Unmasking White Delusion: DEI model. This model, grounded in the framework of critical race theory, explores the denial, evaluation, and implementation phases, which aim to address and eliminate white delusion within organizations. The research contributes to the ongoing dialogue surrounding diversity and inclusion and addresses a gap in knowledge. The systematization of literary sources and approaches to solving the problem indicates that the white delusion is harmful to the organization. The urgency of addressing this problem stems from the absence of an inclusive and diverse culture, leading to diminished productivity and innovation. Our research methodology followed a logical sequence, beginning with a systematic literature review that critically analyzed the issue of white delusion within the organizational context. The objective was to unravel its complexities and comprehend how it impedes progress toward a more inclusive and equitable culture. The literature was critically analyzed based on concepts aligned with each phase of the Unmasking White Delusion: DEI model within the overarching framework of critical race theory. We contend that adopting the Unmasking White Delusion DEI model will play a pivotal role in mitigating the adverse effects of white delusion within the organization. The results from our thorough analysis of the literature review spurred the development of the Unmasking White Delusion: DEI model. This model serves as a visual guide and strategic tool for organizations seeking to eradicate white delusion and cultivate a culture of psychological safety for minority employees. By applying this model and integrating the Critical Race Theory framework, organizations can effectively confront white delusion through a comprehensive three-phase approach—denial, evaluation, and implementation. This entails organizations recognizing, assessing, and translating insights into actionable strategies, fostering a more inclusive and equitable workplace. The main conclusions of the research highlight the multifaceted process of eliminating white delusion in the organization.

Challenging Representations of Sámi Characters in Fiction for Young Readers

Abstract: This study focuses on challenging representations of Sámi characters and cultures in Swedish literary works for young readers: “Bamse möter Stallo” (Bamsy Meets Stállu, 2021), a cartoon intended for pre-literate and young readers, Lilli, Lávre och Saivofolket (Lilli, Lávre and the Sáivu People, 2021), a picturebook, and När vi var samer (When We Were Sámi, 2021), a graphic novel accessible for teenagers. The aim is to map how the Sámi characters and cultures are presented and represented, and by and for whom, using critical race theory. The research questions are: 1) How do verbal and visual elements in the analysed works contribute to the representations of the Sámi characters and cultures? 2) How might the critical race theory framework be relevant in the Swedish-Sámi context? The findings show how authors and illustrators use symmetrical, enhancing, complementary, or counterpointing interplay to pinpoint preconceived notions of Sáminess, inform the readers about historical and contemporary racism, challenge underlying perceptions that privilege Swedishness, and to tell stories and counter stories about Sápmi, the Sámi peoples, and Sámi cultures.

Diversifying curricula: how are people of colour represented in lecture slide images?

ABSTRACT Diversifying higher education curricula has been called for as one way to reduce racial inequalities in higher education. This study makes an original contribution by focusing on images of people in lecture slides. We explored how people of colour versus white individuals were portrayed in images (n = 250) used in lecture slides in four first-year core social sciences modules and whether the images were likely to be ‘inspiring’ to racially minoritised students. Drawing on visual content analysis used in textbook studies and thematic analysis, we developed a novel method of analysing lecture slide images. Only 12% of the images presented people of colour in positive, non-stereotyped and active roles that could be described as inspiring. People of colour were less likely to be presented and less likely to be featured exclusively in an image than white people. By applying a Critical Race Theory framework, we discuss implications for curricular reform.

Toward a Kanaka ʻŌiwi racial identity model for a contemporary multiracial world

ABSTRACT This paper uses a Kanaka ʻŌiwi (Native Hawaiian) Critical Race Theory (KanakaʻŌiwiCrit) framework to conceptualize the relationship between identity and interracial and intraracial relations among multiracial Kanaka ʻŌiwi youth. KanakaʻŌiwiCrit is defined then applied to review research on minority racial identity models and Indigenous identity constructs. To address the gap in literature on the racialization of Kanaka ʻŌiwi youth, a three-dimensional model that explicates how contemporary racial identities form under the social, cultural, and political conditions of multiracial societies afflicted by racism is proposed. Using composite, data-driven narratives, the model conceptualizes four major Kanaka ʻŌiwi racial identity profiles: a state of hōʻole (denial), a state of hoʻokaʻawale (disconnect), a state of huikau (confusion), and a state of mana (power). The significance of geographic contexts in racial identity formation for multiracial Kanaka ʻŌiwi youth living in Hawai‘i versus the global diaspora is also explored before concluding with future paths.

A Longitudinal Examination of Latinx Students’ Kindergarten Readiness with High School Achievement and Discipline Violations

Understanding achievement and discipline trajectories of Latinx students is critical given disproportionate dropout/pushout rates of Latinx students from schools across the U.S. Using a Critical Race Theory framework, the current study examined longitudinal associations amongst a sample of (N = 1672) Latinx youths’ school readiness at kindergarten entry and their subsequent academic achievement and discipline violation assignments in high school, also examining the associations with gender, socioeconomic status, English language status, and special education status. A moderated mediation analysis found that high school achievement fully mediated the negative association between kindergarten readiness and high school discipline outcomes. Gender, SES, and English language status were all found to have non-significance or poor fit as moderators. The association between kindergarten readiness and high school achievement was significant for students in general education but not in special education. Implications related to these findings, early assessment, intervention, and best school discipline practices are discussed.

Youth Services

The ALISE Youth Services Special Interest Group (SIG) presents a panel exploring ways youth services in libraries empower youth and families and builds resilience to respond to crises and social issues. The session will begin with presentations of papers (15 minutes each) with a question and answer portion to conclude. Attendees will be able to share their own experiences and work in progress on these topics in the discussion. The presentations include research from Cahill et al., Kociubuk & Willett, Matthews, and Naidoo & Mahand. 
 In their presentation “You may be at your home and I'm at mine. But we are in this together”: Children’s librarians’ motivations for virtual storytime programming during the COVID-19 pandemic, Cahill et al. discuss findings from an Institute of Museum and Library Services (IMLS) nationwide survey focused on public library virtual storytime programming. This study examines the motivating factors influencing librarians’ decisions whether to adopt virtual storytime programs in response to the COVID-19 pandemic. Preliminary findings suggest that children’s librarians acted quickly and of their own volition to provide virtual storytime programming to children and families. The top three motivating factors were to (a) maintain a connection with patrons, (b) support children’s early learning, and (c) reduce children’s feelings of isolation. 
 Kociubuk & Willett’s presentation Parents’ and Caregivers’ perceptions of the value of public libraries during the pandemic shares an analysis of interviews with 26 caregivers about their use and perceived value of resources provided by public libraries during the pandemic, focusing on the provision of resources, the role of libraries in communities, and promotion of social capital. The authors will discuss how their findings have the potential to inform future decision-making processes concerning resource provision, particularly during times of crisis.
 Matthews’ presentation The Forgotten Ones: Anti-Black Racism, Public Libraries, and Black Youth in Canada shares how anti-Black racism has far-reaching and long-lasting impacts on Canadian Black youth. Her presentation identifies how these tensions impact library services and how libraries can better address structural barriers. Matthews’ study, grounded in Critical Race Theory and anti-racism frameworks examines how current approaches to library service may perpetuate systemic racism. Community-based research is also in this study to work with Black youth and community organizations to envision new service trajectories for public libraries. 
 Naidoo & Mahand’s presentation From the LIS Classroom to the Stacks: Examining Social Justice Education in Practice for Youth Library Professionals, spotlights the transition youth library professionals make when moving from an LIS student to a working professional. Professional youth services competencies created by ALSC, YALSA, and ILFA provide suggestions on particular skill sets needed for successful youth librarians as they bridge the gap between theory and practice. This presentation will discuss a case study of a racist incident that occurred during a conversation about Black stereotypes in children’s literature. 
 Youth services can nurture youth, community, and inclusion and mitigate crisis and social issues. These presentations and attendee discussion will explore the ways that the LIS field can work to address these urgent community needs.

Predictive algorithms and racial bias: a qualitative descriptive study on the perceptions of algorithm accuracy in higher education

PurposeThis study aims to explore the perception of algorithm accuracy among data professionals in higher education.Design/methodology/approachSocial justice theory guided the qualitative descriptive study and emphasized four principles: access, participation, equity and human rights. Data collection included eight online open-ended questionnaires and six semi-structured interviews. Participants included higher education professionals who have worked with predictive algorithm (PA) recommendations programmed with student data.FindingsParticipants are aware of systemic and racial bias in their PA inputs and outputs and acknowledge their responsibility to ethically use PA recommendations with students in historically underrepresented groups (HUGs). For some participants, examining these topics through the lens of social justice was a new experience, which caused them to look at PAs in new ways.Research limitations/implicationsSmall sample size is a limitation of the study. Implications for practice include increased stakeholder training, creating an ethical data strategy that protects students, incorporating adverse childhood experiences data with algorithm recommendations, and applying a modified critical race theory framework to algorithm outputs.Originality/valueThe study explored the perception of algorithm accuracy among data professionals in higher education. Examining this topic through a social justice lens contributes to limited research in the field. It also presents implications for addressing racial bias when using PAs with students in HUGs.

Shaping undergraduate public health education through critical race theory: a case study.

In 2020, the American Public Health Association declared structural racism a public health crisis acknowledging the long-lasting and harmful effects of prejudice, including relatively high rates of morbidity and mortality in many communities of color. Critical Race Theory (CRT) has become an essential lens to view and reconsider education's role in perpetuating racial and ethnic discrimination. Debates over integrating CRT in higher education with the intent to acknowledge and address racial equality and justice are more present than ever, and the discussions held in public health classrooms are no different. We present a case study of CRT integration into the Bachelor of Arts in Public Health (BAPH) program at the University of Hawai'i at Mānoa. In line with Solorzano's framework of CRT in education, initial goals of integrating CRT in instruction and advising included fostering discussions of race and racism, using a social justice framework to highlight opportunities to reduce health inequities, and validating the experiential knowledge of people of color. By engaging in active discussions with community leaders and participating in experiential learning throughout the program, students develop empathy and many underrepresented and marginalized students engage actively in their home communities. Specific examples of CRT integrated in the curriculum and examples of student projects that integrate a CRT lens are provided for educators and researchers.

“It’s not a system that’s built for me”: Black youths’ unbelonging in Ontario schools

Through exploration of Black Caribbean youths’ feelings of unbelonging and exclusion in Ontario schools, this paper argues that how Whiteness is systemically engrained in the education system negatively affects the learning experiences of Black youth due to predetermined measures of belonging. The present article draws on data from 32 qualitative interviews and four focus groups with 23 Black Caribbean youth. Findings reveal challenges youth commonly face when navigating relationships with peers and educators that hinder their academic success. These challenges are exacerbated for youth who are also involved in the state’s child protection system. Participants described feeling disadvantaged in the education system due to perceptions that they are academically unprepared and thus unable to excel. Through a Critical Race Theory and Anti-Black Racism analytical framework, the findings illustrate how systemic barriers coupled with the normalization of low expectations impact the educational success and opportunities of Black Caribbean youth in Ontario schools.

“Did I Hear That Right?”: A CRT Analysis of Racial Microaggressions in K-12 Schools

Microaggressions are well-documented in education literature, yet they are typically explored on the interpersonal level and less often contextualized within a broader educational context. In this study, we used a critical qualitative approach, pairing a Critical Race Theory framework with a feminist critique, to explore K-12 faculty and staff perceptions of racial microaggressions in U.S. public schools. Twenty-five faculty and staff with anti-oppressive orientations shared their perceptions of pathologizing cultural values or communication styles, a specific type of microaggression. A flexible coding approach, including three coding cycles, was used to analyze the data. Participant narratives indicated how Black, Indigenous, and Latinx students, families, faculty, and staff are regularly pathologized in the K-12 education setting. Findings highlight how microaggressions are a form of institutionalized racism that negatively impacts the educational environment, thus norming and reenforcing the dehumanization of People of Color. Implications for future research and social work practice are discussed.

An Instructional Technology Facilitator’s Role in Culturally Responsive Pedagogy Using a Critical Race Theory Lens

The author of this article utilized a Critical Race Theory framework to evaluate the effectiveness of instructional technology and STEM opportunities for girls and students of color in their role as a K-5 Instructional Technology Facilitator (ITF). By defining Critical Race Theory, the role of the ITF can be leveraged to provide equitable and inclusive opportunities to learning environments. Rather than a focus on the technology tools themselves, this article offers an opportunity to explore the implicit biases that exist within each educator and leader to shift pedagogical practice and ensure that instructional technology and STEM is accessible to every student, especially those that have been historically marginalized. This article also offers an opportunity to shift thinking from technology being 'inherently good' to considering who is benefitting from technology and why. An ITF’s lens can influence a more inclusive practice for the classrooms they support and can be champions for culturally responsive Universal Design for Learning (UDL) to reach all students. Though the focus in this article is on the ITF role, concepts can also be applied to any coach or leadership role within a K-12 setting.

Title 42 and the power to exclude: Asylum seekers and the denial of entry into the United States

AbstractDebates to “secure the border” have often dominated immigration legislation. Since the COVID‐19 pandemic began, this rhetoric has intensified with the use of the Title 42 program to “expel” asylum seekers without hearing the merits of their case. This article outlines how the Title 42 policy has exacerbated dangerous border crossings while advancing discriminatory policies which disproportionately affect non‐White asylum seekers. Using the framework of Critical Race Theory, this article examines the impact(s) of race, ethnicity, and nationality within the immigration bureaucracy. It suggests that “race neutral” polices in immigration perpetuate racial subordination and exclusion for immigrants racialized as non‐White. Intertwined with xenophobia and anti‐immigrant bias, this work also suggests that public health rationales have long been used to exclude “unfit” or “unclean” migrants due to the “fear of contamination” and infection. The Title 42 program is a violation of human rights, immigration laws, and stipulations in the United Nations Charter which prohibits refugees from being expelled to countries where their lives or freedoms are threatened.Related ArticlesGarrett, Terence M. 2020. “The Security Apparatus, Federal Magistrate Courts, and Detention Centers as Simulacra: The Effects of Trump's Zero Tolerance Policy on Migrants and Refugees in the Rio Grande Valley.” Politics & Policy 48(2): 372–35. https://doi.org/10.1111/polp.12348.Garrett, Terence M., and Arthur J. Sementelli. 2022. “COVID‐19, Asylum Seekers, and Migrants on the Mexico–U.S. Border: Creating States of Exception.” Politics & Policy 50(4): 872–86. https://doi.org/10.1111/polp.12484.Silverman, Stephanie J. 2012. “‘Regrettable but Necessary?’ A Historical and Theoretical Study of the Rise of the U.K. Immigration Detention Estate and Its Opposition.” Politics & Policy 40(6): 1131–57. https://doi.org/10.1111/j.1747‐1346.2012.00393.x.

The Three Ladies of London (ca. 1581): Re‐Reading Anxieties of Anglo‐Ottoman Exchanges Through Critical Race Theory

AbstractRobert Wilson's The Three Ladies of London (ca. 1581) is the earliest extant Turk play that features one of the earliest instances of direct anxieties regarding Anglo‐Ottoman encounters. Contemporary with the 1580 Ahdname (capitulations), the play provides a local point‐of‐view of the newly established Anglo‐Ottoman commercial relations. We observe how seemingly overpriced Turkish goods, such as perfumes and jewels, metaphorically conquer the English market and pose a threat to local businesses. The play's multi‐national commercial exchange is marked by how the Italian intermediate cheats both his Ottoman suppliers and his English customers. The play is usually studied for its use of allegory, its references to the anti‐usury proclamations, how it stood apart from the staging history of Jews on the early modern English stage and how the positive attitude might have reflected the emerging Anglo‐Ottoman relations, which have been analysed as separate entities. Yet, there is a need to focus on how the intersections of race, gender, class and early modern performance practices overlap and conflict with each other in order to have a comprehensive view about the anxieties about dominance within the Anglo‐Ottoman context. Therefore, using a critical race theory framework this essay aims to analyse Wilson's The Three Ladies of London and re‐examine how the anxieties about Anglo‐Ottoman commercial and cultural exchanges were reflected on the early modern commercial stage.

“I didn’t quit. The system quit me.” Examining why teachers of color leave teaching

ABSTRACT Teachers of color leave the teaching profession at nearly three times the rate of their white counterparts. This qualitative study examines the stories of four former teachers of color who left the teaching profession. Participants’ decisions to leave teaching are contextualized with literature on the role of school leadership and teacher attrition and a conceptual framework of critical race theory and Foucault’s notion of the body as text. Journey maps and interviews are the main data sources. Findings include the lack of control participants had over their bodies, their language, and their relationships in teaching, as well as the resilience they found in leaving the profession.

Black Heroes Matter: Toward a Critical Race Theory Framework for Comics Education

Black Heroes Matter: Toward a Critical Race Theory Framework for Comics Education

The Compounding Impact of Racial Microaggressions: The Experiences of African American Students in Predominantly White Institutions

Background/Context: African American students often encounter racial microaggressions when attending predominantly white institutions (PWIs). Experiencing racial microaggressions can negatively affect African American students’ feelings of belonging to the campus community. Racial microaggressions can also affect their physical and emotional stability. Purpose of Study: Using a critical race theory (CRT) framework, we focused on the centrality of race and racism and intersectionality. We examined how experiencing racial microaggressions influenced African American students’ ( n = 15) feelings of belonging at PWIs. In addition, we explored how students emotionally coped with their experiences. Research Design: A semi-structured interview was conducted with participants. Using thematic analysis through the process of open coding and axial coding, we developed themes based on students’ experiences with microaggressions, feelings of belonging, and coping strategies. We connected the themes to the larger research literature, focusing on our CRT framework. Conclusions/Recommendations: Experiencing racial microaggressions made students feel devalued in the campus community. In addition, racial microaggressions intersected with other forms of oppression, further impacting students’ sense of belonging. These experiences often led students to use maladaptive coping mechanisms; despite this, students were able to create community by using self-protective coping mechanisms, such as creating supportive networks. Racism-related stress caused by racial microaggressions should be considered a public health issue. By exploring racial microaggressions, researchers and policy makers can understand how racism impacts individuals and provide tools on how to challenge racism on systemic levels.