In this article, we combine aspects of Critical Race Theory (CRT) and Disability Studies (DS) to propose a new theoretical framework that incorporates a dual analysis of race and ability: Dis/ability Critical Race Studies, or DisCrit. We first examine some connections between the interdependent constructions of race and dis/ability in education and society in the United States and why we find it necessary to add another branch to Critical Race Theory and Disability Studies. Next, we outline the tenets of DisCrit, calling attention to its potential value as well as elucidate some tensions, cautions, and current limitations within DisCrit. Finally, we suggest ways in which DisCrit can be used in relation to moving beyond the contemporary impasse of researching race and dis/ ability within education and other fields.

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Using Critical Race Theory and Critical Race Feminism as guiding conceptual frameworks, this mixed-methods empirical study examines Black girls' exclusionary discipline outcomes. First, we examined disciplinary data from a large urban school district to assess racial group differences in office referral reasons and disparities for Black girls in out-of-school suspensions, law enforcement referrals, and expulsions. Next, we used a multivariate analysis to determine whether these patterns held after accounting for other identity markers. Finally, we used Critical Discourse Analysis to consider whether office referrals for Black girls were for subjective or objective behaviors and whether they aligned with dominant narratives.

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In this review, we explore how intersectionality has been engaged with through the lens of disability critical race theory (DisCrit) to produce new knowledge. In this chapter, we (1) trace the intellectual lineage for developing DisCrit, (2) review the body of interdisciplinary scholarship incorporating DisCrit to date, and (3) propose the future trajectories of DisCrit, noting challenges and tensions that have arisen. Providing new opportunities to investigate how patterns of oppression uniquely intersect to target students at the margins of Whiteness and ability, DisCrit has been taken up by scholars to expose and dismantle entrenched inequities in education. I n 2016, Bresha Meadows, a 14-year-old Black girl, killed her father following years of abuse inflicted on her family. 1 Reporter Melissa Jeltsen (2017) wrote of Meadows's case: According to Bresha's family, the young girl had started to fall apart in the months leading up to the shooting. Her grades plummeted. She began cutting herself. And she ran away, telling her aunts in Cleveland that she was afraid her father might kill them all. He beat her mother in front of her, she said, and threatened them with a gun. She said she was scared for their lives. (Para 9) Although the average pretrial length of detention is 22 days (Office of Juvenile Justice and Delinquency Program, 2013), by May of 2017, Bresha had been incarcerated for over 250 days and labeled 2 with posttraumatic stress disorder, depression, and anxiety. Bresha's story is not only about racial or gender-related violence but also about 759041R REXXX10.

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