Chapter 4: Critical Race Theory and Education: History, Theory, and Implications

My Story, My Identity: Doctoral Students of Color at a Research University

“…Several students' views about moving forward and making intentional agentic actions were framed by their acknowledgement of racial identity. This suggests that racism is deeply ingrained in American life (Ladson-Billings & Tate, 1995;Tate, 1997) and that racism is a "common everyday experience of most people of color in this country" (Delgado & Stefanic, 2001, p. 7).…”

“…The first tenet states that racism is seen as endemic and deeply ingrained in American life (Ladson-Billings & Tate, 1995;Tate, 1997) and is normalized as a component of U.S. society (Delgado, 1995;Delgado & Stefancic, 2001). Racism is a way "society does business, [and] the common everyday experience of most people of color in this country" (Delgado & Stefancic, 2001, p. 7).…”

Crossing borders: At the nexus of critical service learning, literacy, and social justice

“…In other words, racism advantages some people and disadvantages others. Critical Race Theory (CRT) (Solorzano & Bernal, 2001) focuses on issues of race and racism; in particular, it makes race visible and demonstrates how the law and public institutions characterise people of colour as being inferior (Tate, 1997).…”

Culturally Responsive School Leadership For Latino/a Students Success

“…Looking at our educational system through the lenses of the Critical Race Theory, Tate (1997) states that racism is an innate facet of our society:…”

“…Being culturally sensitive (DiAngelo, 2011;Theoharris, 2007), being able to reduce barriers, receive or give advice about equity and being able to understand white privilege (Theoharris, 2007) are the major themes. According to our participants, school leaders need to commit to social justice (Frattura & Capper, 2007;Solorzano & Bernal, 2001), they need to think about equity on a daily basis, to actively participate in discussions about race and equity (Goldsmith, 2004;Peterson, Petti & Carlile, 2013;Tate, 1997;Tillman & Scheurich, 2013), know when to stand up for others and demonstrate courage and take risks for the benefit of their students (Barnes, 1989;Tate, 1997). Along the same lines, they agree to the necessity of engaging all staff and students in creating this culture of equity (Gay, 2010;Leithwood et al, 2004;Tatum, 1999).…”