KEY TENETS TO CRT

Centrality of Whiteness White ideology, values, and interests are at the center of all aspects of dominant culture & policy The Challenge to dominant ideology Countering the claims that the legal system of justice and all post-modern American institutions, namely public education is colorblind, race-neutral and provides equal opportunity (Brown v Board)

APPLYING CRT IN THE CLASSROOM

Race-based- Black males students are disenfranchized by default and unless the teacher explicitly examines the issue of equity.

Reframing Responsibility- Focusing on the teacher as the trained professional with significant influence on the child’s behavior.

Effective Discipline- Relentless effective academic engagement is the best discipline strategy.

Relationship- Strengths based approach to all students.

RESEARCH REVIEW

Primary Lenses: Teacher Bias Hidden stereotypes compel adults to have different expectations and hold Black students to a different standard. Institutional Bias- Inequality is reproduced regardless of individuals in the institution or assumed institutional intolerance of racism Cultural Mismatch- Black students culture is pathologized and viewed as incompatible with the educational setting

APPLIED CRITICAL RACE THEORY

APPLIED CRITICAL

RACE THEORY

KEY TENET OF CRT Centrality of Whiteness Unconscious hegemonic ideology that places white values and interests at the center of all aspects of dominant culture & policy, perpetuating white supremacy (Ladson-Billings, 1998; Picower, 2009).

KEY TENET OF CRT The Challenge to dominant ideology Countering claims that the legal system of justice and public institutions, namely public education is colorblind, race-neutral and provides equal opportunity (Solorzano, 1997; Yosso, 2005).

PRIMARY EXPLANATIONS IN THE RESEARCH

Cultural Mismatch- Black students’ culture is pathologized and viewed as incompatible with the educational setting (Monroe, 2005).

PRIMARY EXPLANATIONS IN THE RESEARCH

Teacher Bias- Hidden stereotypes lead teachers to view Black students negatively holding them to a different set of standards, overusing disruption, defiance and disrespect as a reason for out of class referrals (Skiba, 2002).

PRIMARY EXPLANATIONS IN THE RESEARCH

Institutional Bias- Inequality is reproduced through racially biased policies such as zero tolerance (Skiba, 2000).

APPLYING CRT IN THE INSTITUTION Race-based interventions- Individuals caring is not enough. The institution must function in a race responsive way toward equity with strategies similar to affirmative action & Oakland’s African American male achievement office.

APPLYING CRT IN THE CLASSROOM Authentic Caring- Holding high expectations as well as providing a high level of care, concern & support to all students who need it (Valenzuela, 1999).

APPLYING CRT IN THE CLASSROOM Culturally Responsive Classroom Management- Centering instruction around the cultural needs & learning styles of each student (Gay, 2000).

APPLIED CRITICAL RACE THEORY MODEL FOR EDUCATION

Ideological Basis According to CRT the ideological foundation of this country is implicitly biased against all non-whites

Institutional Basis Major institutions in this country implicitly function to keep white privilege in place.

Narrative CRT uses narrative in research to substantiate the problem as well a in interventions that address inequity in education

Applying CRT Effective interventions should address equity problems using CRT tenets for the purpose of eliminating inequitable outcomes

Importance of CRT CRT is interdisciplinary and compliments many other frameworks but serves a critically unique function in equity analysis in education

Whiteness as Property- Possession of rights that are respected by laws default to whiteness

Institutional Racism- Inequitable outcomes for nonwhite groups consistently, for decades, all over the country

Counter Narrative- countering institutional bias of empirical process of inquiry & research

Race-based Intervention- Addressing the root cause, not the effect, being race specific, not race neutral

Naming the Oppressor- Proper diagnosis, Recasting the “blaming of the victim” not “blaming the oppressor”

Centrality of Whiteness- White ideology, values, and interests are at the center of all aspects of dominant culture & policy

Implicit Bias- Inequality is reproduced regardless of individuals in the institution or assumed institutional intolerance of racism

Traditional Narrative- Affirming validity of humanity through story and narrative from the Subject, not interpretation from the observer

Parallel process- The necessity of both site-based interventions as well as broader institutional change on a fundamental level and over the long term

Demystifying Racism- Ceasing to view the effects of racism from the restrictive view. (no hood, no foul)

White Supremacy- All nonwhites are naturally inferior, (post-modern form- nonwhites are permanently disadvantaged)

Restrictive vs. Expansive view- The legal burden of the victim to prove racist intent of policy instead of proving race-based impact (explicit vs. implicitly racist)

Decentralizing Whiteness- Reframing and recasting the perspective from the experience of the Subject through narrative.

It’s the Adults stupid!- Relentless focus on adults not children as the target for change with the indicators in the student outcomes

Addressing the cause not the e f f e c t- Refocusing attention on white supremacy, not those it impacts (going upstream)

Interest Convergence- Power is shared when there is a mutual benefit. If there is a conflict in interest, all change, no matter how noble, will be resisted by the power group (Brown v. Board)

Institutional Nurturing- Individuals caring is not enough. The institution must function in a race responsive way toward equity. (ex. transformative leadership)

Picks the right target- Not confusing race-based impact with other overlapping forms of oppression like poverty, class, geography, etc.

Ideological Basis

to CRT Whiteness as property Possession of rights that are respected by laws defaults to whiteness first Centrality of Whiteness White ideology, values, and interests are at the center of all aspects of dominant culture & policy White supremacy Scientific & religious frameworks of white moral, physical, intellectual superiority: natural selection & manifest destiny. (post-modern form: nonwhites are permanently disadvantaged)

Applying CRT in the field of Education

Race-based Intervention- Addressing the root cause, not the effect, being race specific, not race-neutral Parallel process- The necessity of both site-based interventions as well as broader institutional change on a fundamental level and over the long term It’s the Adults stupid!- Relentless focus on adults not children as the target for change with the indicators in the student outcomes Institutional Nurturing- Individuals caring is not enough. The institution must function in a race responsive way toward equity

The use of Narrative in

CRT Counter Narrative- countering institutional bias of inquiry & research Traditional Narrative- Affirming validity of humanity through story and narrative Decentralizing Whiteness- Reframing and recasting from the experience of the oppressed through narrative

Institutional Basis to CRT

Institutional Racism- Inequitable outcomes for nonwhite groups consistently, for decades, all over the country Implicit Bias- Inequality is reproduced regardless of individuals in the institution or assumed institutional intolerance of racism Restrictive vs. Expansive view- The legal burden of the victim to prove racist intent of policy instead of proving race-based impact (explicit vs. implicitly racist) Interest Convergence- Power is shared when there is a mutual benefit. If there is a conflict in interest, all change, no matter how noble, will be resisted by the power group (Brown v. Board)

APPLIED CRITICAL RACE THEORY