Daniel G Solorzano
Biographic Data
| ID | 656547 |
|---|---|
| NAME | Daniel G Solorzano |
| GIVEN NAMES | Daniel G |
| FAMILY NAME | Solorzano |
| SIGNATURE | SOLORZANO D G |
| AFFILIATIONS | University of California, Los Angeles |
| ORCID | 0000-0002-2229-7699 |
| VERIFIED | Yes |
| TOTAL WORKS | 39 |
| TOTAL CITATIONS | 2982 |
| AUTHOR COUNT | 39 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 15 |
Methodological origins, ruptures, and futures: An intergenerational epilogue on critical race feminista methodologies
This epilogue serves as a concluding article to the Special Issue, "Critical Race Feminista Methodologies in Educational Research." The co-editors of the special issue, Lindsay Pérez Huber, Verónica N. Vélez and Maria C. Malagón have joined with Daniel Solórzano and Dolores Delgado Bernal to reflect on the methodological origins, ruptures, and futures of Critical Race Feminista Methodologies. We engage in these reflections through an intergenerat…
(Re)Imagining Transformational Resistance: Seeds of Resistance and Pedagogical Ruptures
In this article, the authors (re)visit Solorzano and Delgado Bernal's (2001) Urban Education article, “Examining Transformational Resistance Through a Critical Race and LatCrit Theory Framework: Chicana and Chicano Students in an Urban Context,” to discuss transformational resistance in conversation with other works on youth resistance to (re)visit and (re)imagine student oppositional behaviors. Next, empirical examples offer theoretical and peda…
Re)Visiting and (Re)Imagining Youth [Transformational] Resistance
Using Critical Race Spatial Analysis to Examine Redlining in Southern California Communities of Color, Circa 1939
As critical race researchers and pedagogues, authors are constantly looking for examples of contemporary everyday racism and their historical corollaries. As an example, they had unsuccessfully been looking for artifacts of racially restrictive covenants in Mexican American communities. In order to examine everyday forms of racism that Communities of Color experience, authors use an overarching framework in education called CRT. They define CRT i…
Life was brought back into my body”: A Critical Race Feminista analysis of racial microaffirmations
This qualitative study utilized a Critical Race Feminista approach to explore the experiences of graduate Students of Color with racial microaffirmations. Racial microaffirmations are the subtle verbal and nonverbal strategies People of Color engage that affirm each other’s dignity, integrity, and shared humanity. These moments of shared cultural intimacy allow People of Color to feel acknowledged, respected, and valued in a society that constant…
An Overview of Community Cultural Wealth: Toward a Protective Factor Against Racism
Community cultural wealth (CCW) as an asset-based framework challenges the deficit notion that Communities of Color do not possess “cultural” capital. Here, we adapt CCW as a framework that can help Students of Color navigate PK-20 educational contexts, particularly when experiencing interpersonal and structured racism, such as racial microaggressions. We begin by discussing the conceptual origins and intent of CCW. Next, we provide an overview o…
Theorizing a Critical Race Content Analysis for Children’s Literature about People of Color
Concerns from scholars about the exclusion of People of Color in children’s literature began in the early 20th century and continues today. The lack of children’s literature about People of Color is even more alarming in the contemporary moment, when Children of Color comprise a significant proportion of urban schools throughout the U.S. Only since the 1990’s have scholars begun to critically examine the portrayals of People of Color in children’…
A critical race theory test of W.E.B. DuBois’ hypothesis: Do Black students need separate schools
Guided by a critical race theory framework, this study tested W.E.B. DuBois’ hypothesis that Black students need not attend integrated schools to succeed academically. DuBois offered this controversial hypothesis nineteen years before Brown v Board of Education, in his 1935 essay, “Does the Negro Need Separate Schools?” His concern focused on the hostility and aversion toward Blacks evident in integrated school settings. In the landmark Brown cas…
My journey to this place called the RAC: Reflections on a movement in critical race thought and critical race hope in higher education
This chapter recounts the story of how I came to design a Research Apprenticeship Course at UCLA—what we call the RAC. I lay out the origin story of the RAC dating back to early collaborations with Arturo Madrid of the Tomas Rivera Policy Research Center and the Ford Foundation Family of Fellows in the mid to late 1980s. These collaborations helped me establish the blueprint for the RAC as an academic counterspace—a space centered on identifying,…
My Journey from Catholic Social Teaching to Critical Race Theory
Research Article| March 01 2022 My Journey from Catholic Social Teaching to Critical Race Theory Daniel G. Solórzano Daniel G. Solórzano Daniel G. Solórzano is a professor in UCLA’s Department of Education and the César E. Chávez Department of Chicana/o and Central American Studies. He is an interdisciplinary scholar with research and teaching interests in critical race theory, racial microaggressions and microaffi rmations, and critical race spa…
Teaching racial microaggressions: Implications of critical race hypos for social work praxis
This article provides a conceptual understanding of racial microaggressions from a critical race theoretical (CRT) perspective, as relevant to the field of Social Work. To do this, we utilize Critical Race Hypos, hypothetical pedagogical tools developed from existing literature on racial microaggressions, and meant to engage critical dialogue on everyday racism in the lives of People of Color. We explain the pedagogical utility of Critical Race H…
Critical race quantitative intersections: A testimonio analysis
The educational pipeline has become a commonly referenced depiction of educational outcomes for racialized groups across the country. While visually impactful, an overreliance on decontextualized quantitative data often leads to majoritarian interpretations. Without sociohistorical contexts, these interpretations run the risk of perpetuating culturally deficit ideologies about the causes that produce and reproduce these outcomes. In using an anal…
More than ‘papelitos: ’ A QuantCrit counterstory to critique Latina/o degree value and occupational prestige
Concerned with how numbers are misused and distorted in research and public discourse at the expense of People of Color, this article attempts to answer the following: How do we use numbers to tell the stories of Communities of Color? We offer a QuantCrit counterstory to share our journey of (re)imagining quantitative methods to center and extend the commitments of critical race scholarship. Specifically, we employ the tools of cultural intuition…
Latinas/os in Community College Developmental Education: Increasing Moments of Academic and Interpersonal Validation
This qualitative study examines the experiences of Latinas/os in community college English and math developmental education courses. Critical race theory in education and the theory of validation serve as guiding frameworks. The authors find that institutional agents provide academic validation by emphasizing high expectations, focusing on social identities, and improving academic skills. The authors conclude by conceptualizing a critical race va…
Visualizing Everyday Racism: Critical Race Theory, Visual Microaggressions, and the Historical Image of Mexican Banditry
Drawing from critical race and sociolinguistic discourse analysis, this article further develops the conceptual tool of racial microaggressions-the systemic, cumulative, everyday forms of racism experienced by People of Color-to articulate a type of racial microaggression, we call visual microaggressions. Visual microaggressions are systemic, everyday visual assaults based on race, gender, class, sexuality, language, immigration status, phenotype…
Racial microaggressions as a tool for critical race research
This conceptual article utilizes critical race theory (CRT) to explain how everyday forms of racism – racial microaggressions – emerge in the everyday experiences of People of Color. We provide a framework for understanding and analyzing racial microaggressions that demonstrates how everyday racist events are systemically mediated by institutionalized racism (i.e. structures and processes), and guided by ideologies of white supremacy that justify…
Teachers, please learn our names: Racial microagressions and the K-12 classroom
Many Students of Color have encountered cultural disrespect within their K-12 education in regards to their names. While the racial undertones to the mispronouncing of names in schools are often understated, when analyzed within a context of historical and current day racism, the authors argue that these incidents are racial microagressions – subtle daily insults that, as a form of racism, support a racial and cultural hierarchy of minority infer…
Challenging Racial Battle Fatigue On Historically White Campuses: A Critical Race Examination Of Race-Related Stress
Race is continually under construction through the various means of socialization. The chief agents of socialization are the family, government, school, church, peers and friendship networks, and of course the media. This chapter deals with the family as it applies to the production, manipulation, alteration and perpetuation of racial social constructs. Covert racism remains submerged, entangled in the centuries-old tentacles borne of exploitatio…
Critical Race Theory, Racial Microaggressions, and Campus Racial Climate for Latina/o Undergraduates
In this article, Tara Yosso, William Smith, Miguel Ceja, and Daniel Solórzano expand on their previous work by employing critical race theory to explore and understand incidents of racial microaggressions as experienced by Latina/o students at three selective universities. The authors explore three types of racial microaggressions-interpersonal microaggressions, racial jokes, and institutional microaggressions-and consider the effects of these ra…
Getting beyond the ‘symptom,’ acknowledging the ‘disease’: Theorizing racist nativism
An important tenet of Latina/o critical race theory (LatCrit) is to challenge dominant ideologies that mask racist beliefs and practices perpetrated against People of Color in the United States, particularly Latinas/os. In this article we utilize a LatCrit framework to theorize further the concept of racist nativism in the current sociopolitical moment, which is marked by significant anti‐immigrant sentiment. In doing so, we hope to understand be…
Racial Primes and Black Misandry on Historically White Campuses: Toward Critical Race Accountability in Educational Administration
Background: Racial primes are an outgrowth and inculcation of a well-structured, highly developed, racially conservative, "race-neutral" or "color-blind" racial socialization process in which children learn race-specific stereotypes about African Americans and other race/ethnic groups. As they get older, they continue to receive-both involuntary and voluntary-corroborating messages of anti-Black stereotypes from adults, friends, games, folklore, …
Educational Inequities and Latina/o Undergraduate Students in the United States: A Critical Race Analysis of Their Educational Progress
Using critical race theory (CRT) as a framework, the authors analyze the educational inequities and racialized barriers faced by Latina/o college students when navigating the educational pipeline leading to a college degree. The impact of racialized structures, policies, and practices is examined in the context of how they influence the educational attainment and academic progress of Latinas/os. The article concludes by offering CRT-based policy …
A Critical Race Analysis of Latina/o and African American Advanced Placement Enrollment in Public High Schools
Using critical race theory as a framework, this article examines the access and availability of Advanced Placement (AP)1 courses and how they impact educational outcomes for Latina/o2 and African American students. To begin thinking critically about enrollment patterns of AP courses we ask the following questions: How do school structures, practices, and discourses help maintain racial and ethnic discrimination in access to AP courses? How do Lat…
Chapter 1: From Jim Crow to Affirmative Action and Back Again: A Critical Race Discussion of Racialized Rationales and Access to Higher Education
school student’s remarks express her worry that the courts will eliminate the single policy in education that aims to account for race. Her comments refer to the University of Michigan’s race-conscious admission policy, challenged at the under-graduate and law school levels by White female candidates denied admission to the selective campus (see Gratz v. Bollinger, 2003; Grutter v. Bollinger, 2003). Taken together, these quotations reveal the “co…
A Critical Race Counterstory of Race, Racism, and Affirmative Action
(2002). A Critical Race Counterstory of Race, Racism, and Affirmative Action. Equity & Excellence in Education: Vol. 35, No. 2, pp. 155-168.
Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research
This article addresses how critical race theory can inform a critical race methodology in education. The authors challenge the intercentricity of racism with other forms of subordination and exposes deficit-informed research that silences and distorts epistemologies of people of color. Although social scientists tell stories under the guise of "objective" research, these stories actually uphold deficit, racialized notions about people of color. F…
Examining Transformational Resistance Through a Critical Race and Latcrit Theory Framework: Chicana and Chicano Students in an Urban Context
Using critical race theory and Latina/Latino critical race theory as a framework, this article utilizes the methods of qualitative inquiry and counterstorytelling to examine the construct of student resistance. The authors use two events in Chicana/Chicano student history-the 1968 East Los Angeles school walkouts and the 1993 UCLA student strike for Chicana and Chicano studies. Using these two methods and events, the authors extend the concept of…
Critical race and LatCrit theory and method: Counter-storytelling
Using critical race theory as a framework, the article utilizes counter-storytelling to examine the different forms of racial and gender discrimination experienced by Chicana and Chicano graduate students. After describing the critical race theory framework and counter-storytelling method, the article moves to a story of two composite and data-driven characters, Professor Leticia Garcia and graduate student Esperanza Gonzalez. Various theoretical…
Critical race theory, race and gender microaggressions, and the experience of Chicana and Chicano scholars
Using critical race theory as a framework, this article provides an examination of how racial and gender microaggressions affect the career paths of Chicana and Chicano scholars. This paper reports on open-ended survey and interview data of a purposive sample of six Chicana and six Chicano Ford Foundation Predoctoral, Dissertation, and Postdoctoral Minority Fellows. There are three objectives for this study: (a) to extend and apply a critical rac…
Racial microaggressions as a tool for critical race research
This conceptual article utilizes critical race theory (CRT) to explain how everyday forms of racism – racial microaggressions – emerge in the everyday experiences of People of Color. We provide a framework for understanding and analyzing racial microaggressions that demonstrates how everyday racist events are systemically mediated by institutionalized racism (i.e. structures and processes), and guided by ideologies of white supremacy that justify…
Teachers, please learn our names: Racial microagressions and the K-12 classroom
Many Students of Color have encountered cultural disrespect within their K-12 education in regards to their names. While the racial undertones to the mispronouncing of names in schools are often understated, when analyzed within a context of historical and current day racism, the authors argue that these incidents are racial microagressions – subtle daily insults that, as a form of racism, support a racial and cultural hierarchy of minority infer…
Racial Primes and Black Misandry on Historically White Campuses: Toward Critical Race Accountability in Educational Administration
Background: Racial primes are an outgrowth and inculcation of a well-structured, highly developed, racially conservative, "race-neutral" or "color-blind" racial socialization process in which children learn race-specific stereotypes about African Americans and other race/ethnic groups. As they get older, they continue to receive-both involuntary and voluntary-corroborating messages of anti-Black stereotypes from adults, friends, games, folklore, …
Educational Inequities and Latina/o Undergraduate Students in the United States: A Critical Race Analysis of Their Educational Progress
Using critical race theory (CRT) as a framework, the authors analyze the educational inequities and racialized barriers faced by Latina/o college students when navigating the educational pipeline leading to a college degree. The impact of racialized structures, policies, and practices is examined in the context of how they influence the educational attainment and academic progress of Latinas/os. The article concludes by offering CRT-based policy …
Using Critical Race Theory, Paulo Freire's Problem-Posing Method, and Case Study Research to Confront Race and Racism in Education
In this article, the authors use critical race theory (CRT), Paulo Freire's problem-posing method, and case study research to introduce an alternative instructional and pedagogical methodology in teacher education. These approaches attempt to get at deep-rooted ideologies by creating a space in a social foundations course for teacher candidates to unlearn their stereotypical knowledge of race while analyzing and theorizing what it means to teach …
Critical Race Theory and Education: Qualitative Research in the New Millennium
A century after the great American sociologist W.E.B. DuBois predicted that racism would continue to emerge as one of this country’s key problems, educational researchers, practitioners, and students are still in need of a language that will provide the necessary tools for effectively analyzing and coming to terms with the impact of race and racism on education. In part because of the reemergence of conservative pseudoscientific discourses in the…
A Critical Race Analysis of Advanced Placement Classes: A Case of Educational Inequality
Using critical race theory as a framework, this article provides an examination of access and availability of Advanced Placement (AP)1 courses and how they impact educational outcomes for Chicana/Latina2 students. To begin thinking critically about enrollment patterns of AP classes we ask the following questions: 1. How do school structures, processes, and discourses help maintain racial/ethnic/gender/class discrimination in access to AP/Honors c…
An Exploratory Analysis of the Effects of Race, Class, and Gender on Student and Parent Mobility Aspirations
Daniel G. Solorzano, An Exploratory Analysis of the Effects of Race, Class, and Gender on Student and Parent Mobility Aspirations, The Journal of Negro Education, Vol. 61, No. 1 (Winter, 1992), pp. 30-44
Visualizing Everyday Racism: Critical Race Theory, Visual Microaggressions, and the Historical Image of Mexican Banditry
Drawing from critical race and sociolinguistic discourse analysis, this article further develops the conceptual tool of racial microaggressions-the systemic, cumulative, everyday forms of racism experienced by People of Color-to articulate a type of racial microaggression, we call visual microaggressions. Visual microaggressions are systemic, everyday visual assaults based on race, gender, class, sexuality, language, immigration status, phenotype…
More than ‘papelitos: ’ A QuantCrit counterstory to critique Latina/o degree value and occupational prestige
Concerned with how numbers are misused and distorted in research and public discourse at the expense of People of Color, this article attempts to answer the following: How do we use numbers to tell the stories of Communities of Color? We offer a QuantCrit counterstory to share our journey of (re)imagining quantitative methods to center and extend the commitments of critical race scholarship. Specifically, we employ the tools of cultural intuition…
Critical race quantitative intersections: A testimonio analysis
The educational pipeline has become a commonly referenced depiction of educational outcomes for racialized groups across the country. While visually impactful, an overreliance on decontextualized quantitative data often leads to majoritarian interpretations. Without sociohistorical contexts, these interpretations run the risk of perpetuating culturally deficit ideologies about the causes that produce and reproduce these outcomes. In using an anal…
An Overview of Community Cultural Wealth: Toward a Protective Factor Against Racism
Community cultural wealth (CCW) as an asset-based framework challenges the deficit notion that Communities of Color do not possess “cultural” capital. Here, we adapt CCW as a framework that can help Students of Color navigate PK-20 educational contexts, particularly when experiencing interpersonal and structured racism, such as racial microaggressions. We begin by discussing the conceptual origins and intent of CCW. Next, we provide an overview o…
Teaching and Social Change: Reflections on a Freirean Approach in a College Classroom
This paper reflects on the implementation of Paulo Freire's problem-posing method with community college students during the 1978/1979 academic year. The year-long course focused on the problem of the negative portrayal of Chicanos in the media, which led to a boycott of two films. I examine Freire's pedagogy and its application in the classroom, critique the process, and describe recent work applying the Freirean methodology in college classroom…
Latinas/os in Community College Developmental Education: Increasing Moments of Academic and Interpersonal Validation
This qualitative study examines the experiences of Latinas/os in community college English and math developmental education courses. Critical race theory in education and the theory of validation serve as guiding frameworks. The authors find that institutional agents provide academic validation by emphasizing high expectations, focusing on social identities, and improving academic skills. The authors conclude by conceptualizing a critical race va…
The Baccalaureate Origins of Chicana and Chicano Doctorates in the Social Sciences
The research represents a national examination of the doctorate production and baccalaureate origins of Chicanas and Chicanos in the social sciences. As the first study of this population, there were two objectives. Thefirst was to provide baseline information in the form of a national overview of Chicanalo doctorate production from U.S. universities generally and in the social sciences specifically. Indeed, the research found that Chicanas/os ar…
Theorizing a Critical Race Content Analysis for Children’s Literature about People of Color
Concerns from scholars about the exclusion of People of Color in children’s literature began in the early 20th century and continues today. The lack of children’s literature about People of Color is even more alarming in the contemporary moment, when Children of Color comprise a significant proportion of urban schools throughout the U.S. Only since the 1990’s have scholars begun to critically examine the portrayals of People of Color in children’…
(Re)Imagining Transformational Resistance: Seeds of Resistance and Pedagogical Ruptures
In this article, the authors (re)visit Solorzano and Delgado Bernal's (2001) Urban Education article, “Examining Transformational Resistance Through a Critical Race and LatCrit Theory Framework: Chicana and Chicano Students in an Urban Context,” to discuss transformational resistance in conversation with other works on youth resistance to (re)visit and (re)imagine student oppositional behaviors. Next, empirical examples offer theoretical and peda…
Teaching racial microaggressions: Implications of critical race hypos for social work praxis
This article provides a conceptual understanding of racial microaggressions from a critical race theoretical (CRT) perspective, as relevant to the field of Social Work. To do this, we utilize Critical Race Hypos, hypothetical pedagogical tools developed from existing literature on racial microaggressions, and meant to engage critical dialogue on everyday racism in the lives of People of Color. We explain the pedagogical utility of Critical Race H…
The Doctorate Production and Baccalaureate Origins of African Americans in the Sciences and Engineering
INTRODUCTION For years, scholars and policy makers have been commenting on the dismal future of African American faculty production. However, as large numbers of college faculty approach retirement in the waning years of the 20th century, the opportunity to increase the number of Black professors presents itself. The key that opens one of the first doors to these faculty positions is the doctoral degree, yet little is known about the Black doctor…
Life was brought back into my body”: A Critical Race Feminista analysis of racial microaffirmations
This qualitative study utilized a Critical Race Feminista approach to explore the experiences of graduate Students of Color with racial microaffirmations. Racial microaffirmations are the subtle verbal and nonverbal strategies People of Color engage that affirm each other’s dignity, integrity, and shared humanity. These moments of shared cultural intimacy allow People of Color to feel acknowledged, respected, and valued in a society that constant…
My Journey from Catholic Social Teaching to Critical Race Theory
Research Article| March 01 2022 My Journey from Catholic Social Teaching to Critical Race Theory Daniel G. Solórzano Daniel G. Solórzano Daniel G. Solórzano is a professor in UCLA’s Department of Education and the César E. Chávez Department of Chicana/o and Central American Studies. He is an interdisciplinary scholar with research and teaching interests in critical race theory, racial microaggressions and microaffi rmations, and critical race spa…
The Burden of Support: Young Latinos in an Aging Society
Demographic and socioeconomic trends among the Latino population of the United States are analyzed with a focus on California. Specifically the authors examine possible effects of the demographic aging of the Anglo baby-boom generation and the growth of the relatively young Latino population. The book begins by describing a worst-case scenario for California in 2030. The past present and future dynamics of Californias population are then outlined…
Teaching and Social Change: Reflections on a Freirean Approach in a College Classroom
This paper reflects on the implementation of Paulo Freire's problem-posing method with community college students during the 1978/1979 academic year. The year-long course focused on the problem of the negative portrayal of Chicanos in the media, which led to a boycott of two films. I examine Freire's pedagogy and its application in the classroom, critique the process, and describe recent work applying the Freirean methodology in college classroom…
Sociology
An Exploratory Analysis of the Effects of Race, Class, and Gender on Student and Parent Mobility Aspirations
Daniel G. Solorzano, An Exploratory Analysis of the Effects of Race, Class, and Gender on Student and Parent Mobility Aspirations, The Journal of Negro Education, Vol. 61, No. 1 (Winter, 1992), pp. 30-44
The Baccalaureate Origins of Chicana and Chicano Doctorates in the Social Sciences
The research represents a national examination of the doctorate production and baccalaureate origins of Chicanas and Chicanos in the social sciences. As the first study of this population, there were two objectives. Thefirst was to provide baseline information in the form of a national overview of Chicanalo doctorate production from U.S. universities generally and in the social sciences specifically. Indeed, the research found that Chicanas/os ar…
The Doctorate Production and Baccalaureate Origins of African Americans in the Sciences and Engineering
INTRODUCTION For years, scholars and policy makers have been commenting on the dismal future of African American faculty production. However, as large numbers of college faculty approach retirement in the waning years of the 20th century, the opportunity to increase the number of Black professors presents itself. The key that opens one of the first doors to these faculty positions is the doctoral degree, yet little is known about the Black doctor…
A talent development approach to determining the goals of a university minority retention program
Critical race theory, race and gender microaggressions, and the experience of Chicana and Chicano scholars
Using critical race theory as a framework, this article provides an examination of how racial and gender microaggressions affect the career paths of Chicana and Chicano scholars. This paper reports on open-ended survey and interview data of a purposive sample of six Chicana and six Chicano Ford Foundation Predoctoral, Dissertation, and Postdoctoral Minority Fellows. There are three objectives for this study: (a) to extend and apply a critical rac…
Examining Transformational Resistance Through a Critical Race and Latcrit Theory Framework: Chicana and Chicano Students in an Urban Context
Using critical race theory and Latina/Latino critical race theory as a framework, this article utilizes the methods of qualitative inquiry and counterstorytelling to examine the construct of student resistance. The authors use two events in Chicana/Chicano student history-the 1968 East Los Angeles school walkouts and the 1993 UCLA student strike for Chicana and Chicano studies. Using these two methods and events, the authors extend the concept of…
Critical race and LatCrit theory and method: Counter-storytelling
Using critical race theory as a framework, the article utilizes counter-storytelling to examine the different forms of racial and gender discrimination experienced by Chicana and Chicano graduate students. After describing the critical race theory framework and counter-storytelling method, the article moves to a story of two composite and data-driven characters, Professor Leticia Garcia and graduate student Esperanza Gonzalez. Various theoretical…
A Critical Race Counterstory of Race, Racism, and Affirmative Action
(2002). A Critical Race Counterstory of Race, Racism, and Affirmative Action. Equity & Excellence in Education: Vol. 35, No. 2, pp. 155-168.
A Critical Race Analysis of Advanced Placement Classes: A Case of Educational Inequality
Using critical race theory as a framework, this article provides an examination of access and availability of Advanced Placement (AP)1 courses and how they impact educational outcomes for Chicana/Latina2 students. To begin thinking critically about enrollment patterns of AP classes we ask the following questions: 1. How do school structures, processes, and discourses help maintain racial/ethnic/gender/class discrimination in access to AP/Honors c…
Using Critical Race Theory, Paulo Freire's Problem-Posing Method, and Case Study Research to Confront Race and Racism in Education
In this article, the authors use critical race theory (CRT), Paulo Freire's problem-posing method, and case study research to introduce an alternative instructional and pedagogical methodology in teacher education. These approaches attempt to get at deep-rooted ideologies by creating a space in a social foundations course for teacher candidates to unlearn their stereotypical knowledge of race while analyzing and theorizing what it means to teach …
Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research
This article addresses how critical race theory can inform a critical race methodology in education. The authors challenge the intercentricity of racism with other forms of subordination and exposes deficit-informed research that silences and distorts epistemologies of people of color. Although social scientists tell stories under the guise of "objective" research, these stories actually uphold deficit, racialized notions about people of color. F…
Critical Race Theory and Education: Qualitative Research in the New Millennium
A century after the great American sociologist W.E.B. DuBois predicted that racism would continue to emerge as one of this country’s key problems, educational researchers, practitioners, and students are still in need of a language that will provide the necessary tools for effectively analyzing and coming to terms with the impact of race and racism on education. In part because of the reemergence of conservative pseudoscientific discourses in the…
A Critical Race Analysis of Latina/o and African American Advanced Placement Enrollment in Public High Schools
Using critical race theory as a framework, this article examines the access and availability of Advanced Placement (AP)1 courses and how they impact educational outcomes for Latina/o2 and African American students. To begin thinking critically about enrollment patterns of AP courses we ask the following questions: How do school structures, practices, and discourses help maintain racial and ethnic discrimination in access to AP courses? How do Lat…
Chapter 1: From Jim Crow to Affirmative Action and Back Again: A Critical Race Discussion of Racialized Rationales and Access to Higher Education
school student’s remarks express her worry that the courts will eliminate the single policy in education that aims to account for race. Her comments refer to the University of Michigan’s race-conscious admission policy, challenged at the under-graduate and law school levels by White female candidates denied admission to the selective campus (see Gratz v. Bollinger, 2003; Grutter v. Bollinger, 2003). Taken together, these quotations reveal the “co…
Educational Inequities and Latina/o Undergraduate Students in the United States: A Critical Race Analysis of Their Educational Progress
Using critical race theory (CRT) as a framework, the authors analyze the educational inequities and racialized barriers faced by Latina/o college students when navigating the educational pipeline leading to a college degree. The impact of racialized structures, policies, and practices is examined in the context of how they influence the educational attainment and academic progress of Latinas/os. The article concludes by offering CRT-based policy …
Racial Primes and Black Misandry on Historically White Campuses: Toward Critical Race Accountability in Educational Administration
Background: Racial primes are an outgrowth and inculcation of a well-structured, highly developed, racially conservative, "race-neutral" or "color-blind" racial socialization process in which children learn race-specific stereotypes about African Americans and other race/ethnic groups. As they get older, they continue to receive-both involuntary and voluntary-corroborating messages of anti-Black stereotypes from adults, friends, games, folklore, …
Getting beyond the ‘symptom,’ acknowledging the ‘disease’: Theorizing racist nativism
An important tenet of Latina/o critical race theory (LatCrit) is to challenge dominant ideologies that mask racist beliefs and practices perpetrated against People of Color in the United States, particularly Latinas/os. In this article we utilize a LatCrit framework to theorize further the concept of racist nativism in the current sociopolitical moment, which is marked by significant anti‐immigrant sentiment. In doing so, we hope to understand be…
Critical Race Theory, Racial Microaggressions, and Campus Racial Climate for Latina/o Undergraduates
In this article, Tara Yosso, William Smith, Miguel Ceja, and Daniel Solórzano expand on their previous work by employing critical race theory to explore and understand incidents of racial microaggressions as experienced by Latina/o students at three selective universities. The authors explore three types of racial microaggressions-interpersonal microaggressions, racial jokes, and institutional microaggressions-and consider the effects of these ra…
Challenging Racial Battle Fatigue On Historically White Campuses: A Critical Race Examination Of Race-Related Stress
Race is continually under construction through the various means of socialization. The chief agents of socialization are the family, government, school, church, peers and friendship networks, and of course the media. This chapter deals with the family as it applies to the production, manipulation, alteration and perpetuation of racial social constructs. Covert racism remains submerged, entangled in the centuries-old tentacles borne of exploitatio…
Teachers, please learn our names: Racial microagressions and the K-12 classroom
Many Students of Color have encountered cultural disrespect within their K-12 education in regards to their names. While the racial undertones to the mispronouncing of names in schools are often understated, when analyzed within a context of historical and current day racism, the authors argue that these incidents are racial microagressions – subtle daily insults that, as a form of racism, support a racial and cultural hierarchy of minority infer…
Racial microaggressions as a tool for critical race research
This conceptual article utilizes critical race theory (CRT) to explain how everyday forms of racism – racial microaggressions – emerge in the everyday experiences of People of Color. We provide a framework for understanding and analyzing racial microaggressions that demonstrates how everyday racist events are systemically mediated by institutionalized racism (i.e. structures and processes), and guided by ideologies of white supremacy that justify…
Latinas/os in Community College Developmental Education: Increasing Moments of Academic and Interpersonal Validation
This qualitative study examines the experiences of Latinas/os in community college English and math developmental education courses. Critical race theory in education and the theory of validation serve as guiding frameworks. The authors find that institutional agents provide academic validation by emphasizing high expectations, focusing on social identities, and improving academic skills. The authors conclude by conceptualizing a critical race va…
Sociology (35 works) · Gender Studies (32 works) · Critical Race Theory in Education (30 works) · Political science (25 works) · Critical race theory (23 works) · Psychology (21 works) · Racism (19 works) · Critical theory (17 works) · Gender Studies (16 works) · Higher Education Research Studies (16 works)