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Florida Southern College
EDU 7040
Dr, Dettling
December 5, 2020

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    Critical Race Theory as a Framework for Improvement

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    Critical Race Theory as a Framework for Improvement

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Perceptions of Subgroups in Education              

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Perceptions of Subgroups in Education              

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The Impact of Racism on Student Achievement    

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The Impact of Racism on Student Achievement    

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Results 2019 NAEP Reading          Test  (4th grade)

•ELL                                191
• African American       204

•White                              230

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From: Roosh Valizadeh, the publisher Re: Permanent closure of Return Of Kings Return Of Kings started as an idea in a cafe in Kharkov, Ukraine in 2012. At that time, a book I was reading about the achievements of Alexander the Great inflamed my ego and I decided that I, too, wanted to do something great to change the world.

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Critical Race Theory is defined as "scholarship and discourse on race and racism in an attempt to eliminate racism and racial stereotypes from society, including laws, social policy, and organizational cultures." (Solórzano, 1997, pg. 10)

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CRT evolved from "an emerging transdisciplinary, race-equity methodology originated in legal studies and is grounded in social justice." Ford and Airhihenbuwa (2011, p.1)

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Component # 1  Recognizing Racism in Ourselves   

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Component # 1  Recognizing Racism in Ourselves   

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•What is it?

•CRT begins with the idea that racism is ordinary (the notion of color blindness allows whites to feel consciously irresponsible), not aberrational (does not deviate from the norm).

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•What does it mean?

• They maintain whites' power and strongholds within society reveal whiteness as property stems from whites' historical view of having exclusive privileges, such that whiteness is much like having a property right.

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•What is it?

•Interest Convergence is the second component of CRT. also describes a theory as a critical component. In this theory, those who have power and wealth keep both sharing.

•Only when it is in their benefit to share. Those who have kept, unless it is in their service to give, that any decision by the majority power structure will favor people of color only when it is also in the majority's interest.

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•What does it mean?

•This component is often observed in politics,  where candidates stand with subgroups only if there is something for them to gain, a secure vote. "The notion that whites will allow and support racial justice/progress to the extent that there is something positive in it for them." (Hartlep, pg. 7).

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Component #3: Race is a Social Construct    

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Component #3: Race is a Social Construct    

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Stuart Hall and the Social Construction of Race

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•What is it?

•"Race" is a concept created by humans, it is not a concrete, objective reality, but something humans have begun to categorize themselves.

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•What does it mean?

•Because race has no biological or empirical meaning, the term is applied differently in all parts of the world.

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Component # 4: Storytelling and Counter Storytelling 

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Component # 4: Storytelling and Counter Storytelling 

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•What is it?

•The idea of storytelling and counter storytelling is the fourth component of CRT. In this component, powerful stories and experiences promote opportunities to educate and re-educate people's perceptions of each other. In this area, counter storytelling is an important tool to counteract misinformation and stereotypes.

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•What does it mean?

•The use of storytelling and counter storytelling is a peaceful and gentle way to educate and re-educate young people about  the truths about racism.

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Component #5: Civil Rights Legislation has Benefited Whites.

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Component #5: Civil Rights Legislation has Benefited Whites.

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•What is it?

•While civil rights legislation is ostensibly designed to address and remediate inequities, it does the opposite.

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•What does it mean?

•While civil rights  legislation may have benefited the target groups materially, it has also removed the impetus for racism to decrease. By legislating positive growth, it has allowed entrenched biases to remain unchallenged.

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•Use the framework as a basis to provide training, both for teachers/staff and for the students.

•Provide opportunities for frequent, non-threatening conversations about race and relationships.

•Provide SEL as part of the curriculum to guide positive behaviors, attitudes, and self concept.

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•Hartlep, N. D. (2009, October 11) Critical Race Theory: An Examination of its Past, Present, and Future Implication. University of   Wisconsin at    Milwaukee ERIC Retrieved from https://files.eric.ed.gov/fulltext/ED506735.pdf

•Owens, R. & Valesky, T. (2015). Organizational behavior in education: Leadership and school reform (11th ed.). Boston: Pearson Education, Inc.

Developing Programs for English Language Learners: Lau v. Nichols. U.S. Department  of Education. Retrieved from   https://www2.ed.gov/about/offices/list/ocr/ell/lau.html

•Protacio, M.S.; Jang, B.G. (2016, August 5) Teachers’ Perceptions about English Learners’ Reading Motivation. Literary  Research: Theory,   Method, and Practice. Retrieved from https://journals.sagepub.com/doi/abs/10.1177/2381336916661532?journalCode=lrxe

•Delgado. R., and Stefancic, J. (2001) Critical Race theory. Retrieved from    https://static1.squarespace.com/static/5441df7ee4b02f59465d2869/t/5d8e9fdec67200557cf55fa/1569628126531/DELGADO++Criti  cal+Race+Theory.pdf

•Marion, R. & Gonzales, L. (2014). Leadership in education: Organizational theory for the  practitioner (2nd ed.). Long Grove, IL: Waveland Press,   Inc.

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•Ford, C. L., and Airhihenbuwa, C. O. (2011, September 22) Retrieved from   https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2837428/

•Ladson-Billings, G., and Tate IV, W. F. (1995, January) Toward a Critical Race Theory. University of Wisconsin. Retrieved     from  https://www.researchgate.net/publication/279676094_Toward_a_Critical_Race_Theory  of_Education

•hooks, b. (1989) Talking Back: thinking Feminist. Thinking Black, Boston, MA: South End Press.

•Ford, C. L. and Airhihenbuwa, C. O. American Journal of Public Health. Supplement 1, 2010, Vol  100, No. S1  Retrieved from   https://ajph.aphapublications.org/doi/pdf/10.2105/AJPH.2009.171058

•Graham, L., Shelly Brown-Jeffy, S., Aronson, R., Stephens, C. (2011). Critical Race Theory as Theoretical Framework and Analysis   Tool   for Population Health Research. Retrieved from  http://libres.uncg.edu/ir/uncg/f/s_brown-  jeffy_critical_2011.pdf

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•hooks, bell. (1989) Talking Back: Thinking Feminist, Thinking Black. Boston: South End Press.  Retrieved from   file:///C:/Users/Martha/Downloads/18-Other-275-4-10-20190220.pdf

•Parker, L and Lynn, M. (2002). What race got to do with it? Critical race theory's conflicts with and connections to   qualitative   research methodology and epistemology. Qualitative Inquiry, 8(1): 7–22. Retrieved from   http://libres.uncg.edu/ir/uncg/f/s_brown-  jeffy_critical_2011.pdf

•Scambler, G. (2011, September 19) Health inequalities. Retrieved from   https://onlinelibrary.wiley.com/doi/full/10.1111/j.1467-9  566.2011.01387.x

•Hawes, A. M.,  Smith,G. S.,  McGinty, E. Bell,C.,  Bower,K.,  LaVeist,T, A.,  Gaskin,D, J., and Thorpe, Jr.. R. J.   (2019,   April 16)   Disentangling Race, Poverty, and Place in Disparities in Physical Activity. Retrieved   https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6480690/