•ELL                                191 
• African American       204

•White                              230

•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).    

• 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.

•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. 

•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).        

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

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

•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.

•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. 

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

•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. 

•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. 

•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.

•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

•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/