1. APPLIED CRITICAL RACE THEORY
KEY TENETS TO RESEARCH APPLYING CRT IN
CRT REVIEW THE CLASSROOM
Primary Lenses: Race-based- Black males
Centrality of students are disenfranchized
by default and unless the
Whiteness White Teacher Bias Hidden teacher explicitly examines
ideology, values, and stereotypes compel the issue of equity.
interests are at the center adults to have different
of all aspects of Reframing
expectations and hold
Responsibility- Focusing
dominant culture & Black students to a on the teacher as the trained
policy different standard. professional with significant
influence on the child’s
The Challenge to Institutional Bias- behavior.
dominant ideology Inequality is reproduced Effective Discipline-
Countering the claims regardless of individuals Relentless effective
that the legal system of in the institution or academic engagement is the
justice and all post- assumed institutional best discipline strategy.
modern American intolerance of racism Relationship- Strengths
institutions, namely
based approach to all
public education is Cultural Mismatch- students.
colorblind, race-neutral Black students culture is
and provides equal pathologized and viewed
opportunity (Brown v as incompatible with the
Board) educational setting

2. APPLIED CRITICAL
RACE THEORY
KEY TENET OF CRT KEY TENET OF CRT
Centrality of Whiteness Unconscious The Challenge to dominant ideology
hegemonic ideology that places white Countering claims that the legal system of
values and interests at the center of all justice and public institutions, namely
aspects of dominant culture & policy, public education is colorblind, race-
perpetuating white supremacy (Ladson- neutral and provides equal opportunity
Billings, 1998; Picower, 2009). (Solorzano, 1997; Yosso, 2005).
PRIMARY EXPLANATIONS IN THE PRIMARY EXPLANATIONS IN THE PRIMARY EXPLANATIONS IN THE
RESEARCH RESEARCH RESEARCH
Cultural Mismatch- Black students’ Teacher Bias- Hidden stereotypes lead Institutional Bias- Inequality is
culture is pathologized and viewed as teachers to view Black students negatively
holding them to a different set of standards, reproduced through racially biased
incompatible with the educational overusing disruption, defiance and disrespect as policies such as zero tolerance
setting (Monroe, 2005). a reason for out of class referrals (Skiba, 2002). (Skiba, 2000).
APPLYING CRT IN THE CLASSROOM APPLYING CRT IN THE CLASSROOM APPLYING CRT IN THE INSTITUTION
Culturally Responsive Classroom Authentic Caring- Holding high Race-based interventions- Individuals
expectations as well as providing a caring is not enough. The institution must
Management- Centering function in a race responsive way toward
instruction around the cultural high level of care, concern & support equity with strategies similar to affirmative
needs & learning styles of each to all students who need it action & Oakland’s African American male
student (Gay, 2000). (Valenzuela, 1999). achievement office.

3. APPLIED CRITICAL RACE THEORY MODEL FOR EDUCATION
Ideological Basis Institutional Basis Narrative Applying CRT Importance of CRT
According to CRT the Major institutions in this CRT uses narrative in Effective interventions should CRT is interdisciplinary and
ideological foundation of this country implicitly function to research to substantiate the address equity problems using compliments many other
country is implicitly biased keep white privilege in place. problem as well a in CRT tenets for the purpose of frameworks but serves a
against all non-whites interventions that address eliminating inequitable critically unique function in
inequity in education outcomes equity analysis in education
Whiteness as Property- Institutional Racism- Counter Narrative- Race-based Naming the Oppressor-
Possession of rights that Inequitable outcomes for countering institutional Intervention- Addressing Proper diagnosis,
are respected by laws nonwhite groups bias of empirical process the root cause, not the Recasting the “blaming of
default to whiteness consistently, for decades, of inquiry & research effect, being race specific, the victim” not “blaming
all over the country not race neutral the oppressor”
Centrality of Whiteness- Implicit Bias- Inequality Traditional Narrative- Parallel process- The Demystifying Racism-
White ideology, values, is reproduced regardless Affirming validity of necessity of both site- Ceasing to view the
and interests are at the of individuals in the humanity through story based interventions as effects of racism from the
center of all aspects of institution or assumed and narrative from the well as broader restrictive view. (no hood,
dominant culture & policy institutional intolerance of Subject, not interpretation institutional change on a no foul)
racism from the observer fundamental level and
over the long term
White Supremacy- All Restrictive vs. Decentralizing It’s the Adults stupid!- Addressing the cause
nonwhites are naturally Expansive view- The Whiteness- Reframing Relentless focus on adults not the effect- Refocusing
inferior, (post-modern legal burden of the victim and recasting the not children as the target attention on white
form- nonwhites are to prove racist intent of perspective from the for change with the supremacy, not those it
permanently policy instead of proving experience of the Subject indicators in the student impacts (going upstream)
disadvantaged) race-based impact through narrative. outcomes
(explicit vs. implicitly
racist)
Interest Convergence- Institutional Nurturing- Picks the right target-
Power is shared when Individuals caring is not Not confusing race-based
there is a mutual benefit. enough. The institution impact with other
If there is a conflict in must function in a race overlapping forms of
interest, all change, no responsive way toward oppression like poverty,
matter how noble, will be equity. (ex. transformative class, geography, etc.
resisted by the power leadership)
group (Brown v. Board)

4. APPLIED CRITICAL RACE THEORY
Ideological Basis Institutional The use of Applying CRT in
to CRT Basis to CRT Narrative in the field of
CRT Education
Whiteness as Institutional Racism-
property Possession Inequitable outcomes Race-based
of rights that are for nonwhite groups Counter Intervention-
respected by laws consistently, for decades, Narrative- Addressing the root
defaults to whiteness all over the country countering cause, not the effect,
first Implicit Bias- institutional bias being race specific, not
race-neutral
Inequality is reproduced of inquiry &
Centrality of regardless of individuals
Whiteness White in the institution or
research Parallel process- The
ideology, values, and assumed institutional necessity of both site-
intolerance of racism Traditional based interventions as
interests are at the
well as broader
center of all aspects
Restrictive vs.
Narrative- institutional change on
of dominant culture Expansive view- The Affirming validity a fundamental level and
& policy legal burden of the of humanity over the long term
victim to prove racist
White supremacy intent of policy instead
through story and It’s the Adults
Scientific & religious of proving race-based narrative stupid!- Relentless
frameworks of white impact (explicit vs. focus on adults not
implicitly racist) children as the target
moral, physical, Decentralizing
intellectual for change with the
Interest Convergence- Whiteness- indicators in the
superiority: natural Power is shared when Reframing and student outcomes
selection & manifest there is a mutual benefit.
destiny. (post- If there is a conflict in
recasting from the
experience of the Institutional
modern form: interest, all change, no Nurturing- Individuals
nonwhites are matter how noble, will oppressed through caring is not enough.
be resisted by the power
permanently
group (Brown v. Board)
narrative The institution must
disadvantaged) function in a race
responsive way toward
equity