Research News
and Comment
“So When It Comes Out,They Aren’t That
Surprised That It Is There”:Using Critical
Race Theory as a Tool of Analysis of Race
and Racism in Education
by Jessica T. DeCuir and Adrienne D. Dixson
J asmine,1 an African-
American 9thgrade student,
described the racial and
being physically isolated, and
remaining silenced
common experiences. These
are
predominately
independent school.
Wells Academy
White,
cultural climate at Wells feelings are often exacerbated
Academy, an elite, when African Americans attend Wells Academy is located in a
predominately White, predominately White, elite, major city in an affluent,
independent school. She independent schools (Datnow predominately White area in
stated, “Everybody knows that & Cooper, 1998, 2000). Given the southeastern United
racism exists and that people the insidious and often subtle States. Property values in this
are racist. So when it comes way in which race and racism community range from
out, they [faculty and students] operate, it is imperative that $450,000 to over $3 million.
aren’t that surprised that it is educational researchers Wells has religious roots,
there.” As Jasmine asserted, explore the role of race when although it does not claim a
racism is prevalent in all particular religious affiliation.
aspects of society, with schools The Research News and Comment
The school serves students in
not being an exception. section publishes commentary preKindergarten through the
However, what is most
and analyses on trends, policies, 12th grade. Wells attempts to
utilization, and controversies in
interesting about her educate the whole child; it
educational research. Like the
statement is that she perceives articles and reviews in the focuses on providing both a
that racism is so commonplace Features and Book Review classical (e.g.,
sections of ER, this material does mathematics/science,
within the school walls that not necessarily reflect the views
when it appears, few are of AERA nor is it endorsed by the literature, and foreign
surprised. Jasmine has already organization. language) and aesthetic (e.g.,
begun to understand the examining the educational art and music) education while
pervasiveness of racism and its experiences of African- attending to students’
impact on African Americans. American students. Critical emotional needs. Also, it
Because of the legacy of Race Theory (CRT) is a useful attempts to address
racism, schooling is perspective from which to multiculturalism and celebrate
problematic for African- explore such phenomena. In diversity through multicultural
American students, particularly this article, we will illustrate counseling and courses offered
those students attending how CRT can be used to by the diversity coordinator.
predominately White schools examine the experiences of In the high school, during the
(Anderson, 1988; Ladson- African-American students. We 2002–2003 school year, 44 of
Billings & Tate, 1995; Shujaa, will use the counterstories of the 599 students enrolled were
1994). For such students, African-American students at African American; the African-
feeling culturally alienated, Wells Academy, an elite, American population was the
JUNE/JULY 2004 2
6
, largest population of students as allow for the desilencing of Billings and Tate (1995) can be
of color. Many of the White marginalized individuals. CRT credited with introducing CRT
students that live near Wells is such a tool (Ladson-Billings, to education nearly 10 years
also go to school there. As 1999; Ladson-Billings & Tate, ago. Now, CRT is emerging as
such, many of the White 1995). a powerful theoretical and
students are from affluent analytical framework within
Critical Race Theory
families. Few African-American educational research (e.g.,
students live near the school. CRT was derived during the Duncan, 2002; Lynn, Yosso,
The majority of African- mid-1970s as a response to the Solórzano, & Parker, 2002).
American students who attend failure of Critical Legal Studies However, particularly in the
Wells are from various parts of (CLS) to adequately address area of education, researchers
the city, including areas that the effects of race and racism have yet to utilize CRT to its
can be considered upper class, in U.S. jurisprudence. CRT fullest. Educational
middle class, and less affluent developed initially from the researchers have commonly
areas. Most of the African work of legal scholars Derrick focused on counter-storytelling
American students, however, Bell, Alan Freeman, and and the permanence of racism
are considered middle class.2 Richard Delgado (Delgado & (e.g., Parker & Lynn, 2002) and
Stefancic, 2001). Although CLS have yet to focus on the other
Two such African-American
challenges the “meritocracy” of aspects of CRT. It is important
students were Malcolm and
the United States, CRT focuses to note that an emerging
Barbara. Malcolm was a 17-
directly on the effects of race interest within educational
year-old senior from a middle-
and racism, while research and among those who
class family. He was very active
simultaneously addressing the utilize CRT is the interrogation
in school leadership activities
hegemonic system of White of Whiteness (see for example,
and was an athlete. Barbara
supremacy on the Marx & Pennington, 2003). The
was an 18-year-old recent
“meritocratic” system (Cook, purpose of this article is to
graduate from a prominent,
1995; Crenshaw, 1995; Dalton, discuss the ways in which a
upper-class family. She was
1995; Matsuda, 1995). In CRT analysis that engages five
also very active in school
addition, CRT differs from CLS prominent tenets of CRT can
leadership activities. Both
in that it has an activist aspect, be helpful and illuminating in
students were very proud of
the end goal of which is to educational research.
their African-American
bring change that will Malcolm’s and Barbara’s
heritage and often participated
implement social justice stories will serve as useful
in the African-American
(Crenshaw, 1995).3 CRT examples of how to utilize CRT
cultural activities at Wells.
specifically involves the as a tool of analysis.
Because of Malcolm’s and
following tenets: (a)
Barbara’s precarious positions
counterstorytelling (Matsuda), Counter-Storytelling
as two of the few African-
(b) the permanence of racism
American students at a An essential tenet of CRT is
(Bell, 1992, 1995; Lawrence,
predominately White school, counterstorytelling (Matsuda,
1995), (c) Whiteness as
their voices were often 1995). Counterstorytelling has
property (Harris,
silenced because they were been an essential feature of
1995), (d) interest convergence
afforded very few opportunities educational research that
(Bell, 1980), and (e) the
to be heard. As frequently the employed a CRT framework.
critique of liberalism
only African-American students Delgado and Stefancic (2001)
(Crenshaw, 1988).
in class, they were often define counter-storytelling as a
Although CRT has been largely
ignored or Othered. As such, it method of telling a story that
used in the area of legal
is imperative that educational “aims to cast doubt on the
research (e.g., Crenshaw,
researchers provide analytical validity of accepted premises
1995), its influence has
tools for the critical exposure or myths, especially ones held
expanded into other disciplines
of race and racism that serves by the majority” (p. 144).
including education. Ladson-
as a source of Othering, as well Counter-storytelling is a means
2 EDUCATIONAL
7 RESEARCHER
and Comment
“So When It Comes Out,They Aren’t That
Surprised That It Is There”:Using Critical
Race Theory as a Tool of Analysis of Race
and Racism in Education
by Jessica T. DeCuir and Adrienne D. Dixson
J asmine,1 an African-
American 9thgrade student,
described the racial and
being physically isolated, and
remaining silenced
common experiences. These
are
predominately
independent school.
Wells Academy
White,
cultural climate at Wells feelings are often exacerbated
Academy, an elite, when African Americans attend Wells Academy is located in a
predominately White, predominately White, elite, major city in an affluent,
independent school. She independent schools (Datnow predominately White area in
stated, “Everybody knows that & Cooper, 1998, 2000). Given the southeastern United
racism exists and that people the insidious and often subtle States. Property values in this
are racist. So when it comes way in which race and racism community range from
out, they [faculty and students] operate, it is imperative that $450,000 to over $3 million.
aren’t that surprised that it is educational researchers Wells has religious roots,
there.” As Jasmine asserted, explore the role of race when although it does not claim a
racism is prevalent in all particular religious affiliation.
aspects of society, with schools The Research News and Comment
The school serves students in
not being an exception. section publishes commentary preKindergarten through the
However, what is most
and analyses on trends, policies, 12th grade. Wells attempts to
utilization, and controversies in
interesting about her educate the whole child; it
educational research. Like the
statement is that she perceives articles and reviews in the focuses on providing both a
that racism is so commonplace Features and Book Review classical (e.g.,
sections of ER, this material does mathematics/science,
within the school walls that not necessarily reflect the views
when it appears, few are of AERA nor is it endorsed by the literature, and foreign
surprised. Jasmine has already organization. language) and aesthetic (e.g.,
begun to understand the examining the educational art and music) education while
pervasiveness of racism and its experiences of African- attending to students’
impact on African Americans. American students. Critical emotional needs. Also, it
Because of the legacy of Race Theory (CRT) is a useful attempts to address
racism, schooling is perspective from which to multiculturalism and celebrate
problematic for African- explore such phenomena. In diversity through multicultural
American students, particularly this article, we will illustrate counseling and courses offered
those students attending how CRT can be used to by the diversity coordinator.
predominately White schools examine the experiences of In the high school, during the
(Anderson, 1988; Ladson- African-American students. We 2002–2003 school year, 44 of
Billings & Tate, 1995; Shujaa, will use the counterstories of the 599 students enrolled were
1994). For such students, African-American students at African American; the African-
feeling culturally alienated, Wells Academy, an elite, American population was the
JUNE/JULY 2004 2
6
, largest population of students as allow for the desilencing of Billings and Tate (1995) can be
of color. Many of the White marginalized individuals. CRT credited with introducing CRT
students that live near Wells is such a tool (Ladson-Billings, to education nearly 10 years
also go to school there. As 1999; Ladson-Billings & Tate, ago. Now, CRT is emerging as
such, many of the White 1995). a powerful theoretical and
students are from affluent analytical framework within
Critical Race Theory
families. Few African-American educational research (e.g.,
students live near the school. CRT was derived during the Duncan, 2002; Lynn, Yosso,
The majority of African- mid-1970s as a response to the Solórzano, & Parker, 2002).
American students who attend failure of Critical Legal Studies However, particularly in the
Wells are from various parts of (CLS) to adequately address area of education, researchers
the city, including areas that the effects of race and racism have yet to utilize CRT to its
can be considered upper class, in U.S. jurisprudence. CRT fullest. Educational
middle class, and less affluent developed initially from the researchers have commonly
areas. Most of the African work of legal scholars Derrick focused on counter-storytelling
American students, however, Bell, Alan Freeman, and and the permanence of racism
are considered middle class.2 Richard Delgado (Delgado & (e.g., Parker & Lynn, 2002) and
Stefancic, 2001). Although CLS have yet to focus on the other
Two such African-American
challenges the “meritocracy” of aspects of CRT. It is important
students were Malcolm and
the United States, CRT focuses to note that an emerging
Barbara. Malcolm was a 17-
directly on the effects of race interest within educational
year-old senior from a middle-
and racism, while research and among those who
class family. He was very active
simultaneously addressing the utilize CRT is the interrogation
in school leadership activities
hegemonic system of White of Whiteness (see for example,
and was an athlete. Barbara
supremacy on the Marx & Pennington, 2003). The
was an 18-year-old recent
“meritocratic” system (Cook, purpose of this article is to
graduate from a prominent,
1995; Crenshaw, 1995; Dalton, discuss the ways in which a
upper-class family. She was
1995; Matsuda, 1995). In CRT analysis that engages five
also very active in school
addition, CRT differs from CLS prominent tenets of CRT can
leadership activities. Both
in that it has an activist aspect, be helpful and illuminating in
students were very proud of
the end goal of which is to educational research.
their African-American
bring change that will Malcolm’s and Barbara’s
heritage and often participated
implement social justice stories will serve as useful
in the African-American
(Crenshaw, 1995).3 CRT examples of how to utilize CRT
cultural activities at Wells.
specifically involves the as a tool of analysis.
Because of Malcolm’s and
following tenets: (a)
Barbara’s precarious positions
counterstorytelling (Matsuda), Counter-Storytelling
as two of the few African-
(b) the permanence of racism
American students at a An essential tenet of CRT is
(Bell, 1992, 1995; Lawrence,
predominately White school, counterstorytelling (Matsuda,
1995), (c) Whiteness as
their voices were often 1995). Counterstorytelling has
property (Harris,
silenced because they were been an essential feature of
1995), (d) interest convergence
afforded very few opportunities educational research that
(Bell, 1980), and (e) the
to be heard. As frequently the employed a CRT framework.
critique of liberalism
only African-American students Delgado and Stefancic (2001)
(Crenshaw, 1988).
in class, they were often define counter-storytelling as a
Although CRT has been largely
ignored or Othered. As such, it method of telling a story that
used in the area of legal
is imperative that educational “aims to cast doubt on the
research (e.g., Crenshaw,
researchers provide analytical validity of accepted premises
1995), its influence has
tools for the critical exposure or myths, especially ones held
expanded into other disciplines
of race and racism that serves by the majority” (p. 144).
including education. Ladson-
as a source of Othering, as well Counter-storytelling is a means
2 EDUCATIONAL
7 RESEARCHER
