ScholarWorks -A service of University of Vermont Libraries (University of Vermont) · 2010 · 179 citations · 8 references
Open access
EducationHigher EducationMulticultural EducationCritical TheoryEducation ReformWhiteness StudiesDiversityEducational EquityEquity In Higher EducationRace In EducationRace In SchoolingWhiteness In EducationRace EquityRace In Higher EducationRacialized Experiences In Education
Critical race theory, first applied in 1994 to analyze educational inequity, has since become a framework for critiquing research and practice in education. This article explores how the five tenets of critical race theory can uncover and address social inequities in higher education, detailing each tenet’s contribution to inclusivity, examining criticisms, and outlining its potential benefits.
In 1994, critical race theory (CRT) was first used as an analytical framework to assess inequity in education (Decuir & Dixson, 2004; Ladson-Billings & Tate, 1995). Since then, scholars have used CRT as a framework to further analyze and critique educational research and practice (Ladson-Billings, 2005). This article will further explore how the five tenets of CRT can be used to analyze the different forms of social inequities reinforced through the institution of higher education. First, I will provide an explanation of CRT. Second, I will discuss how each CRT tenet contributes to inclusivity and diversity in higher education. Third, I will address criticisms of CRT. Finally, I will share how CRT can further benefit higher education.
8
Critical Race Theory: The Cutting Edge.
Alfonso García Morales, Richard Delgado · Contemporary Sociology A Journal of Reviews · 1996 · 1.6K citations
Humanities, History, Sociology +17