In this wide-ranging second edition, Richard Delgado and Jean Stefancic bring together the finest, most illustrative, and highly accessible articles in the fast-growing legal genre of Critical Race Theory. In challenging orthodoxy, questioning the premises of liberalism, and debating sacred wisdoms, Critical Race Theory scholars writing over the past few years have indelibly changed the way America looks at race.
Critical race theories combine progressive political struggles for racial justice with critiques of the conventional legal and scholarly norms which are themselves viewed as part of the illegitimate hierarchies that need to be changed. Scholars, most of whom are themselves persons of color, challenge the ways that race and racial power are constructed by law and culture.
The prevalence of race and racism can be found throughout the U.S. educational system. Although there have been many historical attempts to even the playing field for marginalized students, the attempts have had questionable effectiveness. The fact that students who come from marginalized groups based on race, sexuality, social and economic factors, have more negative experiences in the education system than White students. Many of these students are found more in special education programs, are under-represented in programs for gifted and talented students, lack basic resources, have high dropout rates and low academic outcomes. Critical Race Theory (CRT) provides many tools to help educators take to social justice activism, in order to create an environment that demonstrates that learning is valued for all students and ensures that all students are given an equal opportunity to obtain a quality education.
The purpose of this study is to deconstruct the nature of campus responses to racial
incidents. Through a critical race theory lens, we scrutinize the language used to address three racial incidents on three campuses. We aim to not only deconstruct responses but also provide concrete suggestions for constructing responses that reach beyond
surface-level statements and address the root problem of systemically implicit racism
within these incidents.
Racial scholars argue that racism produces rates of morbidity, mortality, and overall well-being that vary depending on socially assigned race. Eliminating racism is therefore central to achieving health equity, but this requires new paradigms that are responsive to structural racism's contemporary influence on health, health inequities, and research. Critical Race Theory is an emerging transdisciplinary, race-equity methodology that originated in legal studies and is grounded in social justice. Critical Race Theory's tools for conducting research and practice are intended to elucidate contemporary racial phenomena, expand the vocabulary with which to discuss complex racial concepts, and challenge racial hierarchies. We introduce Critical Race Theory to the public health community, highlight key Critical Race Theory characteristics (race consciousness, emphases on contemporary societal dynamics and socially marginalized groups, and praxis between research and practice) and describe Critical Race Theory's contribution to a study on racism and HIV testing among African Americans.