In the following I discuss how several tenets of critical race theory helped shape the findings of this paper. CRT in education can help identify, analyze, and transform structural and cultural ideology that disadvantages students of color in classrooms (Solórzano & Yosso, 2002). Furthermore, Ladson-Billings (1998) proposes that the use of CRT in education can be used as a tool to: deconstruct oppressive structures and discourses, reconstruct human agency, and construct equitable and socially just relations of power. The evidence from this study demonstrates the continued role as agents of hope black female school principals take on in fighting theories of marginalization against black, low-SES children (Tillman, 2004). The finding in this
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Below I have created sections where I discussion in more detail how each of the tenets of CRT helped me present the narratives of my participants. Yet, I recognize that each CRT tenet did not work in silos; rather, I found the following tenets intersected and influence each other. Consequently, as you read my interpretation of the six CRT tenets that guided this work, I want you to think of them as collaborating …show more content…
Johnson reveal how they recognize challenges in their schools based on race and class across their urban and suburban schools. But more importantly, the participants demonstrate their commitment towards challenging the deficit ideologies. Once again, the three participants openly discuss the placement of students in special education, the excessive use of student suspensions, the quality of teachers, low teacher expectations, deficit-mindset, white privilege, and racist practices. Studies demonstrate that school leaders desire to ignore—either intentionally or unknowingly—the existence of racism occurring in their schools (Aveling, 2007). However, what stood out in the responses by these three black females was their willingness to engage and challenge both human and institutional practices harmful towards students of color and of low-SES. Edwards comments that teachers in her suburban school believe since “ they’ve been in the job for so many years and what they’ve done in the past worked for the majority [it] is ok” and “that some may . . . use the data as an excuse of why a child shouldn’t be in a particular classroom.” In response to such thinking by her staff, Edwards states, “Well we no longer have that option to let those . . . that twenty-five down here [students in the lowest academic quartile ranking] to just let them go, it’s not
Below I have created sections where I discussion in more detail how each of the tenets of CRT helped me present the narratives of my participants. Yet, I recognize that each CRT tenet did not work in silos; rather, I found the following tenets intersected and influence each other. Consequently, as you read my interpretation of the six CRT tenets that guided this work, I want you to think of them as collaborating …show more content…
Johnson reveal how they recognize challenges in their schools based on race and class across their urban and suburban schools. But more importantly, the participants demonstrate their commitment towards challenging the deficit ideologies. Once again, the three participants openly discuss the placement of students in special education, the excessive use of student suspensions, the quality of teachers, low teacher expectations, deficit-mindset, white privilege, and racist practices. Studies demonstrate that school leaders desire to ignore—either intentionally or unknowingly—the existence of racism occurring in their schools (Aveling, 2007). However, what stood out in the responses by these three black females was their willingness to engage and challenge both human and institutional practices harmful towards students of color and of low-SES. Edwards comments that teachers in her suburban school believe since “ they’ve been in the job for so many years and what they’ve done in the past worked for the majority [it] is ok” and “that some may . . . use the data as an excuse of why a child shouldn’t be in a particular classroom.” In response to such thinking by her staff, Edwards states, “Well we no longer have that option to let those . . . that twenty-five down here [students in the lowest academic quartile ranking] to just let them go, it’s not