Critical Race Theory 20 Years Later: Where Do We Go From Here?. (March 2016)

• Record Type: Journal Article
• Authors: Howard, Tyrone C.; Navarro, Oscar
• Editors: Donnor, Jamel K.; Dixson, Adrienne D.; Anderson, Celia Rousseau
• Is Part Of: Urban education. Volume 51:Number 3(2016)
• Page Start: 253
• Page End: 273
• Publication Date: 2016-03
• Subjects: racism -- social -- race -- identity -- achievement gap; Education, Urban -- Periodicals; Enseignement en milieu urbain -- Périodiques; Éducation; Milieu urbain; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 370.91732
• DOI: 10.1177/0042085915622541
• Languages: English
• ISSNs: 0042-0859

Abstract

As the nation's schools become increasingly diverse along ethnic and racial lines, examining and understanding the racial complexities in the United States is more germane now than ever in the nation's history. To that end, critical race theory (CRT) has been a transformative conceptual, methodological, and theoretical construct that has assisted researchers in problematizing race in education. As we reflect on 20 years of CRT, it is essential to examine in what ways, if any, CRT is influencing school practice and policy. Given the disparate educational outcomes for students of color, researchers have to inquire about the influence of CRT on the lived experiences of students in schools. In this article, the authors lay out the historical trajectory of CRT, discuss its influence on educational research, and then evaluate to what extent, if any CRT has had on school policy and practice. The article will conclude with research, practice, and policy implications that may influence CRT's development over the next 20-year period.