A Critical Race Counterstory of Race, Racism, and Affirmative Action

Solórzano, Daniel G.; Yosso, Tara J.

doi:10.1080/713845284

Cited by 227 publications

(143 citation statements)

References 14 publications

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“…While these narratives demonstrate the profound effect of social and structural inequalities, they also illustrate inspiring processes of resilience. As young black transwomen, their life histories represent counternarratives to privileged and majoritarian, dominant narratives that serve to subjugate communities at the social margins (Solorzano and Yosso 2002).…”

Section: Design and Samplingmentioning

confidence: 99%

Navigating Community Institutions: Black Transgender Women’s Experiences in Schools, the Criminal Justice System, and Churches

Graham

2014

Sex Res Soc Policy

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Young transgender women, especially those of color, are negatively impacted by suicidality, HIV, residential instability, survival sex work, and other challenges. This study used an oral narrative approach to collect life histories of 10 young black transwomen between 18 and 24 years of age residing in Detroit, Michigan. This study used grounded theory analysis to explore institutional violence, discrimination, and harassment (VDH). Participants described their experiences navigating three community institutions (schools, the criminal justice system, and churches) and broader society. Results highlight VDH through gender policing at school, sexual victimization in the criminal justice system, and negative judgment of gender variation in faith-based institutions. Participants reference the essential role of support systems, including other transgender individuals, in both their gender identity development and the navigation of institutions. Significant policy intervention is needed to protect and support transwomen, and prevent VDH perpetuated against them. Across all institutions, policy and practice interventions can focus on use of transgender appropriate and sensitive language, prevention of physical and sexual assaults, and antidiscrimination measures. Specific policy recommendations and future research directions are outlined.

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Section: Design and Samplingmentioning

confidence: 99%

Navigating Community Institutions: Black Transgender Women’s Experiences in Schools, the Criminal Justice System, and Churches

Graham

2014

Sex Res Soc Policy

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“…As a feature of CRT, which, as a 'discourse of liberation,' entreats the use of narrative, stories, and chronicles as effective and necessary methods of challenging the status quo and subverting the prevailing mindset of the dominant group, the voice-of-color thesis recognizes the possibilities of adding richness to a discourse that has failed to hearken student and educator voices of color on matters of race and racism in education (Ladson-Billings and Tate 1995;Parker, Deyle, and Villenas 1999;Parker and Lynn 2002;Solórzano and Yosso 2002;Lopez 2003;Lopez and Parker 2003;DeCuir and Dixson 2004;Ladson-Billings 2005;Dixson and Rousseau 2006). Thus, it was important to utilize the principle of a methodology that 'offers space to conduct and present research grounded in the experiences and knowledge of people of color' (Solórzano and Yosso 2002, 23).…”

Section: Methodsmentioning

confidence: 99%

‘Sometimes I feel like the problems started with desegregation’: exploring Black superintendent perspectives on desegregation policy

Horsford

McKenzie

2008

International Journal of Qualitative Studies in Education

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“…This study attempts to begin filling that void. To do so effectively, I employed a critical race methodology, which values the voices and experiences of people of color within a framework that acknowledges the historical, legal, and political contexts of race and racism in US education (Solorzano and Yosso 2002). More specifically, I sought to give voice to Black school superintendents by presenting their reflections and perspectives in ways that provide context, awareness, and insight to stakeholders who are interested in better understanding the implications of desegregation policy for Black students, and all students who have and continue to suffer from racism, discrimination, and racial hierarchies.…”

Section: Research Methods and Methodologymentioning

confidence: 99%

Black Superintendents on Educating Black Students in Separate and Unequal Contexts

Horsford

2009

Urban Rev

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The negative consequences of school desegregation on Black families, educators, and communities in the US are well documented in education research today. The purpose of this article is to examine the experiential knowledge and wisdom of practice of former Black school superintendents who attended all Black segregated schools and led desegregated school districts. Using critical race theory as a methodological and analytical framework, I seek to advance our understanding of how the positive aspects of valued segregated schools can improve Black education today. Findings include Black superintendent reflections of and calls to action concerning separate and unequal schooling contexts according to the following constituencies: the Black community, the Black parent, the Black teacher, and the Black student. Building on the participant directives for political engagement and community-based activism, I conclude with a discussion about transforming Black education through a political race project aimed to resist educational inequities, advance racial justice, and promote social change in education.

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A Critical Race Counterstory of Race, Racism, and Affirmative Action

Cited by 227 publications

References 14 publications

Navigating Community Institutions: Black Transgender Women’s Experiences in Schools, the Criminal Justice System, and Churches

Navigating Community Institutions: Black Transgender Women’s Experiences in Schools, the Criminal Justice System, and Churches

‘Sometimes I feel like the problems started with desegregation’: exploring Black superintendent perspectives on desegregation policy

Black Superintendents on Educating Black Students in Separate and Unequal Contexts

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