Who's Afraid of Critical Race Theory?*

Bell, Derrick

doi:10.4324/b23210-4

Cited by 99 publications

(155 citation statements)

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“…From the CRT lens of the permanence of racism, the insidious ways that white supremacy operates within the school counseling profession become salient. Within CRT, counter-storytelling is both a theoretical tenet and methodological tool for centering BIPOC’s experiential accounts of racism that are institutionally silenced by White supremacist narratives of White normativity (Bell, 1995; Crenshaw et al, 1995). Through counter-storytelling, BIPOC students are provided opportunities to disclose how they experience racism within the context of schools (DeCuir & Dixson, 2004).…”

Section: Critical Race Theorymentioning

confidence: 99%

Supporting All Students: Multitiered Systems of Support from an Antiracist and Critical Race Theory Lens

Edirmanasinghe

Goodman‐Scott

Smith-Durkin

et al. 2022

Professional School Counseling

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Recent racial injustice has prompted school counselors to reexamine how their practices contribute to injustice. Many school counselors seek to engage in antiracism and advocacy. Multitiered systems of support (MTSS) strategies include data utilization, systemic collaboration, and multilevel practices within a school building. This article illustrates how school counselors who use MTSS can operate with an antiracist lens to dismantle policies and practices upholding white supremacy. School counselors utilizing MTSS are well positioned to adapt antiracist strategies.

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Section: Critical Race Theorymentioning

confidence: 99%

Supporting All Students: Multitiered Systems of Support from an Antiracist and Critical Race Theory Lens

Edirmanasinghe

Goodman‐Scott

Smith-Durkin

et al. 2022

Professional School Counseling

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“…This understanding is rooted in anti-oppression, or an approach to research, practice and prevention that situates ADV within the larger social context of intersecting oppressions (e.g., racism, sexism, colonialism; ( Crenshaw, 1991 )), and that works towards health equity through addressing root causes of disparities ( UBC , n.d.). From an anti-oppressive, critical theory perspective, then, power is seen as rooted in social structures that marginalize youth based on aspects of their identity (e.g., Bell, 1995 ; Collins, 2017 ; Crenshaw, 2017 ). These macro-level power inequities are critical to consider when studying ADV, but have infrequently been the focus of research ( Debnam & Temple, 2021 ).…”

Section: Adv and Social Power Relationsmentioning

confidence: 99%

Canadian Adolescents’ Experiences of Dating Violence: Associations with Social Power Imbalances

Exner‐Cortens

Baker

Craig

2022

J Interpers Violence

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A substantial minority of adolescents experience and use dating violence in their sexual and/or romantic relationships. Limited attention has been paid to exploring theory-driven questions about use and experience of adolescent dating violence (ADV), restricting knowledge about promising prevention targets for diverse groups of youth. To address this gap, this paper investigates whether factors tied to power imbalances (bullying, risk of social marginalization) are associated with patterns of ADV victimization and perpetration in a large sample of Canadian mid-adolescents. We used data from the 2017/2018 Health-Behavior in School-Aged Children (HBSC) study, a nationally representative sample of Canadian youth. Our study was comprised of adolescents who were in grades 9 or 10, and who had dated in the past 12 months (N = 3779). We assessed multiple forms of ADV and bullying victimization and perpetration. We also included six variables assessing adolescents’ risk of social marginalization: gender, race/ethnicity, immigration status, family structure, food insecurity, and family affluence. We used latent class analysis to explore the ways adolescents experience and use different forms of ADV, and then examined whether factors tied to power imbalances (bullying, social marginalization) were associated with classes of ADV. Three ADV classes emerged in our sample: uninvolved (65.7%), psychological and cyber victimization only (28.9%), and mutual violence (5.4%). Bullying was most strongly associated with the mutual violence class, suggesting a transformation of power from peer to romantic contexts. Social marginalization variables were associated with ADV patterns in different ways, highlighting the need to use a critical and anti-oppressive lens in ADV research and prevention initiatives.

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“…We come to this study through the intersection of critical race theory (CRT; Bell, 1995) and ecological systems theory (EST; Bronfenbrenner, 1979, 2001, 2005, Bronfenbrenner & Evans, 2000). CRT forms an interpretive framework developed by legal scholars of color to address issues of social justice and racial oppression in society (Crenshaw et al, 1995; Delgado, 1995; Hannon et al, 2019).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Preparing school counselors for social justice group counseling: Examining, power, privilege, and intersectionality

Ieva

Steen

Beasley

2022

Couns Edu & Supervision

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Given the sociopolitical climate of schools today and multiple crises, school counselors are poised to center healing engagement, antiracist education, and social emotional learning through group counseling. Therefore, counselor education programs must prepare and train social justice‐engaged school counselors with advanced group knowledge and skills to fuel the success of all P‐12 schools. This manuscript specifically explores the extent to which school counselors use the lens of power, privilege, and intersectionality within the screening, planning, implementation, and evaluation of small groups. Results indicate while school counselors are facilitating small group counseling, contradictions exist in training and school counselors’ implementation of small groups from the lens of power, privilege, and intersectionality to promote social justice and antiracist practices in schools. School counselors perceive they were trained in small group counseling from the lens of power, privilege, and intersectionality, however, they reported that they do not implement group counseling from the same lens.

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Who's Afraid of Critical Race Theory?*

Cited by 99 publications

References 0 publications

Supporting All Students: Multitiered Systems of Support from an Antiracist and Critical Race Theory Lens

Supporting All Students: Multitiered Systems of Support from an Antiracist and Critical Race Theory Lens

Canadian Adolescents’ Experiences of Dating Violence: Associations with Social Power Imbalances

Preparing school counselors for social justice group counseling: Examining, power, privilege, and intersectionality

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