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Critical Race Studies in Education: Examining a Decade of Research on U.S. Schools

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Abstract

In this article, the authors critically synthesize how Critical Race Theory (CRT) as an emerging field of inquiry has been used as a tool of critique and analysis in K-12 education research. The authors point out that CRT has been used as a framework for examining: persistent racial inequities in education, qualitative research methods, pedagogy and practice, the schooling experiences of marginalized students of color, and the efficacy of race-conscious education policy. The authors explore how these studies have changed the nature of education research and stress the need for further research that critically interrogates race and racism in education.

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Authors and Affiliations

  1. Department of Curriculum & Instruction, University of Maryland, 2311 Benjamin Building, College Park, MD, 20742, USA

    Marvin Lynn

  2. University of Illinois at Urbana–Champaign, Urbana, IL, USA

    Laurence Parker

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  1. Marvin Lynn
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Correspondence to Marvin Lynn.

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Marvin Lynn is an Assistant Professor of Department of Curriculum & Instruction in University of Maryland, College Park. He completed his B.S., at DePaul University, Chicago, IL, M.A. at Teachers College, Columbia University, New York, NY and Ph.D. at University of California, Los Angeles. He has published articles in the area of Critical Race Theory and education and critical race pedagogy. He has also written a number of articles that explore the work and lives of Black male teachers.

Laurence Parker is Professor in the Department of Educational Policy Studies in University of Illinois, Urbana-Champaign. He completed his B.A., at Earlham College, Richmond, IN, M.A. and Ph.D. in University of Illinois at Urbana-Champaign. His current research examines Critical Race Theory and its connection to educational research, policy and practice in the k-12 and post-secondary settings. His research also examines social justice perspectives in educational administration, leadership and policy, particularly with respect to race and social class

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Lynn, M., Parker, L. Critical Race Studies in Education: Examining a Decade of Research on U.S. Schools. Urban Rev 38, 257–290 (2006). https://doi.org/10.1007/s11256-006-0035-5

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