Table Of ContentHANDBOOK OF CRITICAL RACE THEORY
IN EDUCATION
This handbook illustrates how education scholars employ critical race theory (CRT) as a framework
to bring attention to issues of race and racism in education. It is the first authoritative reference
work to provide a truly comprehensive description and analysis of the topic, from the defining
conceptual principles of CRT in law that gave shape to its radical underpinnings to the political
and social implications of the field today. It is divided into six sections, covering innovations in
educational research, policy and practice in both schools and in higher education and the increasingly
interdisciplinary nature of critical race research. New chapters broaden the scope of theoretical
lenses to include LatCrit, AsianCrit and critical race feminism, as well as coverage of disability
studies, research methods and other recent updates to the field. This handbook remains the definitive
statement on the state of critical race theory in education and on its possibilities for the future.
Marvin Lynn is a Professor of Black Studies and Director of the Institute for Race and Education at
Portland State University in Oregon.
Adrienne D. Dixson is Professor of Critical Race Theory and Education at the University of
Illinois, Urbana-Champaign.
HANDBOOK OF CRITICAL
RACE THEORY IN
EDUCATION
Second edition
Edited by
Marvin Lynn and Adrienne D. Dixson
Second edition published 2022
by Routledge
605 Third Avenue, New York, NY 10158
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2022 Taylor & Francis
The right of Marvin Lynn and Adrienne D. Dixson, to be identified as
the authors of the editorial material, and of the authors for their individual
chapters, has been asserted in accordance with sections 77 and 78 of the
Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or
utilised in any form or by any electronic, mechanical, or other means, now
known or hereafter invented, including photocopying and recording, or in
any information storage or retrieval system, without permission in writing
from the publishers.
Trademark notice: Product or corporate names may be trademarks or
registered trademarks, and are used only for identification and explanation
without intent to infringe.
First edition published by Routledge 2013
Library of Congress Cataloging-in-Publication Data
Names: Lynn, Marvin, 1971– editor. | Dixson, Adrienne D., editor.
Title: Handbook of critical race theory in education / edited by Marvin
Lynn & Adrienne D. Dixson.
Description: Second edition. | New York, NY : Routledge, 2021. |
Includes bibliographical references and index.
Identifiers: LCCN 2020049670 (print) | LCCN 2020049671 (ebook) |
ISBN 9781138491717 (hardback) | ISBN 9781138491724 (paperback) |
ISBN 9781351032223 (ebook)
Subjects: LCSH: Critical pedagogy—Handbooks, manuals, etc. |
Racism in education—Handbooks, manuals, etc. | Discrimination in
education—Handbooks, manuals, etc.
Classification: LCC LC196 .H364 2021 (print) | LCC LC196 (ebook) |
DDC 370.11/5—dc23
LC record available at https://lccn.loc.gov/2020049670
LC ebook record available at https://lccn.loc.gov/2020049671
ISBN: 978-1-138-49171-7 (hbk)
ISBN: 978-1-138-49172-4 (pbk)
ISBN: 978-1-351-03222-3 (ebk)
DOI: 10.4324/9781351032223
Typeset in Bembo
by Apex CoVantage, LLC
“A disciple is not above his teacher, but everyone when he is fully trained will be like his teacher.”
Luke 6:40
We dedicate this book to the memory of Derrick A. Bell, the father of critical race theory. His unwavering
commitment to truth, justice and serving the “least of these” is an unparalleled model of scholar-activism
that we aspire to become. We hope that this contribution honors his legacy.
We must also honor and give thanks to Kimberlé Williams Crenshaw, who coined the term critical race
theory. While continuing to teach at Columbia and UCLA, she leads the African American Policy Forum,
which connects policy-makers, scholars, activists and educators. Thank you, Prof. Crenshaw, for putting
CRT to work!
Marvin dedicates this book to great teachers, leaders and professors like Audrey Donaldson, Selma Stewart
White, Valarie Williams, Sandra Jackson, Barbara Wallace and Daniel Solórzano to whom he owes
much gratitude.
Adrienne dedicates this book to her sons: Jordan and Jameel Paulin, you are always my sources of
inspiration. And to my father, Kenneth C. Dixson, Sr., who loved me fiercely and unconditionally and
who taught me to be critical and always ask questions. I love you, Daddy.
CONTENTS
Acknowledgments xi
Introduction 1
Marvin Lynn and Adrienne D. Dixson
SECTION I
Foundations of Critical Race Theory and Critical Race Theory in Education 7
1 The History and Conceptual Elements of Critical Race Theory 9
Kevin Brown and Darrell D. Jackson
2 Discerning Critical Moments 22
Richard Delgado and Jean Stefancic
3 Critical Race Theory—What It Is Not! 32
Gloria Ladson-Billings
4 Critical Race Theory’s Intellectual Roots: My Email Epistolary
With Derrick Bell 44
Daniel G. Solórzano
5 W.E.B. Du Bois’s Contributions to Critical Race Studies in Education:
Sociology of Education, Classical Critical Race Theory, and
Proto-Critical Pedagogy 62
Reiland Rabaka
6 Scholar Activism in Critical Race Theory in Education 79
Thandeka K. Chapman and James Crawford
vii
Contents
SECTION II
Intersectional Frameworks 91
7 SquadGoals: Intersectionality, Mentorship, and Women of Color
in the Academy 93
Cecelia E. Suarez, Devean R. Owens, Jamila D. Hunter, Crystal Menzies, and
Adrienne D. Dixson
8 Critical Race Theory Offshoots: Building on the Foundations of CRT
and Emphasizing the Nuances They Offer 108
José Del Real Viramontes
9 The Inclusion and Representation of Asian Americans and Pacific
Islanders in America’s Equity Agenda in Higher Education 125
Robert T. Teranishi and Loni Bordoloi Pazich
10 Examining Black Male Identity Through a Prismed Lens: Critical Race
Theory, Intersectionality, and the Complexities of Black Males’ Experiences 136
Rema Reynolds Vassar and Tyrone C. Howard
11 Other Kids’ Teachers: What Children of Color Learn From White
Women and What This Says About Race, Whiteness, and Gender 153
Zeus Leonardo and Erica Boas
12 The Last Plantation: Toward a New Understanding of the Relationship
Between Race, Major College Sports, and American Higher Education 166
Jamel K. Donnor
13 Doing Class in Critical Race Analysis in Education 179
Michael J. Dumas
14 Tribal Critical Race Theory: An Origin Story and Future Directions 191
Bryan McKinley Jones Brayboy
15 “Straight, No Chaser”: An Unsung Blues 203
Joyce M. McCall
16 Utilities of Counterstorytelling in Exposing Racism Within Higher Education 221
Chaddrick James-Gallaway and Lorenzo Baber
17 A DisCrit Abolitionist Imaginary: CRT, DisCrit, and the Abolition
of Youth Prisons 236
Subini Ancy Annamma, Jamelia Morgan, and Kyalamboka Brown
viii
Contents
SECTION III
Methods/Praxis 249
18 Blurring Boundaries: The Creation of Composite Characters in Critical
Race Storytelling 251
D.A. Cook and M. Bryan
19 No Longer Just a Qualitative Methodology: The Rise of Critical Race
Quantitative and Mixed-Methods Approaches 268
Jessica T. DeCuir-Gunby and Dina Walker-DeVose
20 Critical Race Quantitative Intersectionality: A Toiling
Movement-Building Paradigm That Refuses to “Let the Numbers
Speak for Themselves” 279
Alejandro Covarrubias, Argelia Lara, Pedro Nava, and Rebeca Burciaga
21 Confronting Our Own Complicity: Complexities and Tensions
of a Critical Race Feminista Praxis in Higher Education During
the Movement for Black Lives 296
Sylvia Mendoza Aviña, Socorro Morales, Dolores Delgado Bernal, and Enrique
Alemán
22 Still “Fightin’ the Devil 24/7”: Context, Community, and Critical
Race Praxis in Education 308
David Stovall
23 Countering They Schools: The Convergence of Dead Prez and
The Matrix as a Method of Promoting a Critical Conscious Intellectualism
in the Social Justice Education Project/Tucson’s Mexican American/Raza
Studies Program 321
Augustine F. Romero
24 Critical Race Theory and Education History: Constructing a
Race-Centered History of School Desegregation 330
ArCasia D. James-Gallaway and Adah Ward Randolph
SECTION IV
Critical Race Policy Analysis 343
25 The Policy of Inequity: Using CRT to Unmask White Supremacy
in Education Policy 345
David Gillborn
ix
