More handpicked essays just for you.
Tenets of critical race theory
Critical essay on critical race theoryapproach
Tenets of critical race theory
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Since my research interest focuses on providing equity centered on students of color and of low-socioeconomic status (SES), I believe critical race theory is necessary in the preparation of school leadership. Mark A. Gooden (2004), an educational leadership researcher, argues that to improve the lives of those students who have been marginalized in this country requires educational leadership preparation programs that center on race. Furthermore, in support of the argument of issues of race in school leadership, Young & Lopez (2011) assert “ . . . when issues of race and racism are placed at the center of analysis, it opens up new possibilities for understanding leadership and organizational life, while disrupting our taken-for-granted assumptions …show more content…
(p. 87)
In the above statement, Lopez supports the use of CRT in school leadership because it provides a theoretical lens more inclusive to the needs of groups who have been alienated by our schools.
Meanwhile, Parker and Villapando (2007) argue for the use of CRT in school administration because it provides school leaders an opportunity to instill racial justice in schools through critically analyzing administrative policies and procedures embedded in their schools. Furthermore, educational researcher, Enrique Aleman Jr. (2009) suggests the following:
CRT can be used as an alternative strategy not only to prepare leaders to expose the ideologies hidden behind the sincerity and politeness in the political rhetoric but also to better equip Latino/a educational leaders who seek to use their positions to improve the state of education for Latino/a students. (p.
…show more content…
Pollack and Sabrina Zirkel, who utilized CRT to examine the development of oppositional resistance to an equity-focused school initiative at a California high school. The study analyzed Berkeley High School’s (BHS) attempt to reduce its student’s racial achievement gap disparities by restructuring its science laboratory instruction. The proposed equitable reform was to move the required science lab periods to before and after school, which was intended to serve all students—more specifically their struggling students. Yet, the untended consequence of this equity reform was that those students needing the individualize support were unable to attend and were rather negatively affected by this change; while those students from affluent families actually benefited the most from this reform. Interestingly, after school leaders recognized the failure of the reform and tried to return to the previous science lab structure what resulted was “Many of the affluent, more politically powerful parents of high achieving students, along with several of the school’s science teachers, quickly launched a well-organized campaign to reverse the decision to eliminate the before- and after-school labs” (p. 295). In short, this examination of BHS’s reform underscores those school leaders who desire to incorporate well-intention equity initiatives
1) Carbone II, Steven A. (2010). Race, Class, and Oppression: Solutions for Active Learning and Literacy in the Classroom. Student Pulse, 2.01. Retrieved from:
Published in American Educational Research Journal, this paper gives insight into how racial diversity stretches beyond educational engagement and social composition. The significant difference made by diversity-related efforts, such as hybridized racial interactions and policies is fully explored. The findings of the study presented can be generalized to the argument of institutional racism as this piece presents rationale against it. The limitations of paper is the insufficient detail regarding educational context needed to illustrate the steps institutions can take to apply diversity.
Professor’s comment: This essay assignment was designed to equip students with an understanding of academic research, theories, and concepts on race relations and then use that as a basis from which to critically think about, analyze, and develop strategies for change, both for themselves and for the world around them.
Topics of race and inequality are critical topics we continue to debate everyday in America. My research synthesis paper is about school segregation, and I wanted to identify how and why schools continue to be racially and socioeconomically segregated today. I will use these questions, as well as knowledge gained from scholarly articles, as a platform for my analysis of school segregation and its implications for students and communities. So I wanted to discover if integration still matters, do our schools need to be desegregated, and if not, then how can our schools become diverse and effective. Racial segregation, segregation and systemic oppression doesn’t just start in one place. There is a structure in place that makes all of the discrimination
We live in a society where race is seen as a vital part of our personalities, the lack of racial identity is very often an important factor which prevent people from not having their own identity (Omi & Winant, 1993). Racism is extemely ingrained in our society and it seems ordinary (Delgado & Stefanic, 2000), however, many people denounce the expression of any racist belief as immoral (Miles & Brown, 2003) highlighting the complicated nature of racism. Critical Race Theory tries to shed light on the issue of racism claiming that racism is ingrained in our society both in legal, cultural, and psychological aspects of social life (Tate, 1997). This essay provides us the opportunity to explore this theory and its influence in the field of education. The fisrt chapter is about the origins and the purpose of CRT, the second chapter is an analysis of the methodological tools of CRT, the third chapter highlights the key themes of CRT, the forth chapter provide us some useful information about the racial inequalities in education and the last chapter is about the influence of CRT in education and the way that it helps us to understand some racial inequalities that they take place in the field of education.
In 1995, the Carnegie Corporation commissioned a number of papers to summarize research that could be used to improve race relations in schools and youth organizations. One way to fight against racism is to “start teaching the importance of and strategies for positive intergroup relations when children are young”(Teaching Tolerance,). Bias is learned at an early age, often at home, so schools should offer lessons of tolerance and
The children and teachers Kozol interviews come from various urban cities in the nation – New York, Ohio and Massachusetts. Critical Race Theory came to mind throughout the reading because children facing injustices in the public school system are predominantly African-American and Latino. Although some of the schools presented in book claim diversity, school demographics show that there is very little diversity in those schools (Kozol, 2005, pp. 20-22). As such, the children from other ethnic backgrounds attending poorly funded schools are there because of their families’ low-incomes.
A leadership theory is a clarification of some features of leadership; theories have practical importance as they are being used for better understanding, anticipating, and controlling successful leadership. Hence, the main principle of any theory is to inform practice(Lussier and Achua 2009). Leadership theories could be classified into eight main categories: Great man, trait, behavioral, contingency, Situational, Participative, Relationship , management (Cherry 2010).
Despite the current demographics in education reform, creating diversity is possible. There is no other way to solve our current educational crisis. It begins here. With an understanding of the essentialism that exists in education reform. Stakeholders in the education reform movement, must make it a priority to begin to integrate the conversation. We must build deliberate collaborations and coalitions with black and brown communities and educators to engage in this dialogue. Education transformation will materialize as we get closer to the people we are trying to help.
Before you can summarize the concepts related to leadership theory, you have to define what leadership is. Leadership is a process of social influence in which one person can enlist the aid and support of others in the accomplishment of a common task or goals. The fundamental concept of leadership is indirection. In any organization, the leader indirectly impacts the performance of the organization through the performance of individual team members. To make that impact, the leader takes on the role of the coach, and the inspiratory. As the coach, the leader improves the performer's skills. As the inspiratory, the leader inspires the passion required for optimal performance. A good leader can make decisions with a clear mind and will listen to theirs but can run through every consequence and possibility in their head. They take every angle and come out with the best answer for the majority of the people or situations it effects. And will not let their emotions be shut off but will have feeling where it is needed.
“An array of knowledges, skills, abilities and contacts possessed and used by Communities of Color to survive and resist racism and other forms of oppression” encompasses the main idea of Community Cultural Wealth. It is vital to understand that students will step foot into the classroom with a variety of cultures zipped up in their backpacks, and it is our job as educators to make sure that equality is instilled/taught in our classrooms. The second a student feels a sense of discrimination, whether from ourselves or their fellow classmate(s), is when the safe and comforting environment of the classroom begins to diminish. Here I will discuss just how important it is to see the differences amongst students as an advantage
Once a school system drops their efforts to integrate schools, the schools in low-income neighborhood are left to suffer; not to mention that segregation in schools leads, not only to the neglect of schools, but the neglect of students as well. Resegregation quite literally divides the public schools into two groups “the good schools”, that are well funded, and “the bad schools”, that receive a fraction of the benefits-- more often than not the groups are alternatively labeled as “the white schools” and “the black schools” (and/or hispanic). Opportunities for the neglected students diminish significantly without certain career specific qualifications that quality education can provide-- they can’t rise above the forces that are keeping them in their situation.
Leadership has been described as a “complex process having multiple dimensions” (Northouse, 2013). Over the past 60 years, scholars and practitioners have introduced a vast amount of leadership models and theories to explain this complex field and examine its many perspectives. Numerous leadership theories and models have attempted to define what makes a leader effective. From the early 1900s, the trait paradigm dominated leadership literature, focusing on inherited traits of leaders and suggesting that “leaders are born, not made”. However, during the 1950s, the trait approach lost enthusiasm as focus shifted to the behavior of leaders. Similar to the trait theory, the behavioral paradigm was based on general effective leadership behaviors
Contingency theory though developed by some researchers in Ohios University in 1940s but, it was popularized by Fiedler in 1967. The theory according to Fiedler (F1967) saw leadership behavior as a functions of three situational factors: leader–member relations which is the degree of confidence, trust, and respect members have in their leader; task structure which is the degree to which the job assignments are procedurized (that is, structured or unstructured); and position power which is the degree of influence a leader has over power variables such as hiring, firing, discipline, promotions, and salary increases.
...adership Practices in Relation to Productivity and Morale." In D. Cartwright and A. Zander, Group Dynamics: Research and Theory, 2nd ed. (Elmsford, NY: Row, Paterson, 1960)