By: Jessica T. DeCuir and Adrienne D. Dixson
Today I read all about how Critical Race Theory (CRT) can be applied as an analytical tool to address systematic racism in American schools. The components of CRT are designed to highlight the educational structures that drive the racial disparities against Black students. This includes how students develop a voice toward social action. They're voices are validated by giving them the opportunity for self-expression and how their reflections can be turned around and used as a tool to confront deterrent structures. Black students are often characterized as "other" by their White counterparts and school staff - they are constantly competing against the standards of having to be "normal" imposed by the dominant social classes. CRT principles are driven by 5 main components. For effective analysis, all 5 components must be applied for consistency in understanding and confronting disparaging structures in education. These are: counterstorytelling; the permanence of racism; Whiteness as property; interest convergence; the critique of liberalism.
An elite, predominantly White private high school is used as the context for how the 5 tenets of CRT can be applied to define the struggles two Black students face on a daily basis. Barbara and Malcolm are Black students who represent the small proportion of racial minorities at this school, and their experiences are examined as students in a school that attempts to promote "diversity". Each of the 5 components of CRT are applied and analyzed based on how they describe their lived experiences within the school. Specific situations are highlighted and examined through the lens of CRT. Through this process, these students build an awareness of the reasons why they are isolated from other students. Their sense of "otherness" is now in the forefront and they can feel the injustices. Their voices are converted into power used to destabilize these oppressive actions against them.
Counterstorytelling
Counterstorytelling is telling a story that "aims to cast doubt on the validity of accepted premises or myths, especially ones held by the majority". Through this process students can learn to express racist actions against them and how they can have voice as a marginalized group. They challenge the idea of "otherness" attributed to their racial stereotypes and how the status quo attributes of Whites are held at a higher standard. Barbara and Malcolm describe how they are still treated as "others" in a school that promotes racial integration and celebrates diversity.
Permanence of Racism
Racism is active and alive within all structures of society and it's important to recognize it's persistence. Racism exist in maintaining the hierarchical structures in society and how marginalized groups, through race and social class, are not seen as equals since they do not possess the same qualities as Whites. Their culture, race, and social class are considered inferior since they do not match those characteristics of the dominant White culture, which is what is considered as "normal". Malcolm describes a disciplinary action against one of his fellow White students after this wrote a threat to assault and kill a particular Black student outside of school. Malcolm as a member of the discipline council recommended the student be expelled for his comments, but school administration disagreed with this recommendation, instead suspending the student for his actions. CRT examines how the White student felt comfortable expressing defamatory and violent sentiments against a Black student from the school because racist expressions like these occur all the time. In addition, how the severity and consequences of his actions is diminished as a result of his privileged race.
Whiteness as Property
Whiteness is compared to the same rights one would attribute to property. Whites have specific rights or entitlements that have been devoted to them. Enrichment programs and rigorous curriculum is something designed and exclusively enjoyed by Whites. This design assures the success of Whites and not that of racial minorities. To address the notion of Whiteness as property, Barbara describes the restrictions imposed on an African-American student at the school. The student wanted to represent her African culture in her graduation ceremony by wearing a head cover normally worn by women in her native country. The school demanded that all students wear white color attire for graduation, therefore opposing this idea. In order to conform to this rule, she was limited to wearing an all white head cover which counters her desire to represent her colorful culture in this milestone event. The rules were established by the dominant White leaders at her school and wearing head attire is not something White students would normally engage in as part of their culture. It is culturally or racially unique, and that is not acceptable.
Interest Convergence
As a result of the Civil Rights movement and Brown vs. Board of Education, students of color were given equal ("superficial") rights that had been enjoyed by Whites for centuries. These rights now practiced by Blacks converged with the interests of Whites. They were not at all adapted to the needs of diversity. Malcolm shares an experience that highlights just this. On his first day as a freshman, students and faculty focused on the stereotype as Blacks being good athletes. They asked him about his assumed performance as a track and football athlete. They were interested in these traits because he could represent the school as an accomplished athlete and assist them in winning championships. They were solely interested in his physical abilities not academic attainment during his tenure at the school. This is an example of interest convergence, how the Black student has special abilities that will enhance the image of the White, elite school in sports.
Critique of Liberalism
The notion of colorblindness attributed to educational policies and practices is a tactic used to demonstrate that all racial classifications are treated equally. Although this ideology seems to embrace congeniality, it doesn't. Race and racial differences should be spoken about, not hidden behind this idea that educational policies are designed to meet the needs of all students. But students of color have very different needs than their White counterparts. If the aim is for all students to excel, race needs to be at the forefront. Different demographic groups have varying needs and those should be adapted to meet the challenges they face. In addition, adaptations or resources that are meant to support marginalized students are vaguely implemented or in incremental amounts. They exist to show that special supports are in place for this population to demonstrate that all social classes and racial groups are included and considered, when in fact they are poorly implemented. For example, Barbara expresses that the school has one staff member who is responsible for implementing all programs around topics of diversity. This includes conducting multicultural professional development for all staff, diversity education for students, and all other activities on diversity. Although the school does have diversity awareness in place it is limited to one staff member, a heavy load for one person. This is representative of the limited, incremental implementation of issues that are meant to support marginalized communities.
