Critical race theory, race and gender microaggressions, and the experience of Chicana and Chicano scholars

“In the absence of Latina/o faculty mentorship, it can be difficult for Latinas to make meaning of a doctoral student identity, which can contribute to perceptions of marginalization (Solórzano, 1998).”

“These navigation approaches affirm multiple and diverse identities and perspectives, challenge dominant and marginalizing cultural norms, and support students in dealing with the regular “microaggressions” (Solórzano, 1998) that stem from the anti-migrant policy regime.”

“Solorzano (1998), for example, found that Chicana/o students often experience microaggressions that negatively affect their experiences on campus.”

“In our study, we also integrated CHAT and CRT, using Latino critical race theory (LatCrit) in particular, to understand the complex contexts of teacher education partnerships and the learning experiences of teachers who teach minority students in these spaces.”

“both culture shock and microaggressions, or the side comments/acts that indicate stereotypes and biases based on race, class, nationality, and other identities (Solórzano, 1998; Sue et al., 2007).”

“Exclusion of Indigenous ways of knowing in this way runs the risk of conforming to historical education policy practices that have been used to subordinate Indigenous people historically (Nakata et al. 2012; Solórzano 1998).”

“For example, in the case of transfer students, their first semester is when many experience “transfer shock,” a drop in GPA in their first semester after transferring (Taylor & Jain, 2017).”

“Both CCW and Asiancrit originate from critical race theory (CRT; Bell, 1987; Delgado & Stefancic, 2017) in education (Ladson-Billings & Tate, 2016; Solorzano, 1997, 1998) and highlight the centrality of race, racism, and racialization to the experiences of communities of color (Bell, 1987).”

“Such changes and interventions require addressing the microaggressions (Solórzano, 1998; Solórzano, Ceja, & Yosso, 2001), racial battle fatigue (Smith, Allen, & Danley, 2007), and racial trauma (Carter, Forsyth, Mazzula, & Williams, 2005; Harrell, 2000) that minoritized populations on college campuses experience.”

“Theoretical Framework Critical Race Theory (CRT) is a theoretical construct that provides scholars tools to disrupt notions of race and racism in education (Solórzano, 1998).”

“…opportunity that promotes positive selfconcepts among individuals from URGs; it invites each person to combine their social identities with their professional science identity without question and to participate as their whole selves (Solorzano, 1998; Case and Hunter, 2012; Johnson et al., 2011).”

“Across academe, these perceptions of students of African descent confirm that antiblackness unfurls as hostile, unwelcoming, and dangerous (Guiffrida & Douthit, 2010; Rankin & Reason, 2005; Sol orzano et al., 2000) with negative psychological, physiological and behavioral effects that adversely impact student academic…”

“…(Ezzani and Brooks 2015; Khalifa 2011); and experience physical violence and/or microaggressions, the commonplace spoken or unspoken slights that communicate hostile, disparaging, or negative attitudes towards minoritized individuals and groups (Brooks and Brooks 2013; Solórzano 1998; Sue 2010).”

“These findings are consistent with a study by Sol ó rzano [183].”

“Furthermore, microaggressions are manifested in verbal, non-verbal, or visual actions often directed (intentionally or unintentionally) towards people of color or people who are socially constructed as disadvantaged based on some single or combined status marker such as lack of ability in society’s official language (…”

“While counter-narratives are intended to be empowering communications that challenge oppressive ideologies (Delgado & Stefancic, 2012; Solórzano, 1998) the counter-narratives presented in this course (via readings, videos, guest speakers) may have had a silencing effect on students.”

“The use of CRT to explore the experiences of other racialized groups, including Latino/as (Delgado Bernal 2002), Chicano/as (Solorzano 1998) and Asian Americans (Chang 1993), is indicative of this broadening of academic and activist visions, and underlies our discussion of the racialization of religious minorities in…”

“CRT has been used to make institutionalized racism visible by attending to how educational theories, policies, and teaching practices have subordinated certain racial and ethnic groups (Solórzano, 1998).”

“CRT has four primary tenets in education (Solórzano, 1998).”

“This recognizes the first principles of QuantCrit as well as the first tenet of CRT on the intercentricity of race and racism (Solórzano, 1998).”

“This study sheds light on this topic through couple and individual interviews with nine heterosexual URM faculty couples, and was guided by the following question: What racialized challenges do URM faculty couples encounter at predominantly White institutions (PWIs)? I leveraged critical race theory (CRT) to interroga…”

“My methodological approach acknowledges “that the experiential knowledge of women and men of color is legitimate, appropriate, and critical to understanding, analyzing, and teaching about racial subordination in the field of education” (Solórzano 1998:122).”

“Critical Race Theory (CRT) may provide a useful perspective to help explain the unwelcoming academic environment faculty of color face by examining race, racism, and society (Delgado and Stefanic 1993; Ladson-Billings 2009; Solorzano 1998).”

“For example, the racialized identities of high school (Carter 2005; Nasir 2012) and college students of color (Beasley 2011; McCabe 2009; Solórzano 1998) allow them to draw upon resources such as shared histories, cultural practices, and relatives ’ survival narratives as sources of strength.”

“Microaggression refers to discriminatory actions against a race, ethnicity, or group that are incessant and cumulative, yet subtle, and often visible only to the people who experience the discrimination (Davis, 1988; Pierce, 1974; Solorzano, 1998; Sue et al., 2007).”

“…of microaggressions centered on black experiences with racism, but scholars have recently documented how racism is enacted through microaggressions for other racial and ethnic groups in the United States (Harris 2017; Nadal et al. 2012; Solorzano 1998; Solorzano et al. 2000; Sue et al. 2007).”

“The central tenets of critical race theory applied to the field of education, create five themes directing perspectives, research methodology, and pedagogy (Hernández, 2016, Solórzano, 1998; Solórzano & Yosso, 2001).”

“, 2013), increased feelings of stress (Torres-Harding, 2012), and the exclusion of scholars of color from educational research (Solórzano, 1998).”

“Even seemingly minor acts can challenge organizational logic and dominant discourses (Solorzano, 1998).”

“In this paper, I aim to build on the tensions noted in the field by integrating CRT (Solórzano, 1998), the concept of nepantlera (Anzaldúa, 1987, 2002), and CFE (Delgado Bernal, 1998).”

“Solórzano (1998) defined five tenets of CRT in education that guide our research and emerging analysis: (1) The centrality and intersectionality of race and racism, (2) The challenge to the dominant ideology, (3) commitment to social justice, (4) centrality of experiential knowledge, and (5) a…”

“Since the 1990s, education scholars have employed CRT to understand how systemic racism persists at different levels of the U.S. educational system and how these prejudice-based narratives can be challenged in order to seek liberation for racialized students (Solórzano, 1998).”

“Primarily rooted in critical race theory (Bell, 1995; K. Crenshaw & Gotanda, 1995; Solórzano, 1998), the idea of Community Cultural Wealth rejects deficit adaptations of cultural capital that positions students of color as “disadvan-taged” (Yosso, 2005).”

“…scholars have drawn on the lived experiences of Chicanas/os to examine micro and macro aggressions based on race, class, and gender and how these impacted Chicanas/os in schools, universities, and in their careers (Covarrubias & Lara, 2014; Delgado Bernal, 1998; Moreno, 1999; Solórzano, 1998).”

“Many of CRT’s theoretical advances have been predicated on storytelling, and the extent to which the framework can ‘recognize, utilize, and analyze the multiple voices and experiences with racism and sexism’ embedded in these stories (Solórzano,1998).”

“Originally developed to address racial inequities through the legal system (Crenshaw, 2011; Tate, 1997), CRT was applied to education by scholars who wanted to confront and transform racial oppression within the education system (Ladson-Billings, 1998; Solorzano, 1998).”

“Solórzano (1998) defines Critical Race Theory in education as a framework that “challenges the dominant discourse on race and racism as they relate to education by examining how educational theory, policy, and practice are used to subordinate certain racial and ethnic groups” (p. 122).”

“We used CCW, which is rooted in critical race theory (CRT), which examines how institutionalized bias impacts educational structures, practices, and discourses (Solórzano, 1997, 1998).”

“…adopting and advancing critical race theory from critical legal studies into education as an essential conceptual tool (Ladson-Billings, 2004; Ladson-Billings & Tate, 1995; Lynn & Dixson, 2022; Solorzano, 1998)—critiquing a race, gender, and class analysis for a more concentrated focus on race.”

“With this theory, (1) the centrality and intersectionality of race and racism, (2) the challenge to the dominant ideology, (3) the commitment to social justice, (4) the centrality of experiential knowledge, and (5) the interdisciplinary perspective (Solórzano, 1998) were emphasized.”

“Additionally, the study identified a thread among scholars who oftentimes ‘felt out of place in the academy because of their race and/or gender’ (Solorzano, 1998, p. 127).”

“CRT within education is an evolving methodological, conceptual, and theoretical construct that attempts to examine and disrupt race and racism in education (Solorzano, 1998).”

“…meritocracy, color blindness, and race neutrality, especially in access to education, recognizing such claims act as a camouflage for the self-interest, power, and privilege of dominant groups (see Bell 1987; Calmore 1992; Delgado 2003; Ladson-Billings 1998; Solórzano 1998; Zamudio et al. 2011).”

“Les tenants de la Critical Race Theory (Dei, 2013 ; Delgado Bernal, 2002 ; James, 2009 ; Ladson-Billings, 1998 ; Sleeter, 2012) (Solorzano, 1998).”

“In the United States, it is impossible to understand fully the significance of gender without appreciating the way in which gender intersects with race and class (Crenshaw, 1989; Solórzano, 1998).”

“…sometimes unconscious exchanges are in fact viewed by offenders as harmless—even complimentary—although evidence reveals they can cause psychological distress and evoke stereotypes associated with one’s intellectual ability (Constantine & Sue, 2007; Solorzano, 1998; Solorzano, Ceja, & Yosso, 2000).”

“CRT in education is defined as ‘a framework or a set of basic perspectives, methods, and pedagogy that seeks to identify, analyze, and transform those structural, cultural, and interpersonal aspects of education that maintain the subordination of scholars of color’ (Solorzano, 1998, p. 123).”

“Spearheaded by activists, legal scholars, and lawyers, CRT grew from the disciplines of law, sociology, and ethnic and women’s studies (Sol orzano, 1998) and expanded throughout the late 1980s, as like-minded individuals united to “combat the subtler forms of racism that were gaining ground” (Delgado & Stefancic, 2012…”

“123);(1) and 2) CRT places a value on the experiences and applied knowledge of minority cultures (Solorzano, 1998), examining the lives of real people to understand how actual events have shaped their understandings and status.”

“Finally, CRT is committed to racial and social justice (Solórzano 1998).”

“Thus, they were able to draw on their career development experiences in the academy of engineering as well as social and psychological supports to enhance their navigational skills and functioning in STEM spaces [68,69].”

“…introduced CRT to education in the mid-1990s in their critique of multicultural education and civil rights law, and many education scholars (e.g., Brown & Jackson, 2021; Solórzano, 1998) have since used CRT as a tool for highlighting the systems and impacts of racial inequality in their research.”