The DOI matches its Crossref record; 50 of the 53 references it cites were found in a registry or an index.
Critical race theory, race and gender microaggressions, and the experience of Chicana and Chicano scholars
Abstract
Using critical race theory as a framework, this article provides an examination of how racial and gender microaggressions affect the career paths of Chicana and Chicano scholars. This paper reports on open-ended survey and interview data of a purposive sample of six Chicana and six Chicano Ford Foundation Predoctoral, Dissertation, and Postdoctoral Minority Fellows. There are three objectives for this study: (a) to extend and apply a critical race theory to the field of education, (b) to ''recognize,'' ''document,'' and analyze racial and gender microaggressions of Chicana and Chicano scholars, and (c) to ''hear'' the voice of ''discrimination's victims'' by examining the effect of race and gender microaggressions on the lives of Chicana and Chicano scholars. Three patterns of racial and gender microaggressions were found: (a) scholars who felt out of place in the academy because of their race and or gender, (b) scholars who felt their teachers professors had lower expectations for them, and (c) scholars' accounts of subtle and not so subtle racial and gender incidents. The article ends with possible directions for continued critical race theory research with scholars of color.
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“CRT scholars challenge the traditional claims by the education system to objectivity, neutrality, meritocracy, and equal opportunity (Solorzano, 1998).”
From In Pursuit of Antiracist Social Justice: Denaturalizing Whiteness in the Academic Library (2015) · cites this paper as Solorzano, 1998
In the citing paper
“White faculty and students project stereotypes and misconceptions onto students of color, often oblivious to the harm caused by their assumptions.”
From In Pursuit of Antiracist Social Justice: Denaturalizing Whiteness in the Academic Library (2015) · cites this paper as Solorzano, 1998
In the citing paper
“Black students often struggle against the presumption that they are not serious or hard-working (Solorzano et al., 2000;Davis et al., 2004;Solorzano, 1998).”
From In Pursuit of Antiracist Social Justice: Denaturalizing Whiteness in the Academic Library (2015) · cites this paper as Solorzano, 1998
In the citing paper
“In education, the epistemological foundations of CRT include the recognition that racism is central, permanent, and endemic to explaining individual experience in higher education.”
From In Pursuit of Antiracist Social Justice: Denaturalizing Whiteness in the Academic Library (2015) · cites this paper as Solorzano, 1998
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“Our model aligns with pedagogical practices outlined by Freire (1968), Gay (2000, 2002), Ladson-Billings (1995, 2014), Solorzano (1997, 1998), and Yosso (2005), all of whom have called for educators to teach students how to critique regressive practices in an already oppressive system, how to…”
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Metadata
- Authors
- Solorzano, D. G.
- Venue
- International Journal of Qualitative Studies in Education
- Publisher
- Informa UK Limited
- Published
- 1998-01
- Volume
- 11
- Issue
- 1
- Pages
- 121-136
- ISSN
- 0951-8398 (ISSN-L)
- 1366-5898
- OpenAlex
- W2087703491
- Semantic Scholar
- d887770d092b6a5c140900dd285d4259a347b962
- Cited by
- 1,132
- References
- 53
- Citations by year
- 2026: 26 · 2025: 47 · 2024: 86 · 2023: 53 · 2022: 67 · 2021: 75 · 2020: 97 · 2019: 83 · 2018: 57 · 2017: 66 · 2016: 74 · 2015: 64 · 2014: 66 · 2013: 59 · 2012: 44
- FWCI
- 8.73
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- International Journal of Qualitative Studies in Education (publishedVersion)
- Topics
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Social Sciences › Psychology › Applied Psychology › Career Development and Diversity
- Social Sciences › Sociology and Political Science › Racial and Ethnic Identity Research
- Keywords
- critical race theory, racial microaggressions, gender microaggressions, minority faculty, academic careers, teacher expectations, discrimination in higher education
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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