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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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Cited by
Sorted by citations
Whose culture has capital? A critical race theory discussion of community cultural wealth
Yosso *, T. J. (2005) · Race Ethnicity and Education · doi:10.1080/1361332052000341006 · Cited by 8,663
“Thank you to Daniel G Solórzano who originally conceptualized cultural wealth.”
BackgroundInfluentialCritical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research
Solórzano, D. G., & Yosso, T. J. (2002) · Qualitative Inquiry · doi:10.1177/107780040200800103 · Cited by 4,257
“To accomplish this task, we borrow from the works of Strauss and Corbin (1990) and Dolores Delgado Bernal (1998).”
BackgroundMethodInfluentialExamining Transformational Resistance Through a Critical Race and Latcrit Theory Framework
Solórzano, D. G., & Bernal, D. D. (2001) · Urban Education · doi:10.1177/0042085901363002 · Cited by 1,674
“…visible members of one’s own racial/ethnic and/or gender group who actively demonstrate a commitment to social justice, whereas transformational mentors use the aforementioned traits and their own experiences and expertise to help guide the development of others (Blackwell, 1988; Solorzano, 1998b).”
BackgroundBernal, D. D. (2002) · Qualitative Inquiry · doi:10.1177/107780040200800107 · Cited by 1,524
“Therefore, it is important to note that each of the defining elements “is not new in and of itself, but collectively, they represent a challenge to the existing modes of scholarship” (Solórzano, 1998, p. 123).”
BackgroundToward a Tribal Critical Race Theory in Education
Brayboy, B. M. J. (2005) · The Urban Review · doi:10.1007/s11256-005-0018-y · Cited by 1,265
“Solorzano (1998) writes, ‘‘Although race and racism are at the center of a critical race analysis, they are also viewed at their intersection with other forms of subordination such as gender and class discrimination’’ (p. 122).”
Background
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
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