Using critical race theory to support Black students in schools: A call to educators

ABSTRACT

Recent events in the United States have made it clear that all institutions must examine their system and engage in social change. Educators are positioned to be social advocates (with the proper training), who play a unique role in helping to implement policies that promote social justice and equity, especially for Black students in the educational system. As schools engage in efforts to promote anti-racist practices, educators can lend their expertise to ensure that these changes provide adequate support for racially and ethnically minoritized (REM) students. This paper describes how educators can use a Critical Race Theory (CRT) framework to inform school wide policies and practices that encourage positive schooling experiences and outcomes among Black students. Specific strategies are provided.

KEYWORDS:

• Racism
• discrimination
• racial socialization
• Black youth

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Danielle Balaghi

Danielle Balaghi is now at the Department of Psychology, Michigan School of Psychology. Correspondence regarding this article should be addressed to Danielle Balaghi, Michigan School of Psychology, 26811 Orchard Lake Rd, Farmington Hills, MI 48334. Email: [email protected]. Danielle Balaghi is a graduate professor at the Michigan School of Psychology. She received her PhD in School Psychology from Michigan State University. Dr. Balaghi currently studies ethnic discrimination, religiosity, intersectionality, and psychological well-being in Arabs and Arab American children and adolescents. She also studies contextual factors, such as ethnic enclaves, in relation to resilience and discrimination.

Chimereodo Okoroji

Chimereodo Okoroji is Children’s Hospital of Philadelphia, 3401 Civic Center Blvd, Philadelphia. Email: [email protected] Chimereodo Okoroji earned her PhD in School Psychology from Michigan State University. She is currently a Postdoctoral Fellow for Academic Diversity at Children’s Hospital of Philadelphia. Dr. Okoroji’s current research is focused on barriers and facilitators to engagement with integrated behavioral health services. Dr. Okoroji’s broader scientific interests include community-based research, racial identity development, effects of childhood experiences of discrimination on well-being, and parental racial socialization practices.