You can't erase race! Using CRT to explain the presence of race and racism in majority white suburban schools

References

• Banks, J. A. (1995). Multicultural education: Historical development, dimensions, and practice. In C. M. Banks (Ed.), Handbook of research on multicultural education (pp. 3–24). New York, NY: MacMillan.
   Google Scholar
• Banks, J. A. (2007). Educating citizens in a multicultural society. New York, NY: Teachers College Press.
   Google Scholar
• Bell, D. A. (2004). Silent covenants: Brown v. board of education and the unfulfilled hopes for racial reform. Oxford, New York, NY: Oxford University Press.
   Google Scholar
• Bonilla-Silva, E. (2009). Racism without racists. Colorblind racism and the persistence of racial inequality in America (3rd ed.). New York, NY: Roman & Littlefield.
   Google Scholar
• Carter, D. J. (2007). Why the Black kids sit together at the stairs: The role of identity-affirming counter-spaces in a predominantly White high school. Journal of Negro Education, 76(4), 542–554. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=508007943&site=ehost-live
   Google Scholar
• Carter, D. J. (2008). Achievement as resistance: The development of a critical race achievement ideology among Black achievers. Harvard Educational Review, 78(3), 466–497. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=508008080&site=ehost-live
   Web of Science ®Google Scholar
• Chapman, T. K. (2007). The power of contexts: Teaching and learning in recently desegregated schools. Anthropology & Education Quarterly, 38(3), 297–315. doi:10.1525/aeq.2007.38.3.297
   Web of Science ®Google Scholar
• Crenshaw, K. W. (2011). Twenty years of critical race theory: Looking back to move forward. Connecticut Law Review, 43(5), 1253–1351. Retrieved from http://archive.connecticutlawreview.org/documents/Crenshaw.pdf
   Google Scholar
• Diamond, J. B. (2006). Still separate and unequal: Examining race, opportunity, and school achievement in ‘Integrated’ suburbs. Journal of Negro Education, 75(3), 495–505. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=507901896&site=ehost-live
   Google Scholar
• Diamond, J. B., Lewis, A. E., & Gordon, L. (2007). Race and school achievement in a desegregated suburb: Reconsidering the oppositional culture explanation. International Journal of Qualitative Studies in Education, 20(6), 655–679. doi:10.1080/09518390701630791
   Google Scholar
• Fredricks, J. A., & Eccles, J. S. (2006). Is extracurricular participation associated with beneficial outcomes? Concurrent and longitudinal relations. Developmental Psychology, 42(4), 698–713. doi:10.1037/0012-1649.42.4.698
   PubMed Web of Science ®Google Scholar
• Goldsmith, P. R. (2011). Coleman revisited: School segregation, peers, and frog ponds. American Educational Research Journal, 48(3), 508–535. doi:10.3102/0002831210392019
   Web of Science ®Google Scholar
• Grant, C. A., & Sleeter, C. E. (1989/1997). Turning on learning: Five approaches for multicultural teaching plans for race, class, gender, and disability. Columbus: Merrill.
   Google Scholar
• Henfield, M. S., Moore, J. L., & Wood, C. (2008). Inside and outside gifted education programming: Hidden challenges for African American students. Exceptional Children, 74(4), 433–450. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=508079747&site=ehost-live
   Web of Science ®Google Scholar
• Huidor, O., & Cooper, R. (2009). Examining the socio-cultural dimension of schooling in a racially integrated school. Education and Urban Society, 42(2), 143–167. doi:10.1177/0013124509350047
   Web of Science ®Google Scholar
• Johnson, M. K., Crosnoe, R., & Elder, G. H. Jr. (2001). Students' attachment and academic engagement: The role of race and ethnicity. Sociology of Education, 74(4), 318–340. doi:10.2307/2673138
   Web of Science ®Google Scholar
• Kambrelis, G., & Dimitriadis, G. (2005). Focus groups: Strategic articulations of pedagogy, politics, and inquiry. In N. Denzin & Y. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 887–907). Los Angeles, CA: Sage.
   Google Scholar
• Kincheloe, J. (1993). Representations of identity and difference in education. In L. A. Castenell Jr., & W. F. Pinar (Eds.), Understanding curriculum as racial text (pp. 249–262). New York, NY: State University of New York Press.
   Google Scholar
• King, J. E. (1991). Dysconscious racism: Ideology, identity, and the miseducation of teachers. The Journal of Negro Education, 60(2), 133–146. doi:10.2307/2295605
   Google Scholar
• Ladson-Billings, G., & Brown, K. (2008). Curriculum and cultural diversity. In F. M. Connelly, F. H. Ming, & J. Phillion (Eds.), The SAGE handbook of curriculum and instruction (pp. 153–175). Los Angeles, CA: Sage.
   Google Scholar
• Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47–68. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=508572449&site=ehost-live
   Web of Science ®Google Scholar
• LeCompte, M. D. (2000). Analyzing qualitative data. Theory into Practice, 39(3), 146–154. doi:10.1207/s15430421tip3903_5
   Web of Science ®Google Scholar
• Lewis, A. E. (2003). Race in the schoolyard: Negotiating the color line in classrooms and communities. New Brunswick, NJ: Rutgers University Press.
   Google Scholar
• Lopez, G. R. (2003). The (racially neutral) politics of education: A critical race theory perspective. Educational Administration Quarterly, 39(1), 68–94. doi:10.1177/0013161X02239761
   Web of Science ®Google Scholar
• Lopez, I. H. (2006). Colorblind to the reality of race in America. The Chronicle Review, 53(11), B6.
   Google Scholar
• Lynn, M. (2004). Inserting the race into critical pedagogy: An analysis of race-based epistemologies. Educational Philosophy & Theory, 36(2), 153–165. doi:10.1111/j.1469-5812.2004.00058.x
   Google Scholar
• McLaren, P. (1994). White terror and oppositional agency: Towards a critical multiculturalism. In D. T. Goldberg (Ed.), Multiculturalism: A critical reader (pp. 33–70). Malden, MA: Blackwell.
   Google Scholar
• Miles, M., & Huberman, A. M. (1994). Qualitative analysis: An expanded source book (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Milliken v. Bradley. 418 US 717 (1974).
   Google Scholar
• Nieto, S. (2000). Affirming diversity: The sociopolitical context of multicultural education (3rd ed.). New York, NY: Allyn & Bacon.
   Google Scholar
• Nieto, S., & Bode, P. (2008). Affirming diversity: The socio-political context of multicultural education (4th ed.). New York, NY: Addison Wesley Longman.
   Google Scholar
• Nieto, S., Bode, P., Kang, E., & Raible, J. (2008). Identity, community, and diversity: Retheorizing multicultural curriculum for the postmodern era. In F. M. Connelly, M. F. He, & J. Phillion (Eds.), Handbook of curriculum and instruction (pp. 176–197). Los Angeles, CA: Sage.
   Google Scholar
• Oakes, J. (1985). Keeping track: How schools structure inequality. Princeton, NJ: Yale Press.
   Google Scholar
• O'Connor, C., Mueller, J., Lewis, R., Rivas-Drake, D., & Rosenberg, S. (2011). ‘Being’ black and strategizing for excellence in a racially stratified academic hierarchy. American Educational Research Journal, 48(6), 1232–1257. doi:10.3102/0002831211410303
   Web of Science ®Google Scholar
• Ogbu, J. U. (2003). Black American students in an affluent suburb: A study of academic disengagement. Mahway, NJ: Lawrence Erlbaum.
   Google Scholar
• Orfield, M. (2002). American metro politics: The new suburban reality. Washington, DC: Brookings Institute.
   Google Scholar
• Palmer, D. (2010). Race, power, and equity in a multiethnic urban elementary school with a dual-language ‘Strand’ program. Anthropology & Education Quarterly, 41(1), 94–114. doi:10.1111/j.1548-1492.2010.01069
   Web of Science ®Google Scholar
• Pollock, M. (2005). Colormute: Race talk dilemmas in an American school. Princeton, NJ: Princeton University Press.
   Google Scholar
• Rist, R. (1970). Student social class and teacher expectations: The self-fulfilling prophecy in ghetto education. Harvard Educational Review, 40(3), 411–451. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=507726591&site=ehost-live
   Web of Science ®Google Scholar
• Saddler, C. A. (2005). The impact of Brown on African American students: A critical race theoretical perspective. Educational Studies: American Educational Studies Association, 37(1), 41–55. doi:10.1207/s15326993es3701_5
   Google Scholar
• Shernoff, D. J., & Schmidt, J. A. (2008). Further evidence of an engagement-achievement paradox among US high school students. Journal of Youth and Adolescence, 37(5), 564–580. doi:10.1007/s10964-007-9241-z
   Web of Science ®Google Scholar
• Solorzano, D., & Yosso, T. (2001). From racial stereotyping and deficit discourse toward a Critical Race Theory. Multicultural Education, 9(1), 2–8. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=507717093&site=ehost-live
   Google Scholar
• Tarca, K. (2005). Colorblind in control: The risks of resisting difference amid demographic change. Educational Studies: Journal of the American Educational Studies Association, 38(2), 99–120. doi:10.1207/s15326993es3802_3
   Google Scholar
• Teranishi, R. T. (2002). Asian Pacific Americans and critical race theory: An examination of school racial climate. Equity & Excellence in Education, 35(2), 144–154. doi:10.1080/713845281
   Google Scholar
• Urrieta, L. (2006). Community identity discourse and the Heritage Academy: Colorblind educational policy and White supremacy. International Journal of Qualitative Studies in Education (QSE), 19(4), 455–476. doi:10.1080/09518390600773197
   Google Scholar
• Wells, A. S., Baldridge, B. J., Duran, J., Grzesikowski, C., Lofton, R., Roda, A., Warner, M., & White, T. (2009). Boundary crossing for diversity: Equity and achievement. Inter-district school desegregation and educational opportunity. Cambridge, MA: Charles Hamilton Houston Institute for Race and Justice. Harvard University.
   Google Scholar
• Yosso, T. J. (2002). Toward a critical race curriculum. Equity & Excellence in Education, 35(2), 93–107. doi:10.1080/713845283
   Google Scholar