1. Dixson, A.D. & Rousseau, C.K. Presented by Tealia DeBerry

2. Smaller classes Qualified Teachers Graduate/ go on to great schools The “warm body” approach Low grad rate; move on to poor schools PROGRAM A / PROGRAM B

3. “Race remains a significant factor in society in general and education in particular” “Race is under-theorized as a topic of scholarly inquiry in education” INTRODUCTION

4. Race Property Rights CRT IN EDUCATION MEETS AT THE INTERSECTION OF

5. Property is a right rather than a physical object “the legal legitimation of expectations of power and control that enshrine the status quo as a neutral baseline.” RACE AS A PROPERTY

6. 30 ROCK

7. TRACKING

8. Low expectations Lack of academic rigor Focus on discipline K-12 Students Fernandez 2002 Teranishi 2002 TRACKING IN K-12 AND HIGHER EDUCATION

9. College Students at Research I institutions Solorzano 2001 TRACKING IN K-12 AND HIGHER EDUCATION Invisibility Low expectations by students and faculty Assumptions by others about their entrance

10. Feeling out of place Perspectives were ignored Lowered expectations Grad StudentsSolorzano 2008 TRACKING IN K-12 AND HIGHER EDUCATION

11. Epistemological racism Scholarship rendered into the margins Apartheid of knowledge ‘Scholars’ and Faculty Villapando 2002 Tate 1994 TRACKING IN K-12 AND HIGHER EDUCATION

12. Lower/ different expectations Lack of Voice COMMONALITIES

13. http://www.youtube.com/watch?v=8mo3TDMlRDk&feature=player_embed ded DO BLACK STUDENTS GET SUSPENDED MORE FREQUENTLY THAN WHITE STUDENTS?

14. Much of the article deals with the idea of “voice” “The construct of voice is important…the voice of people of color s required for a complete analysis of the educational system” VOICE

15. WHO HAS A VOICE IN THE EDUCATION SYSTEM Dominant Narratives Counter Narratives

16. ACTIVITY Counter- narrative Dominant Narrative

17. “The exclusion and marginalization of black male students from the school is taken, not as a cause for concern, but as a predictable, albeit unfortunate outcome of a reasonably fair system.” With counter narratives, it is “possible to juxtapose the dominant discourse represented in the voices of other students with the counterstory told by the black male students. IMPORTANCE OF NARRATIVES

18. There are two views of equality that Dixson and Rousseau examine in the aritle RESTRICTIVE VS EXPANSIVE RestrictiveExpansive

19. Equality is a result Looks for consequences Enlists institutional power VIEWS OF EQUALITY

20. Restrictive Equality is a process Downplay the outcomes Seeks to right future wrongs VIEWS OF EQUALITY

21. Tate (2003) High school math teachers were asked about the nature of equity Blamed inequities on socioeconomic status rather than systemic racism Teachers responded by stating that they “treated students equally” This represents the restrictive view Equity as equality of treatment/ no concern for outcomes VIEWS OF EQUALITY

22. Assimilation and Color-blindness as norms in education “The color-blind ideal in law serves to maintain racial subordination” COLOR-BLINDNESS

23. Color blind stance Equality as a process Prevents reflection on race Micro Aggression

24. “A miraculous mirage- an example of the unfulfilled hopes for racial reform”- Derrick Bell (2004) A growing number of African-American students and Latino/a students attending schools with a large proportion of minority students BROWN V. BOARD OF EDUCATION

25. Michigan Study (2001-2002) 63% of African-American/ Latino/a students attended schools that were 90- 100% Minority These schools faced conditions of OREFIELD AND LEE (2004) Concentrated Poverty Unequal educational opportunity

26. The expansive view attending to student outcomes and results was not pursued. BROWN V. BOARD OF ED.

27. CRT as a fuel for social transformation must be applied to an education setting The work of ensuring equity in schools involves continued study of legal literature (this provides a much-needed framework) CRT scholars should untie to strategies regarding how to address educational inequities CONCLUSION