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The field of critical race theory has gotten increasingly more attention as an emerging perspective on race, the law, and policy. Critical race theory examines the social construction of the law, administrative policy, electoral politics, and political discourse in the U.S. Race Is
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Race Is . . . Race Isn't This page intentionally left blank Critical Race Theory and Qualitative Studies in Education EDITED BY Laurence Parker Sofia Villenas A Member of the Perseus Books Group All ~ g h treserved. s 13rintedin tfic United States of America, No part of this publicaGon may be reproduced or trai-tsmiltted in any form or by any meansr eledronic or mchanical, including photocopy recording, or any information storage and retrieval system, without pcrdssion in writing from the publishcr. Copy~ght8 1999 by Westview 13ress,A Member of tfic 13erseusBooks Group P~fblislicdin 1999 in tfic United States of Amcl"ica by Westview Press, 5500 Ccntral Avenue, Bouldcr, Colorado 80301-2877, and in thc United Kil-tgdorn by Westvirw Pmss, 12 Hid's Copse Road, Curnnor Hill, Oxford OX2 911 Library of Congrcss Catalogng-in-13ublicationData Racc is . . . race isn? : critical race theory and qualitative skdies in education / edited by Laurcnce Parker, Donna Dcyhle, Sofia Wllenas, p. cm. Includes bibliograpkcal references and index. ISBN 0-8133-9069-9 1. Minor;itieeEducation-United States. 2.I;lacism-Ui-tited rclittic>ns, 4. Discr;r~natic>n in States, 3, Uiiited State-Race education-United States, I, Parker, taurcnce, XI. Deyhle, Donna. IIX. Villcnas, Sofia A, LC3731.R27 1999 306.43-dc24 99-11946 CIP 3"lIe paper used in this publicaGon m e t s the requirements of the American National Standard for Permanence of XSapcrfor Printed Library Materials 239.48-1%8. Contents vii Introduction to Critical Race met)ry in Educational Research and Praxis, Davia RoiChntayr I Just What Is Crilical Race Theory and l What's It Doing in a Nice Field Like Education? Glorin Ladson-Billings 2 Critical Race Theory and Praxis: Chicano(a)/Latino(a) and Navajo Struggles for Dignity, Educational Equity and Social 31 Justice, Sofa Villcnas, Dunnu Deyhle, and Lnurence Parker 3 "iAdelante!" : Toward Social Justice and Empowerment in Chicana / o Communities and Chicitna o Shndies, Mart P i z ~ r r o 53 Research Mehods as a Situated Response: 4 Toward a First Nations' Methodology Mary Herjltes Toward a Definition of a Latino Family Research Paradigm, 5 N i h a M. Hidaktl l01 Formakons of Mexicananessr Pellzas de idelttidades Q nrdltiples (Growing Up Mexicans: Braids of Multiple Identities), Fvnncisca E. Conzdez lace, Class, Gender, and Classroom Discourse, 7 Marlia Barzniztg Critical Race Theory and Interest Convergence 8 in the Desegregation of Higher Education, Edward Tayfsr 9 Negotiating Borders of Consciousness in the Pursuit of Education: Identity Politics and Gender of SecondGeneration Korean American Women, Lella Domy ung 61.rae 10 Separate and Still Unequal: Legal Challenges to School Tracking and Ability Grouping in America's Public Schools, Paul E. Greelz 11 Conclusion, WiElinm F. Tale IV About ttfe Editars aalld Conkz'bzitors Index 205 Acknowledgments Many friends and colleagues deserve thanks for their help and assistance on this project. First of all, we would like to thank the staff at Westview Press, including Lisa Wigutoff and Rebecca Ritke, our production and copy editors, respectively; and especially Catherine Murphy for taking an interest in our prospectus and working with us toward publication. Second, we thank the editors of the lvrtcvvrafionnl b u r ~ z n lof QE~nEidntiue Stlrdies i ~ zEducation (QSE), especially James Joseph Scheurich and Douglas Foley, for giv