"I don't think I'm a racist": Critical Race Theory, teacher attitudes, and structural racism

Sabina E. Vaught, Angelina E Castagno

Research output: Contribution to journalArticle

96 Citations (Scopus)

Abstract

This article is an ethnographic examination of teacher attitudes towards race, racism, and White privilege in response to anti-bias in-service trainings in two major U.S. urban school districts through the theoretical lens of Critical Race Theory. We employ the analytic tools of Whiteness as property to make sense of the messages teachers perceived and developed about race and racism. Further, we examine what teacher attitudes reveal about the structural dimensions of racial inequity in schooling and achievement. We argue that the racial attitudes expressed by teachers in this study are illustrative of larger structural racism that both informs and is reinforced by these attitudes and their manifestation in practice.

Original languageEnglish (US)
Pages (from-to)95-113
Number of pages19
JournalRace Ethnicity and Education
Volume11
Issue number2
DOIs
StatePublished - Jul 2008

Fingerprint

racism
teacher attitude
teacher
privilege
education
district
examination
trend
school

Keywords

  • Critical Race Theory
  • Race
  • Teacher attitudes
  • Teacher training
  • Whiteness

ASJC Scopus subject areas

  • Geography, Planning and Development

Cite this

"I don't think I'm a racist" : Critical Race Theory, teacher attitudes, and structural racism. / Vaught, Sabina E.; Castagno, Angelina E.

In: Race Ethnicity and Education, Vol. 11, No. 2, 07.2008, p. 95-113.

Research output: Contribution to journalArticle

@article{d2e7d936cd4e490fbfffa42b9baedb5a,
title = "{"}I don't think I'm a racist{"}: Critical Race Theory, teacher attitudes, and structural racism",
abstract = "This article is an ethnographic examination of teacher attitudes towards race, racism, and White privilege in response to anti-bias in-service trainings in two major U.S. urban school districts through the theoretical lens of Critical Race Theory. We employ the analytic tools of Whiteness as property to make sense of the messages teachers perceived and developed about race and racism. Further, we examine what teacher attitudes reveal about the structural dimensions of racial inequity in schooling and achievement. We argue that the racial attitudes expressed by teachers in this study are illustrative of larger structural racism that both informs and is reinforced by these attitudes and their manifestation in practice.",
keywords = "Critical Race Theory, Race, Teacher attitudes, Teacher training, Whiteness",
author = "Vaught, {Sabina E.} and Castagno, {Angelina E}",
year = "2008",
month = "7",
doi = "10.1080/13613320802110217",
language = "English (US)",
volume = "11",
pages = "95--113",
journal = "Race Ethnicity and Education",
issn = "1361-3324",
publisher = "Routledge",
number = "2",

}

TY - JOUR

T1 - "I don't think I'm a racist"

T2 - Critical Race Theory, teacher attitudes, and structural racism

AU - Vaught, Sabina E.

AU - Castagno, Angelina E

PY - 2008/7

Y1 - 2008/7

N2 - This article is an ethnographic examination of teacher attitudes towards race, racism, and White privilege in response to anti-bias in-service trainings in two major U.S. urban school districts through the theoretical lens of Critical Race Theory. We employ the analytic tools of Whiteness as property to make sense of the messages teachers perceived and developed about race and racism. Further, we examine what teacher attitudes reveal about the structural dimensions of racial inequity in schooling and achievement. We argue that the racial attitudes expressed by teachers in this study are illustrative of larger structural racism that both informs and is reinforced by these attitudes and their manifestation in practice.

AB - This article is an ethnographic examination of teacher attitudes towards race, racism, and White privilege in response to anti-bias in-service trainings in two major U.S. urban school districts through the theoretical lens of Critical Race Theory. We employ the analytic tools of Whiteness as property to make sense of the messages teachers perceived and developed about race and racism. Further, we examine what teacher attitudes reveal about the structural dimensions of racial inequity in schooling and achievement. We argue that the racial attitudes expressed by teachers in this study are illustrative of larger structural racism that both informs and is reinforced by these attitudes and their manifestation in practice.

KW - Critical Race Theory

KW - Race

KW - Teacher attitudes

KW - Teacher training

KW - Whiteness

UR - http://www.scopus.com/inward/record.url?scp=47349128848&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=47349128848&partnerID=8YFLogxK

U2 - 10.1080/13613320802110217

DO - 10.1080/13613320802110217

M3 - Article

AN - SCOPUS:47349128848

VL - 11

SP - 95

EP - 113

JO - Race Ethnicity and Education

JF - Race Ethnicity and Education

SN - 1361-3324

IS - 2

ER -