From Racial Stereotyping and Deficit Discourse toward a Critical Race Theory in Teacher Education.

By D. Solorzano, Tara J. Yosso. 2001

505 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/439eab910ddae4372e3167b67028f2ef96192fec

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Citations in the corpus

What Is Deficit Thinking? An Analysis of Conceptualizations of Deficit Thinking and Implications for Scholarly Research (2019, unknown): “In general, deficit thinking1 holds students from historically oppressed populations responsible for the challenges and inequalities that they face (Bruton & Robles-Piña, 2009; Haggis, 2006; McKay & Devlin, 2016; Solórzano & Yosso, 2001; Valencia, 1997, 2010; Weiner, 2003).”
Whiteness as Property: Innocence and Ability in Teacher Education (2014, unknown): “Critical Race Theory Anna Julia Cooper, Carter G. Woodson, and W.E.B. DuBois laid the groundwork for CRT: learning from those who had been historically oppressed, centering race, and analyzing inequities with an intersectional lens (Lynn 1999; Rabaka 2007; Solórzano and Yosso 2001b).”
The Role of Family Support in Facilitating Academic Success of Low-Income Students (2018, background): “Solórzano and Yosso (2001, 2002) argued that critical race methodology is crucial for grounding research in the experiences and knowledge of the people of color, and thus countering the deficit-informed models that pervade much of the literature.”
Whiteness as Property in Science Teacher Education (2018, background): “CRT in teacher education can be used to “theorize and examine the ways in which race and racism impact on the structures, processes and discourses within a teacher education context” (Solórzano & Yosso, 2001, p. 3).”
Voices of success: Descriptive portraits of two successful African American male middle school mathematics students (2005, background): “In education, critical race theory is a framework used to theorize and examine the ways in which race and racism influence the structures, processes, and discourses within an educational context (Solorzano and Yosso, 2001).”
Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems (2005, methodology): “We draw from various theoretical frameworks (critical race theory, Latino/a critical theory, e.g., Ladson-Billings & Tate, 1995; Solorzano & Yosso, 2001) to understand the central role of power in human affairs and examine how presumed race-neutral structures in education actually reinforce racial…”
African American Males in Urban Schools: No Excuses—Teach and Empower (2007, background): “However, my point in sharing just a small piece of my upbringing and my identity is to offer a snapshot of the counternarratives (Ladson-Billings & Tate, 1995; Parker, 1998; Solorzano & Yosso, 2001; Tate, 1997) available and needed to (re)direct the discourse on Black males in education.”