Publication Date

2014

Document Type

Masters Thesis

Department

School for Social Work

Keywords

United States-Race relations, Racism in education-United States, Racism in education-Economic aspects-United States, United States. No Child Left Behind Act of 2001, Federal aid to education-United States-States-Finance, Racism, Funding, Education, Race to the top, Constitution

Abstract

This thesis discusses Critical Race Theory (CRT) as a foundation to understand race and racism in the U.S. and provides a brief introduction to how components of CRT can be used as a conceptual framework to understand how educational inequity undergirds the No Child Left Behind (NCLB) and Race To The Top (RTTT) policies. This thesis also provides a comprehensive review of CRT and uses CRT as a method of analysis to fully understand how race and racism are applied in NCLB policy. CRT is used as a method of analysis to show that race and racism are embedded in RTTT policy and supports educational inequity. The author looks at CRT and policy implications and reviews how educational practices, policies, and funding impact race, racism, and educational equity. This examination ends with an introduction to international policies and models that may be applicable to the U.S. educational system in addressing education inequity. An explanation of the importance of the U.S. Supreme Court mandating education a constitutional right that must be uniformly applied if education inequities are to be eliminated, and racism removed from our schools is provided and is followed by a call to action.

Language

English

Comments

iii, 60 pages. Thesis (M.S.W.)-Smith College School for Social Work, 2014. Includes bibliographical references (pages 54-60)