Abolitionist teaching

, 35–36

Achievement gap

, 20, 114–115

Action

, 216–217

Admissions application process

, 58

Adverse Childhood Experience (ACE)

, 231

Aetas (indigenous group)

, 187

African Americans

, 231–232

adolescents

, 231

challenging experiences of

, 21–23

graduate students

, 26

students

, 21

Allies and cocreators of history

, 212–217

Allyship

, 213, 215–216

American social systems

, 208

American society

, 208

Anti–Blackness

, 37

Antiracist

, 37, 41

Antisubordination

, 66

Asian Americans

, 107

communities

, 90

students

, 90–91

studies

, 100–101

subgroups

, 104

Asian critical theory (AsianCrit)

, 59

tenets of

, 93

theoretical framework

, 91–92, 102

Asianization

, 93, 96

integrating

, 102–103

perpetual/forever foreigner stereotype

, 95–96

stereotype of model minority

, 94–95

Asiatic Barred Zone Act (1917)

, 95–96

Aspirational capital

, 123

Assessment policies

, 39–40

Attention Deficit Hyperactive Disorder (ADHD)

, 129

Authentic democratic process

, 201

Autism (AUT)

, 146

Banking system

, 67–68

Behavior support plan (BSP)

, 128

Binary thinking

, 169–170

Bioecological system theory

, 237

Black, Indigenous, and People of Color (BIPOC)

, 21, 59, 142

Black Lives Matter movement (BLM movement)

, 106, 202–203, 217–218

Black Panther Party (BPP)

, 202–203

Black students

, 38

California Land Act (1851)

, 61–62

California Mission System

, 83

California Professional Standards for Education Leaders (CPSELs)

, 154–155

Censorship

, 196–197

Center for American Progress (CAP)

, 209–210

Centers for Disease Control and Prevention (CDC)

, 211

Chinese Exclusion Act (1882)

, 95–96

Chinese immigrants

, 96

Civil Rights Act (1964)

, 64–65, 113–114

Civil Rights Movement

, 98–99, 106

Classism

, 106

Classroom dynamics

, 85–87

College Board Advocacy and Policy Center

, 22

Colonization, TribalCrit and interpreting

, 83–85

Color blind approaches

, 242–243

Community

critical pedagogy

, 67–68

cultural wealth

, 68, 123

practitioners

, 70

praxis, maletas, and community cultural wealth

, 68

relationships and

, 66, 69–73

rupture of ancestral connection to indigenous onto-epistemologies

, 66–67

Congress on Racial Equality (CORE)

, 202–203

Contrastive analysis

, 47

Control Funding Formula (CA)

, 37

Convergence theory

, 234, 236

Counseling

theoretical issues in counseling pedagogy

, 224–226

traditional view of

, 224–225

Counselor education

, 236–238

critical pedagogy in

, 225–226

critical race perspective on human development

, 244

critical race theory as framework for

, 226–241

pedagogy

, 243–246

recommendations

, 241–246

theoretical issues in counseling pedagogy

, 224–226

traditional view of counseling

, 224–225

whiteness and

, 239–241

Counter storytelling

, 80

Counter-story

, 25–26

power of

, 233–238

Counter-storytelling

, 25

Counternarratives to nonindigenous narratives

, 188–189

COVID-19 pandemic

, 90

Crenshaw’s concept of intersectionality

, 211–212

Critical consciousness of educators, identity inclusion as way to increase

, 61–62

Critical legal studies (CLS)

, 59

Critical pedagogy

, 67–68, 169

in counselor education

, 225–226

Critical race counter-story framework

, 234

Critical race perspective on human development

, 244

Critical race theoretical framework

, 170–171

Critical race theory (CRT)

, 1, 9, 11, 21, 34, 36, 56, 63–64, 80, 122, 133–134, 142, 169, 180, 182, 185, 197, 199, 224, 227–228, 240–242, 253, 255–256

activists and scholars

, 181–182

brief historical outlook of

, 59–61

challenging experiences of African American students

, 21–23

defending

, 182–183

as disruption tool

, 41–42

feminism and social justice

, 240–241

foundation of CRT and tenets for inclusion

, 34

as framework for counselor education

, 226–241

implications

, 29

interest convergence theory

, 234–236

intersectionality theory and counselor education

, 236–238

in our current reality

, 35–37

participants

, 26

permanence of racism

, 227–229

power of counterstories

, 233–238

racism and mental health

, 229–233

results

, 26

scholars

, 188

seminal early reads on

, 73–74

study

, 25–26

as theoretical framework

, 23–25

whiteness and counselor education

, 239–241

whiteness as property

, 238–241

Critical scrutiny of labeling practices

, 64

Criticality

, 39

Cultural identities

, 46

Cultural misalignment/outsider

, 147

Cultural racism

, 229

Culturally Relevant and Responsive Education (CRRE)

, 47

Culturally Relevant and Responsive Instruction (CRRI)

, 35–36, 45–46, 51

history of

, 42–45

learning and instruction taught from deficit lens instead of

, 40–41

Culturally Relevant Pedagogy (CRP)

, 35, 43

Culturally responsive teaching

, 35, 44–45

Culturally responsive/sustaining practices

, 133

Culture wars redux

CRT

, 197–199

light in dark places

, 203–204

schooling in authoritarian states

, 195–197

schools in democratic society

, 199–203

Curriculum

, 39

Deferred Action for Childhood Arrivals (DACA)

, 96–97

Deficit theory of schooling

, 68

Democratic society, schools in

, 199–203

Development, Relief, and Education for Alien Minors Act (DREAMer Act)

, 96–97

Dis/Ability Critical Race Studies (DisCrit)

, 119–120, 133–134

as advocate for DisCrit lens in education

, 150–155

application

, 126–132

Dominick

, 129–131

for education

, 142

as education specialist in Title I school

, 144–147

examining our story

, 143

framework

, 119–120

help education

, 155–157

inherent structures of special education

, 144–145

integrating prismatic inquiry and

, 142

Lilyanya

, 127–129

Madison

, 131–132

mistrust

, 147–149

as parent of children in dual immersion Title I school

, 149–150

positionality

, 126–127

research supporting

, 120–126

impact of segregated spaces

, 123–124

impact of singular identity

, 122–123

impact of subjective judgment and labeling

, 120–122

impact of western cultural norms

, 125–126

Disability studies

, 142

Displacement

, 62

Disproportionality

, 115

Diversity

, 143, 145

Doctrine of Black inferiority

, 6

Double-consciousness

, 42

Dumping ground/overrepresentation

, 146–147

Education

, 52

as advocate for DisCrit lens in

, 150–155

DisCrit help

, 155–157

DisCrit lens for

, 142

educator

, 151–152

as educator

, 156

emergence of “traditional program evaluation” in

, 166–167

LatCrit pedagogy as framework supporting

, 70

for leaders

, 156

leaders

, 200–201

public scholarship

, 152–153

specialist

, 144

for students

, 157

system

, 38

Education for All Handicapped Children Act

, 113–114

Education Trust, The

, 210

Educational debt

, 122

Educational inclusion

, 187

Educational justice, commitment to

, 16

Educational process

, 44, 243

Educators

, 70, 87, 91, 142, 151–152, 156, 200–201

CRT and DisCrit

, 133–134

identity inclusion as way to increase critical consciousness of

, 61–62

LatCrit pedagogy as framework supporting

, 70

significance to

, 132–134

Elementary and Secondary Education Act

, 40

Emancipation Proclamation

, 113–114

Engagement

, 80–81, 86–87

English as a second language (ESL)

, 156

English language arts (ELA)

, 20

English language learner (ELL)

, 146–147

Equality

, 187

Equity

, 142, 144, 181–182

commitment

, 16

Ethnic assimilation

, 94–95

Ethnic groups

, 180

Ethnic studies

, 172

evaluation

, 172

in public schools

, 164

Ethnicity

, 188

Eurocentric epistemology

, 82

Evaluations

, 166

practice

, 168

as praxis

, 169

Every Student Succeeds Act (ESSA)

, 40, 64–65, 114

“Evidence-based” models

, 168

Excelencia in Education

, 57

External evaluation

, 166–167

Familial capital

, 123

Family connection

, 148

Feedback loops

, 173–174

Feedback strategies

, 173–174

Feminism

, 240–241

Feminist pedagogies

, 65

of resistance

, 63, 65, 70, 72

Filipino Americans

, 98

Forever foreigner stereotype

, 95–96

Free and appropriate public education (FAPE)

, 114

Governmental laws

, 211

Grade point average (GPA)

, 38

Grading policies

, 39–40

Grounded Theory

, 234

Harvard Center on the Developing Child, The

, 231

Hegemony

, 143

High referrals to special education

, 39

Homelessness

, 233

Human development, critical race perspective on

, 244

Humanizing praxis, LatCrit as

, 66–67

IDEA law

, 114, 148

Ideal membership

, 125

Identity

, 120

Identity inclusion

, 70–72

displacement

, 62

Latinidad studies

, 62

as way to increase critical consciousness of educators

, 61–62

Immigration Act (1790)

, 95–96

Immigration Act (1924)

, 95–96

Immigration Act (1952)

, 95, 97–98

Immigration Act (1965)

, 95, 97–98

Implicit biases

, 121

In lak’ech concept

, 66–67

Incarceration

, 218

Inclusion

, 185

commitment to

, 16

foundation of CRT and tenets for

, 34

Inclusive education

, 105–106, 191–192

Inclusive educational praxis

, 102, 105–107

Asianization

, 93–96

commitment to social justice

, 101–102

integrating Asianization

, 102–103

integrating commitment to social justice

, 106

integrating intersectionality

, 105

integrating story, theory, and praxis

, 105–106

integrating strategic (anti)essentialism

, 105

integrating transnational context

, 103–104

intersectionality

, 100

(re)constructive history

, 97, 99, 104–105

story, theory, and praxis

, 100

strategic (anti)essentialism

, 99–100

tenets of AsianCrit theoretical framework

, 93

theoretical framework of AsianCrit

, 92–102

transnational context

, 96–97

Inclusive general education curriculum

, 192

Inclusivity

, 49

Incorporate literacy

, 51

Indigenous communities

, 125

Indigenous cultural communities/indigenous peoples (ICCs/IPs)

, 185

Indigenous identity

, 83–84

Indigenous onto-epistemologies, rupture of ancestral connection to

, 66–67

Indigenous organizational structures

, 68

Indigenous peoples (IPs)

, 180, 185, 187, 189

Indigenous Peoples Rights Act (IPRA)

, 185

Indigenous symbols, The

, 67

Individual racism

, 4

Individualized Education Plan (IEP)

, 114, 146–148

Individualized family support plan (IFSP)

, 127–128

Individualized Transition Plan (ITP)

, 114, 128

Individuals with Disabilities Education Improvement Act (IDEA)

, 113–114, 117–118

Institutional racism

, 4, 230–231

Instructional strategies

, 50

Intelligence quotient (IQ)

, 121

Intersectionality

, 100, 123, 134, 213, 238

integrating

, 105

theory

, 236–238

Invisible dis/ability

, 126

Justice, equity, diversity, inclusion (JEDI)

, 154

Justice Safety Valve Act

, 218

Kankanaey (indigenous group)

, 188–189

Kapwa

, 66–67

Labeling classification

, 64–65

Language

, 63–64

rights of resistance

, 63, 65, 70, 72

Latinidad studies

, 61–62, 70–72

Latino critical theory (LatCrit)

, 56

brief historical outlook of CRT and LATCRIT

, 59–61

context

, 56

CRT, LatCrit theory, and language

, 63–64

demographic challenges and educational needs of Latinx students

, 56–59

as humanizing praxis

, 66–67

identity inclusion and Latinidad

, 70–72

identity inclusion as way to increase critical consciousness of educators

, 61–62

intersectional approach

, 63

labeling and student classification

, 64–65

language rights and feminist pedagogies of resistance

, 63, 65, 70, 72

pedagogy as framework supporting education and educators

, 70

recommendations for field

, 70–71

relationships and community

, 66, 69–73

resilient resistance and feminist pedagogies

, 65

seminal early reads on CRT

, 73–74

theory

, 63–64

Latinx students

demographic challenges and educational needs of

, 56–59

demographics

, 57–58

education challenges confronting Latinx students

, 58–59

Laws and policies

, 189–190

Leaders

, 156

Leadership

, 149, 154–155

Learning

, 48, 50

and instruction taught from deficit lens of CRRI

, 40–41

process

, 45, 86

Least restrictive environment (LRE)

, 114, 117

Lesson plans

, 84–85

Liberation-based social justice pedagogy

, 243–244

Liberatory pedagogy

, 51

Linguistic capital

, 123

Literacy

, 46–47

Local community-based work for racial justice

, 218

Local Control Accountability Plan (LCAP)

, 40

Local Control Funding Formula (LCFF)

, 40

Maletas

, 68

Manifest Destiny concept

, 84–85

Marginalization

, 211–212

Marshall Project, The

, 211

Marxist theory

, 234–235

Mental health

, 224–225, 229, 233

Microaggressions

, 22

Mistrust

, 147–149

authentic alignment of services

, 148

family connection

, 148

leadership

, 149

leadership

, 154–155

service

, 149–150

successfully building equitable programs

, 148–149

trust

, 148–149

Model minority, stereotype of

, 94–95

Multiculturalism

, 224

Multiple Tiers and Systems of Support (MTSS)

, 50–51, 147

Multisystemic racism

, 230–231

Multisystemic theory

, 243

Narrative story

, 25–26

Narrative therapy

, 234

National Alliance to End Homelessness, The

, 232–233

National Center for Education Statistics (NCES)

, 57, 115

National Center for Health Statistics, The

, 211

National Education Association, The

, 143

National Education Policy Center

, 198

Nation–building

, 80

Native learners

, 83

Native youth

, 82–83

Natural Product Reports (NPR)

, 214–215

Neoliberalism on education

, 153

New York’s Primary Care Development Corporation

, 209

News media

, 90

Non-Native educators

, 82–83

Nonindigenous narratives, counternarratives to

, 188–189

Novel Coronavirus pandemic, The

, 59

Occupy Wall Street (OWS)

, 202–203

Office of Special Education Programs

, 115–116

Opportunity gap

, 114–115, 117

Organizational intimacies navigation

, 169–170

Other health impairment (OHI)

, 146

Outcast phenomenon

, 28–29

Overrepresentation

, 146–147

“Partus sequitur ventrem”

, 7

People’s Response Act (PRA)

, 218

Perpetual foreigner stereotype

, 95–96

Planning process

, 84–85

Pláticas

, 65

Policies not necessarily neutral they fail to end social inequality

, 189–190

Positionality

, 213

honest assessment of

, 213

Positive Behavior and Intervention Supports (PBIS)

, 147

Postsecondary National Policy Institute (PNPI)

, 118–119

Postsecondary transition

, 114

Practical lessons

, 85–87

Praxis

, 67–68

evaluation as

, 169

reconceptualizing program evaluation as

, 168

Prismatic inquiry, integrating

, 142

Private sector policies

, 211

Privilege

, 211–212

Problem-posing education

, 66

Problem-posing methodology

, 49

Professional counseling

, 224–225

Program evaluation

, 166

conventions

, 167

reconceptualizing program evaluation as praxis

, 168

Public education

, 39

Public good conversations

, 202

Public scholarship

, 152–153

Queer theoretical framework

, 170–171

Queer theory

, 169–170

Queering evaluation in practice

, 171–174

Race

, 2–4, 6–8, 34, 62, 181, 185–186, 227–228, 254–255

intersects with variables

, 188

as property

, 6–7

Racial battle fatigue

, 22–23

Racial classification

, 113–114

Racial climate

, 21–22

Racial hierarchy

, 3–4, 7–8

Racial identities key to motivation and engagement, recognition of

, 255–256

Racial justification

, 5

Racial minorities

, 232

Racial oppression

, 226

Racial violence

, 233

Racialization

, 99–100

Racialized system

, 225

Racism

, 3–4, 8–9, 20, 23–24, 106, 123, 170, 181, 208, 212, 228–231, 233

creative things

, 217–219

in higher education

, 29

in manifestations

, 211–212

permanence of

, 227–229

social life

, 186–187

Racist

, 37, 182

policies

, 232–233

(Re)constructive history

, 97–99

integrating

, 104–105

Redlining

, 209

Relevancy

, 86–87

Research

, 153

studies

, 90

Resilient resistance

, 65

Resistance, language rights and feminist pedagogies of

, 63, 65, 70

Resistant capital

, 123

Response to Intervention (RtI)

, 147

Scholar–practitioner approach

, 16

Scholastic Assessment Test (SAT)

, 23

Schooling

in authoritarian states

, 195–197

system

, 49–50

Schools

, 202–203

in democratic society

, 199–203

evaluating school reform

, 167–168

Schott Foundation

, 20–21

Second Amendment

, 8–9

Segregated spaces, impact of

, 123–124

Self-reflection

, 213

Service

, 149–150

Sexism

, 106

Showing Up for Racial Justice (SURJ)

, 219

Singular identity, impact of

, 122–123

1619 Project

, 198–199

Slavery

, 3–4, 6

Smarter Balanced Assessment Consortium (SBAC)

, 20

Smarter Sentencing Act

, 218

Social capital

, 123

Social dominance paradigm

, 5

Social inequality, laws and policies not necessarily neutral they fail to end

, 189–190

Social justice

, 47–48, 240–241

commitment to

, 101–102, 240–241

Socioculturally centered teaching

, 44

Socioeconomic status (SES)

, 122

Socratic method, The

, 67

Solidarity

, 214

Southern Christian Leadership Conference (SCLC)

, 215–217

Special education (see also Counselor education)

, 148

cultural misalignment/outsider

, 147

diversity

, 145

dumping ground/overrepresentation

, 146–147

high referrals to

, 39

inherent structures of

, 144–145

preparation

, 144–145

systemic inequity

, 145–147

transitional

, 145

Specific, measurable, action oriented, realistic, and time sensitive (SMART)

, 148

Speech and language impairment (SLI)

, 146

Standardization

, 37–38

Stereotypes

, 26, 28

of model minority

, 94–95

Story, theory, and praxis

, 100

integrating

, 105–106

Strategic (anti)essentialism

, 99–100, 105

integrating

, 105

Structural racism

, 4

Student classification

, 64–65

Student Nonviolent Coordinating Committee (SNCC)

, 202–203, 216–217

Students

, 157

Students for Democratic Society (SDS)

, 202–203

Systemic inequity

, 145–147

Systemic racism

, 210

impacts of

, 208–211

Teachers

, 147–148, 195, 197

attrition

, 145

candidates

, 104

education programs

, 202–203

educators

, 102–106

Teaching

, 37, 48, 50

methodologies

, 143

“Traditional program evaluation” in education, emergence of

, 166–167

Transformative equity education

assessment and grading policies

, 39–40

CRT as disruption tool

, 41–42

CRT in educational settings

, 37

CRT in our current reality

, 35–37

curriculum

, 39

disciplinary practices

, 38

experience

, 48–49

foundation of CRT and tenets for inclusion

, 34

high referrals to special education

, 39

history of CRRI

, 42–45

hope and healing through CRT and CRRI

, 42

learning and instruction

, 37–38

learning and instruction taught from deficit lens instead of CRRI

, 40–41

low referrals in gifted, honors, and advanced placement courses

, 38

research on purpose of writing

, 47–48

thriving over surviving

, 49–52

wholeness through culturally relevant and responsive instruction

, 45–47

Transitional kindergarten to age 21 programs (TK-21)

, 114

Transnational context

, 96–97

integrating

, 103–104

Tribal Critical Race Theory (TribalCrit)

, 80

classroom dynamics, practical lessons and

, 85–87

historical, cultural, and language backgrounds

, 81–83

and interpreting colonization

, 83–85

Tribal membership

, 83–84

Trust

, 148–149

U.S. Census Bureau

, 57

Ubuntu

, 66–67

UN General Assembly (1966)

, 203

Universal design for learning (UDL)

, 123

US justice system

, 231

Veterans Affairs (VA)

, 209

Virginia criminal law

, 7–8

Western cultural norms, impact of

, 125–126

Western industrial model of schooling

, 67–68

Western schooling

, 82–83

White Racial Identity (WRI)

, 239

Whiteness

, 37, 181

and counselor education

, 239–241

critical consciousness of structures of

, 169

as property

, 3–4, 6–7, 238, 241

Works Progress Administration (WPA)

, 203

Yellow Peril

, 95–96

Zero tolerance policies

, 38