ABSTRACT
In this chapter, Christopher C. Jett shares personal and professional racial experiences that capture his CRT journey in mathematics education. He makes visible the racial differences, privileges, and microaggressions that reside in his personal and professional spaces. He also explicates how CRT can be useful for the disciplinary field of mathematics education in general, with his research focused on and with Black male students in particular. In doing so, he challenges mathematics education researchers to use this theoretical construct to work toward racial justice.
