ABSTRACT
Over the last two decades of CRT’s emergence and maturation in education, powerful work has surfaced that informs the field about the experiences of students of color in primary and secondary education, undergraduate studies, and graduate programs across the country. We have learned about the multifaceted forms of microaggressions and their influence on: students’ experiences (Solorzano, 1998; Solorzano et al., 2000; Yosso et al., 2009); racial battle fatigue, or the cumulative impact of racial assaults (Smith et al., 2006); the unequal distribution of advanced placement courses, which often gives white students unfair GPA advantages and a head start in college (Solorzano & Ornelas, 2002, 2004); the range and depth of cultural wealth within communities of color (Yosso, 2005, 2006); and the intersection of nativism and racism and its impact on Latina/o immigrant communities, particularly the undocumented1 (Perez Huber et al., 2008). While far from exhaustive, these examples of educational research provide a glimpse of the breadth of work that has advanced how we use CRT to explore the educational experiences of students of color at all levels of the educational pipeline. Still, our work is not complete.
