ABSTRACT
While much has transpired socially and politically in the United States since Ladson-Billings and Tate’s 1995 germinal article Toward a Critical Race Theory in Education, much of the present-day critical race scholarship in education remains anchored to voice and counter-narrative to articulate the unequal experiences of students of color and its inextricable links to White racism. A particularly glaring omission within the current education critical race scholarship is the lack of a theorizing of race that incorporates history and the legal literature, along with a discussion of the legacy effects of White racism on Black people’s present-day learning opportunities. The purpose of this chapter is to attend to the aforementioned shortcomings by discussing the legacy of White racism on the learning opportunities of Black students in modern-day Mississippi. In addition to utilizing the history and case law, this chapter highlights the evolutionary functions inherent within White racism.
