Using Critical Race Methodology to Analyze Missouri State Learning Standards

• In Event: Marriott Roundtable Session 28
  In Roundtable Session: The State and Education Reform: A Policy Agenda for Researchers and Policy Makers

Abstract

This content analysis (Krippendorf, 2012), using a lens of Critical Race Methodology (Solórzana & Yosso, 2002), of the 2017-2018 Missouri State Learning Standards illustrates how policy makers and educators can critically read and utilize standards using Critical Race Theory (CRT). Researchers coded the standards using CRT tenets of racism, institutional power, challenge to dominant ideology, commitment to social justice, centering the experiential knowledge of People of Color, majoritarian story, and counter-narrative. Results indicate that even when standards do include mentions of race, without applying a critical lens they may be interpreted in a way that does not address racial equity. Using CRT to both create and interpret standards can result in better policies and teaching that reduces racism in education.

Authors

• Summer Pennell, The University of Vermont

• Emily Stobbe