Evading Race: A Critical Race Analysis of Vocational/Career and Technical Education Policy

• In Event: Friday Roundtable Session 11:25 am
  In Roundtable Session: Utilizing Race as a Method of Inquiry (Table 18)

Abstract

We used critical race theory (CRT) to interrogate VCTE policy as a racial instrument. This lens informed our guiding question: What role does race play in VCTE policy in terms of groups designated for federally funded support? We applied key CRT themes to review both primary sources; including VCTE Acts, (e.g., Perkins I-V), its predecessors, relevant texts such as Congressional hearing transcripts, Congressional committee reports, related Acts and cases; and secondary sources, including academic literature on VCTE, its history, and related cases and legislation. Despite the sizeable number of racially marginalized students who have historically participated and currently participate in VCTE programs, VCTE policy has evaded and continues to evade race in failing to specify racially oppressed groups.

Authors

• Chaddrick James-Gallaway, Texas A&M University

• Marci M. Rockey, Illinois State University

• ArCasia D. James-Gallaway, Texas A&M University

• Rahsaan Dawson