U.S. History as White Property: A Critical Race Theory Analysis of New York Social Studies Standards

• In Event: Uncovering Ideologies Behind Discourse of Educational Narrative, Policy, and Curriculum Across Time

Abstract

Using a Critical Race Theory framework, this study employs mixed-methods content analysis to determine the extent and the manner of inclusion of people of color and issues of race and racism in the New York state standards for 11th Grade U.S. History. Findings indicate that people of color are significantly excluded from the story of the nation’s past, and when they are included, the standards promote essentializing and distorting perspectives of race, racial identity, and racial oppression. Implications for educator practice and the future of racial literacy are discussed.

Author

• Justine Hwei Chi Lee, Long Island University