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Critical Race Theory v. Deficit Models
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Cabrera, Nolan L. – Equity & Excellence in Education, 2019
This article is a response to Amanda Lewis, Margaret Hagerman, and Tyrone Forman's the Sociology of Race & Racism: Key Concepts, Contributions & Debates. Sociology and education, like any scholarly areas, have veins that reinforce racism and some that astutely assess, theorize, and challenge White supremacy. In this article, I explore the…
Descriptors: Critical Theory, Race, Racial Bias, Models
Stats, Social Justice, and the Limits of Interest Convergence: The Story of Tucson Unified's Mexican American Studies Litigation
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Cabrera, Nolan L.; Chang, Robert S. – Association of Mexican American Educators Journal, 2019
In 2011, the state of Arizona banned the highly successful Tucson Unified School District Mexican American Studies program through the law ARS ยง 15-112. This article is a Critical Race Theory "counternarrative" regarding the role of statistics in the constitutional challenge to this state law. Through firsthand accounts of this process,…
Descriptors: Social Justice, Court Litigation, Mexican Americans, Ethnic Studies
"If There Is No Struggle, There Is No Progress": Transformative Youth Activism and the School of Ethnic Studies
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Cabrera, Nolan L.; Meza, Elisa L.; Romero, Andrea J.; Rodriguez, Roberto Cintli – Urban Review: Issues and Ideas in Public Education, 2013
In the wake of the Tucson Unified School District dismantling its highly successful Mexican American Studies (MAS) program, students staged walkouts across the district to demonstrate their opposition. Student-led walkouts were portrayed as merely "ditching," and students were described as not really understanding why they were…
Descriptors: Activism, Students, Ethnic Studies, Mexican Americans
Missing the (Student Achievement) Forest for All the (Political) Trees: Empiricism and the Mexican American Studies Controversy in Tucson
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Cabrera, Nolan L.; Milem, Jeffrey F.; Jaquette, Ozan; Marx, Ronald W. – American Educational Research Journal, 2014
The Arizona legislature passed HB 2281, which eliminated Tucson Unified School District's (TUSD's) Mexican American Studies (MAS) program, arguing the curriculum was too political. This program has been at the center of contentious debates, but a central question has not been thoroughly examined: Do the classes raise student achievement? The…
Descriptors: Academic Achievement, Mexican Americans, Mexican American Education, Politics of Education