This article explores the establishment of schools set up by Muslim communities in Cape Town, South Africa, after 1994. Twelve schools have been set up across the city: four primary schools, three high schools, four schools that have grades 1-12, and one school that has grades 1-3 and 8-10. They are registered with the Western Cape Education…

The analysis of the critical race theorist's (CRT) perspective of the intersection of race, color-blind ideology and various African American education policies and practices show that most of the laws and policies leads to the legitimation of the African-American subordination. The author suggests that such legacy of color-blind ideologies and…

Delinquent youths' proclivity to return to school after release from placement in a juvenile residential institution has been significantly discouraged before their 18th birthday. Often, years of poor education performance and failure, discipline issues, neighborhood and family debilitation, older age, adjudication stigmatization, and other…

In this chapter, the authors outline critical race theory (CRT) as an analytical framework that originated in schools of law to examine and challenge the continuing significance of race and racism in U.S. society. They then describe the CRT framework within the field of education. CRT scholarship offers an explanatory structure that accounts for…

The in-depth interview data from low-income and working-class African American mothers is used to describe how they engage in the educational marketplace and construct their school choices. Their stories reveal that their positionality-race, class and gender factors-powerfully influences their educational decision-making.

Using critical race theory (CRT) as a framework, the authors analyze the educational inequities and racialized barriers faced by Latina/o college students when navigating the educational pipeline leading to a college degree. The impact of racialized structures, policies, and practices is examined in the context of how they influence the…

This paper focuses on race and racism with the underlying hope and expectation that in the near future the terms race and racism will be more accurately understood and, when necessary, more appropriately and selectively addressed by the field of counseling psychology. With respect to the term racism, it is hoped that the efforts of counseling…

The articles in this issue of "The Counseling Psychologist" discuss race and have implications for counseling psychology. Bryant-Davis and Ocampo?s (2005 [this issue]) article is about evaluation and treatment of racial-ethnic minority clients and patients and has implications for practice. Utsey, Gernat, and Hammar's (2005 [this issue]) article…

The modern civil rights movement of the 1950s and 1960s radically transformed practice and research in applied psychology, at least in terms of its understanding of race and racism. Rapid changes in psychology generally and in counseling psychology specifically occurred on the coattails of the Black, Brown, and women power activities during the…

"Brown v Board of Education" was decided in 1954 by the Supreme Court in the United States to order the desegregation of students by race in public schools. Opposition to this order occurred in many of the states as well as from the federal executive branch of government itself. Over time, alternatives to educating students have surfaced, some of…

We would like to begin by thanking the respondents for their thoughtful analyses of our review, particularly for their scholarly suggestions for expanding the research on the association between the family of origin and career development across the lifespan. In our opinion, each of the five responses to our article provides significant insights…

We present an overview of research on African American families and emphasize in this discussion limitations of approaches used in the past to study African American families. We also discuss and identify challenges for designing and implementing community, family-based programs targeting competence-promoting behaviors in African American…

In this article, the author responds to M. J. Zyphur's comments on the original article by A. Smedley and B. D. Smedley. Race, as people live and understand it, inhabits a dimension of reality that transcends biology and cannot be reduced to genes, chromosomes, or even phenotypes. A biological or genetic view of race cannot encompass the lived…

This article examines the process a diverse group of eighth grade students go through when charged with writing about the ways in which race might matter at their desegregated school. Students' articulations are bounded by a school culture of silence around race. The regulatory aspect of this school culture was enacted when students first make…

Education, at all levels, opens routes to achieve higher incomes, status advancement, and upward social mobility. The goal for most families is to present an opportunity for their children to receive a jump on acquiring knowledge to afford this achievement. Schools within our education system declare they offer a quality education for African…