Daniel Solorzano

• University of California, Los Angeles

This qualitative study utilized a Critical Race Feminista approach to explore the experiences of graduate Students of Color with racial microaffirmations. Racial microaffirmations are the subtle verbal and nonverbal strategies People of Color engage that affirm each other’s dignity, integrity, and shared humanity. These moments of shared cultural i...

In this article, the authors (re)visit Solorzano and Delgado Bernal's (2001) Urban Education article, “Examining Transformational Resistance Through a Critical Race and LatCrit Theory Framework: Chicana and Chicano Students in an Urban Context,” to discuss transformational resistance in conversation with other works on youth resistance to (re)visit...

This chapter recounts the story of how I came to design a Research Apprenticeship Course at UCLA—what we call the RAC. I lay out the origin story of the RAC dating back to early collaborations with Arturo Madrid of the Tomas Rivera Policy Research Center and the Ford Foundation Family of Fellows in the mid to late 1980s. These collaborations helped...

The urgency of the Black Lives Matter movement, and societal inequities emerging amid the COVID-19 pandemic call researchers to better understand the implications of racism in the lives of People of Color. In this paper, we utilize Critical Race Theory (CRT) to extend theorizing on the concept of racial microaffirmations as a response to everyday s...

Guided by a critical race theory framework, this study tested W.E.B. DuBois’ hypothesis that Black students need not attend integrated schools to succeed academically. DuBois offered this controversial hypothesis nineteen years before Brown v Board of Education, in his 1935 essay, “Does the Negro Need Separate Schools?” His concern focused on the h...

Community cultural wealth (CCW) as an asset-based framework challenges the deficit notion that Communities of Color do not possess “cultural” capital. Here, we adapt CCW as a framework that can help Students of Color navigate PK-20 educational contexts, particularly when experiencing interpersonal and structured racism, such as racial microaggressi...

Concerns from scholars about the exclusion of People of Color in children’s literature began in the early 20th century and continues today. The lack of children’s literature about People of Color is even more alarming in the contemporary moment, when Children of Color comprise a significant proportion of urban schools throughout the U.S. Only since...

A dearth of literature exists on first-year transfer student interventions, which makes it difficult to determine whether there are transfer student subgroups that struggle more than others. This study used a latent class analysis to examine whether meaningful subgroups of transfer students emerged based on their response patterns to measures of ac...

This article provides a conceptual understanding of racial microaggressions from a critical race theoretical (CRT) perspective, as relevant to the field of Social Work. To do this, we utilize Critical Race Hypos, hypothetical pedagogical tools developed from existing literature on racial microaggressions, and meant to engage critical dialogue on ev...

The educational pipeline has become a commonly referenced depiction of educational outcomes for racialized groups across the country. While visually impactful, an overreliance on decontextualized quantitative data often leads to majoritarian interpretations. Without sociohistorical contexts, these interpretations run the risk of perpetuating cultur...

Concerned with how numbers are misused and distorted in research and public discourse at the expense of People of Color, this article attempts to answer the following: How do we use numbers to tell the stories of Communities of Color? We offer a QuantCrit counterstory to share our journey of (re)imagining quantitative methods to center and extend t...

Objective: This study examined the critical race pedagogy of the Summer Transfer Enrichment Program (STEP) over a 5-year span and how the curriculum and supplemental academic programming aided in the development of a positive transfer identity for its participants. Method: A mixed method convergent parallel design approach was used to collect quant...

In this study we highlight the five elements of a transfer receptive culture and its connection to the Summer Transfer Enrichment Program (STEP) administered by the Community College Outreach Center (CCOC) at Best Coast University (all pseudonyms). A quantitative and qualitative study was conducted focusing on five years of STEP, consisting of 87 p...

This conceptual article utilizes critical race theory (CRT) to explain how everyday forms of racism – racial microaggressions – emerge in the everyday experiences of People of Color. We provide a framework for understanding and analyzing racial microaggressions that demonstrates how everyday racist events are systemically mediated by institutionali...

This qualitative study examines the experiences of Latinas/os in community college English and math developmental education courses. Critical race theory in education and the theory of validation serve as guiding frameworks. The authors find that institutional agents provide academic validation by emphasizing high expectations, focusing on social i...

Drawing from critical race and sociolinguistic discourse analysis, this article further develops the conceptual tool of racial microaggressions—the systemic, cumulative, everyday forms of racism experienced by People of Color—to articulate a type of racial microaggression, we call visual microaggressions. Visual microaggressions are systemic, every...

Many Students of Color have encountered cultural disrespect within their K-12 education in regards to their names. While the racial undertones to the mispronouncing of names in schools are often understated, when analyzed within a context of historical and current day racism, the authors argue that these incidents are racial microagressions – subtl...

In California, the majority of students of color who enter postsecondary education do so in the community colleges. However large numbers of them leave and do not transfer to four-year institutions; in particular to highly selective public four-year colleges and universities. By using the theoretical perspective of critical race theory, transfer ca...

In the midst of the worst recession the nation has seen in many decades, it is not surprising that poverty is increasing at an alarming rate. Data from the 2008 U.S. Census show that one in seven individuals is living in poverty according to the federal standards (those earning under $22,025 for a family of four; DeNavas-Wait, Proctor, & Smith, 200...

In this article, Tara Yosso, William Smith, Miguel Ceja, and Daniel Solórzano expand on their previous work by employing critical race theory to explore and understand incidents of racial microaggressions as experienced by Latina/o students at three selective universities. The authors explore three types of racial microaggressions-interpersonal mic...

An important tenet of Latina/o critical race theory (LatCrit) is to challenge dominant ideologies that mask racist beliefs and practices perpetrated against People of Color in the United States, particularly Latinas/os. In this article we utilize a LatCrit framework to theorize further the concept of racist nativism in the current sociopolitical mo...

Background: Racial primes are an outgrowth and inculcation of a well-structured, highly developed, racially conservative, “race-neutral” or “color-blind” racial socialization process in which children learn race-specific stereotypes about African Americans and other race/ethnic groups. As they get older, they continue to receive—both involuntary an...

Our Journey to Critical Race TheoryToward a Critical Race Theory in SociologyCritical Race Counter-StorytellingChallenging Racism, Revealing Cultural WealthMapping Cultural Wealth through Community Case StudiesDiscussion

The purpose of this report is to take a closer look at the experiences of Latina/o students who transfer from the California Community Colleges (CCC) to the California State University (CSU) or the University of California (UC). The authors examine the role of the CCC in the postsecondary education of Latina/o students, the characteristics of these...

This report has explores the research literature on Latina/o students throughout the four segments of the educational pipeline: K-12, community college, undergraduate, and graduate. The Latina/o educational pipeline does not ensure a smooth flow of students from one end of the conduit to the other, but a broken trickle of fewer and fewer students g...

Academic institutions facilitate the flow of knowledge, skills, and students through the educational pipeline. Yet, no matter how one measures educational outcomes, Chicana/os suffer the lowest educational attainment of any major racial or ethnic group in the United States. This brief calls for the repair of the serious and persistent leaks in the...

The young Black reporter looked at me patiently as I paused to gather my thoughts. Noticing that I was clenching my cup, she smiled reassuringly and calmly said, "I know this must be difficult to talk about, but please let me reassure you, my point is to get this out to our readers, to let people know more about what happened, and-" I interrupted,...

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 educational...

Compared to all other racial/ethnic groups, Chicana/os are the most under represented population within doctorate production in the United States. Furthermore, even though data shows a slight increase in Chicana/o doctorate production, these gains are small in relation to the dramatic population growth of Chicana/os in the U.S. from 1990 to 2000 (U...

This article addresses the stubborn and persistent underrepresentation of African American and Chicano/Latino in California higher education by examining the academic resources, performance, and postsecondary outcomes of students from public high schools with different racial compositions. The results from this study provide evidence for the degree...

This article addresses the stubborn and persistent underrepresentation of African American and Chicano/Latino in California higher education by examining the academic resources, performance, and postsecondary outcomes of students from public high schools with different racial compositions. The results from this study provide evidence for the degree...

community colleges in California with one of the largest concentrations of Latina=o students. In California, 42 out of every 100 Latina=o public high school graduates pursue some form of higher education. For most, the community college is the entry point, Of these, 32 out of every 100 students begin their pursuit of higher education at a Californi...

Using critical race theory as a framework, this article examines the access and availability of Advanced Placement (AP)1 courses and how they impact educational outcomes for Latina/o2 and African American students. To begin thinking critically about enrollment patterns of AP courses we ask the following questions: How do school structures, practice...

Using critical race theory as a framework, this article provides an examination of access and availability of Advanced Placement (AP)1 courses and how they impact educational outcomes for Chicana/Latina2 students. To begin thinking critically about enrollment patterns of AP classes we ask the following questions:1. How do school structures, process...

This multi-layered counterstory contextualizes the Michigan Law School and undergraduate affirmative action cases currently in the higher courts. Set within student intervenor arguments in the Michigan case, it evokes the spirit of Thurgood Marshall to replay history and arguments in the complex legal battles over affirmative action in higher educa...

In this article, the authors use critical race theory (CRT), Paulo Freire’s problem-posing method, and case study research to introduce an alternative instructional and pedagogical methodology in teacher education. These approaches attempt to get at deep-rooted ideologies by creating a space in a social foundations course for teacher candidates to...

This article addresses how critical race theory can inform a critical race methodology in education. The authors challenge the intercentricity of racism with other forms of subordination and exposes deficit-informed research that silences and distorts epistemologies of people of color. Although social scientists tell stories under the guise of “obj...

This article addresses how critical race theory can inform a critical race methodology in education. The authors challenge the intercentricity of racism with other forms of subordination and exposes deficit-informed research that silences and distorts epistemologies of people of color. Although social scientists tell stories under the guise of “obj...

Using critical race theory as a framework, the article utilizes counter-storytelling to examine the different forms of racial and gender discrimination experienced by Chicana and Chicano graduate students. After describing the critical race theory framework and counter-storytelling method, the article moves to a story of two composite and data-driv...

Using critical race theory and Latina/Latino critical race theory as a framework, this article utilizes the methods of qualitative inquiry and counterstorytelling to examine the construct of student resistance. The authors use two events in Chicana/Chicano student history—the 1968 East Los Angeles school walkouts and the 1993 UCLA student strike fo...

Examines connections between critical race theory (CRT) and its application to the concepts of race, racial bias, and racial stereotyping in teacher education. Defines CRT, then discusses racism and stereotyping, racial stereotypes in the media, and racial stereotypes in professional environments, noting the effects on minority students. Presents f...

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Using critical race theory as a framework, this article provides an examination of how racial and gender microaggressions affect the career paths of Chicana and Chicano scholars. This paper reports on open-ended survey and interview data of a purposive sample of six Chicana and six Chicano Ford Foundation Predoctoral, Dissertation, and Postdoctoral...

This article concentrates on identifying program goals as an initial, and essential, aspect of developing a program for the retention of minority students in higher education. Focus groups and in-depth interviews that were conducted to identify goals for such a program at a major research university are described. (SLD)

The underrepresentation of Chicanos at each point in the educational and professional pipeline has resulted in both a talent loss to society and a loss of important role models for the next generation of Chicano students who aspire to educational and professional careers. This article (a) explores the educational conditions and related outcomes of...

The research represents a national examination of the doctorate production and baccalaureate origins of Chicanas and Chicanos in the social sciences. As the first study of this population, there were two objectives. Thefirst was to provide baseline information in the form of a national overview of Chicanalo doctorate production from U.S. universiti...

The underrepresentation of African Americans in doctoral programs and in the professoriate has resulted in a loss of talent to society, the loss of potential research, and the loss of important role models for the next generation of Black students who aspire to educational and professional careers. This study attempts to answer the question: What i...

Presents a national examination of the doctorate production and baccalaureate origins of Chicana and Chicano doctorates in the physical, life, and engineering sciences. Reports some gender differences in doctorate production and baccalaureate origins. Contains 78 references. (DDR)

This paper reflects on the implementation of Paulo Freire's problem-posing method with community college students during the 1978/1979 academic year. The year-long course focused on the problem of the negative portrayal of Chicanos in the media, which led to a boycott of two "Chicano gang" films. I examine Freire's pedagogy and its application in t...

Research showing a lack of upward social mobility for most Hispanics in the United States sometimes blames Hispanic parents and culture for the failure. According to the Wisconsin Status Attainment Model, parents' and students' aspirations are important predictors of educational and occupational attainment. In contrast, statistics summarized in thi...

Thesis (Ph. D.)--Claremont Graduate School, 1986. Includes bibliographical references (leaves 221-222). Photocopy.

Thesis (Ph. D.)--Claremont Graduate School, 1986. Includes bibliographical references (leaves 221-232). Microfilm of typescript. s