Talking Back: An Analysis of the Scope and Impact of Critical Race Theory and Its Usage in Educational Research
This study employed bibliometric analysis to analyze the research on critical race theory (CRT) in education. We employed four approaches: citation analysis, document co-citation analysis, social network analysis, and keyword co-occurrence to examine the scientific structure of CRT research in educa...
| Main Authors: | , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2023-09-01
|
| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/21582440231192112 |
| _version_ | 1797692958640701440 |
|---|---|
| author | Jemimah Young Jamaal Young John Williams Monica Neshyba Quinita Ogletree Marlon James |
| author_facet | Jemimah Young Jamaal Young John Williams Monica Neshyba Quinita Ogletree Marlon James |
| author_sort | Jemimah Young |
| collection | DOAJ |
| description | This study employed bibliometric analysis to analyze the research on critical race theory (CRT) in education. We employed four approaches: citation analysis, document co-citation analysis, social network analysis, and keyword co-occurrence to examine the scientific structure of CRT research in education based on 1,464 documents and 55,493 cited references. Using VOSviewer, we identified four distinct clusters of CRT research that characterize the intellectual structure of CRT research in education. We examined how specific works influence the field using social network analysis (SNA). The SNA revealed various amounts of overall centrality (i.e., 15.42% degree centrality, 25.24% closeness centrality, and approximately 0% betweenness centrality). These results indicate that the documents’ direct influence on the co-citation network is stronger than the indirect and informal influence. Finally, the keyword co-occurrence analysis results indicate four distinct clusters of CRT research foci. The results provide important considerations for future research while refuting claims that CRT is a tool for indoctrinating America’s youth. |
| first_indexed | 2024-03-12T02:36:37Z |
| format | Article |
| id | doaj.art-b582fa4ae7164543ace3d88c41ed1f85 |
| institution | Directory Open Access Journal |
| issn | 2158-2440 |
| language | English |
| last_indexed | 2024-03-12T02:36:37Z |
| publishDate | 2023-09-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj.art-b582fa4ae7164543ace3d88c41ed1f852023-09-04T15:33:41ZengSAGE PublishingSAGE Open2158-24402023-09-011310.1177/21582440231192112Talking Back: An Analysis of the Scope and Impact of Critical Race Theory and Its Usage in Educational ResearchJemimah Young0Jamaal Young1John Williams2Monica Neshyba3Quinita Ogletree4Marlon James5Texas A&M University, College Station, USATexas A&M University, College Station, USATexas A&M University, College Station, USAUniversity of Texas, USATexas A&M University, College Station, USAPrairie View A&M University, USAThis study employed bibliometric analysis to analyze the research on critical race theory (CRT) in education. We employed four approaches: citation analysis, document co-citation analysis, social network analysis, and keyword co-occurrence to examine the scientific structure of CRT research in education based on 1,464 documents and 55,493 cited references. Using VOSviewer, we identified four distinct clusters of CRT research that characterize the intellectual structure of CRT research in education. We examined how specific works influence the field using social network analysis (SNA). The SNA revealed various amounts of overall centrality (i.e., 15.42% degree centrality, 25.24% closeness centrality, and approximately 0% betweenness centrality). These results indicate that the documents’ direct influence on the co-citation network is stronger than the indirect and informal influence. Finally, the keyword co-occurrence analysis results indicate four distinct clusters of CRT research foci. The results provide important considerations for future research while refuting claims that CRT is a tool for indoctrinating America’s youth.https://doi.org/10.1177/21582440231192112 |
| spellingShingle | Jemimah Young Jamaal Young John Williams Monica Neshyba Quinita Ogletree Marlon James Talking Back: An Analysis of the Scope and Impact of Critical Race Theory and Its Usage in Educational Research SAGE Open |
| title | Talking Back: An Analysis of the Scope and Impact of Critical Race Theory and Its Usage in Educational Research |
| title_full | Talking Back: An Analysis of the Scope and Impact of Critical Race Theory and Its Usage in Educational Research |
| title_fullStr | Talking Back: An Analysis of the Scope and Impact of Critical Race Theory and Its Usage in Educational Research |
| title_full_unstemmed | Talking Back: An Analysis of the Scope and Impact of Critical Race Theory and Its Usage in Educational Research |
| title_short | Talking Back: An Analysis of the Scope and Impact of Critical Race Theory and Its Usage in Educational Research |
| title_sort | talking back an analysis of the scope and impact of critical race theory and its usage in educational research |
| url | https://doi.org/10.1177/21582440231192112 |
| work_keys_str_mv | AT jemimahyoung talkingbackananalysisofthescopeandimpactofcriticalracetheoryanditsusageineducationalresearch AT jamaalyoung talkingbackananalysisofthescopeandimpactofcriticalracetheoryanditsusageineducationalresearch AT johnwilliams talkingbackananalysisofthescopeandimpactofcriticalracetheoryanditsusageineducationalresearch AT monicaneshyba talkingbackananalysisofthescopeandimpactofcriticalracetheoryanditsusageineducationalresearch AT quinitaogletree talkingbackananalysisofthescopeandimpactofcriticalracetheoryanditsusageineducationalresearch AT marlonjames talkingbackananalysisofthescopeandimpactofcriticalracetheoryanditsusageineducationalresearch |