Introduction: “I Don’t Think I’m A Racist”: Critical Race Theory, Teacher Attitudes, And Structural Racism” by Sabina E. Vaught A & Angelina E. Castagno
“I Don’t Think I’m A Racist”: Critical Race Theory, Teacher Attitudes, and Structural Racism” by Sabina E. Vaught and Angelina E. Castagno first appeared in Race Ethnicity and Education in July 2008 and was published online by Routledge on June 25, 2008. This article critically examines teacher attitudes toward race, racism, and White privilege within the context of anti-bias in-service teacher trainings in two major urban U.S. school districts. Using the theoretical framework of Critical Race Theory (CRT), the authors explore how teachers, both White and non-White, interpret and respond to discussions on racism, Whiteness as property, and the structural inequities embedded in schooling. The study reveals that many White teachers either rejected the concept of White privilege or reframed it in ways that maintained systemic racial hierarchies, illustrating how racism operates at both individual and institutional levels. The article is significant in the fields of education and literary theory as it contributes to the discourse on how racial ideologies are sustained through everyday teacher attitudes and institutional practices, thereby reinforcing systemic inequities in student achievement. This work aligns with broader CRT scholarship by challenging the notion that racism is solely an individual bias rather than a pervasive structural force. As Vaught and Castagno argue, “the hegemonic, systemic interests of White property permit the co-optation of formal equality into racism. Awareness is collapsed with change. Difference is conflated with deficiency. Equality replaces equity. And, White privilege is countered by Black ‘racism’” (Vaught & Castagno, 2008, p. 109). The findings underscore the necessity for structural transformations in education rather than relying solely on professional development programs that focus on individual awareness without addressing systemic change.
Summary of “I Don’t Think I’m A Racist”: Critical Race Theory, Teacher Attitudes, And Structural Racism” by Sabina E. Vaught A & Angelina E. Castagno
🔹 Critical Race Theory and Structural Racism in Education
- The study examines how teacher attitudes towards race and White privilege reflect and reinforce structural racism in two urban school districts.
- Critical Race Theory (CRT) is used as the framework, emphasizing that racism is pervasive, systemic, and must be actively challenged (Bell, 1992; Delgado & Stefancic, 2001).
- CRT challenges the idea of “colorblindness” and insists that race is a fundamental structure shaping institutions, including schools (Ladson-Billings & Tate, 1995).
🔹 The Concept of “Whiteness as Property”
- The authors apply Cheryl Harris’ (1993) concept of “Whiteness as property” to analyze teacher attitudes.
- White identity is socially constructed as a property interest that provides unearned advantages, such as the ability to determine social meanings and maintain power.
- Teachers’ responses to anti-bias training reflect this property interest, as they redefine racial discussions in ways that protect White privilege.
🔹 Teachers’ Resistance to White Privilege
- Many White teachers in the study rejected or minimized the idea of White privilege, arguing that they were not responsible for systemic racial inequities.
- Some White teachers equated White privilege with personal guilt rather than a systemic advantage (McIntosh, 1988).
- Others dismissed White privilege entirely, claiming it only exists in predominantly White spaces and not in schools where White teachers were the numerical minority.
- Teachers frequently expressed defensive reactions, such as:
- “I don’t feel like I’m racist.”
- “Just because I’m White doesn’t mean I benefited from slavery.”
- “White privilege doesn’t exist in my school because most of my students are Black.”
🔹 The Individualization of Racism
- Many White teachers reduced racism to personal acts of prejudice, ignoring its structural and institutional nature (Crenshaw, 1995).
- The focus on cultural awareness over systemic inequity allowed racism to persist unchallenged in schools.
- Teachers struggled to acknowledge how their racial position granted them institutional advantages, even when they had “good intentions.”
🔹 Anti-Bias Training and Its Limitations
- The school districts implemented anti-bias training to address racial disparities in student achievement.
- However, these trainings focused primarily on raising awareness rather than changing systemic policies or practices.
- White teachers often reacted defensively, perceiving the training as a personal attack rather than an opportunity for systemic change.
- The authors argue that without structural transformation, awareness alone is insufficient to challenge racism in education.
🔹 The Role of Cultural Awareness vs. Structural Change
- Schools often framed racial disparities as cultural misunderstandings rather than issues of power and inequality.
- Teachers were encouraged to learn about “diverse cultures” through “culture grams” and “culture capsules” rather than critically examining how race and power shape school policies.
- This cultural framework enabled White teachers to avoid discussions of racial power and privilege.
🔹 Backlash and Racialized Resentment
- Some White teachers expressed resentment toward the focus on racial equity, feeling that they were being unfairly blamed.
- One teacher stated: “Because I look Aryan, I’m treated like a racist when I don’t think I am.”
- This reaction highlights how White teachers saw discussions of racism as an attack on their individuality, rather than an examination of systemic power structures.
🔹 The Need for Structural Change
- The authors argue that racial equity in education requires systemic transformation, not just individual reflection.
- Distributive justice (Harris, 1993) is proposed as a model to shift power dynamics and redistribute educational resources equitably.
- Schools must move beyond diversity training to actively challenge racial inequities in funding, curriculum, hiring, and discipline policies.
Conclusion: The Persistence of Structural Racism in Schools
- White teachers’ resistance to anti-racism training reflects broader structural barriers to racial equity in education.
- Without systemic changes to school policies and power structures, teacher training alone will not close racial achievement gaps.
- The study calls for a shift from individual awareness to collective accountability in dismantling racial inequities in education.
Theoretical Terms/Concepts in “I Don’t Think I’m A Racist”: Critical Race Theory, Teacher Attitudes, And Structural Racism” by Sabina E. Vaught A & Angelina E. Castagno
| Concept | Definition | Key Scholar(s) Referenced | Application in the Study |
| Critical Race Theory (CRT) | A theoretical framework that views racism as systemic, permanent, and embedded in institutions. It challenges colorblind ideologies and calls for racial justice. | Bell (1992); Crenshaw et al. (1995); Ladson-Billings & Tate (1995) | Used as the study’s framework to analyze how teacher attitudes reinforce structural racism in education. |
| Whiteness as Property | The idea that Whiteness functions as a form of property that grants exclusive rights, power, and privilege to White individuals. | Harris (1993) | Teachers resisted acknowledging White privilege because it threatened their social position and control over racial narratives. |
| White Privilege | The unearned advantages White individuals receive due to their race, often invisible to them but deeply embedded in societal structures. | McIntosh (1988) | Teachers in the study struggled to recognize their privilege and often framed racial discussions as personal attacks. |
| Individualism | The belief that racism is only about individual prejudice rather than systemic power structures. | Bell (1992); Ladson-Billings (2000) | Teachers defended themselves as “not racist” and failed to acknowledge structural inequities. |
| Colorblind Ideology | The idea that ignoring race leads to equality, which in reality reinforces systemic racism. | Bonilla-Silva (2003) | Teachers dismissed racial disparities in education by denying the role of race in student achievement gaps. |
| Interest Convergence | The notion that racial progress only occurs when it benefits White people. | Bell (1987) | Diversity trainings were implemented due to external pressures, rather than a true commitment to racial justice. |
| Defensive Whiteness | A reaction in which White individuals resist racial discussions because they feel blamed or attacked. | Gallagher (1997); Ross (1997) | Many teachers responded to training with resentment, feeling unfairly accused of racism. |
| Structural Racism | Racism that is built into policies, institutions, and practices, rather than just individual bias. | Crenshaw (1995); Gillborn (2005) | The study highlights how schools reproduce racial disparities through discipline policies, funding, and curriculum. |
| Cultural Deficit Model | The belief that racial disparities exist because students of color lack cultural or educational values, rather than systemic oppression. | Sleeter & Grant (2003) | Teachers framed racial achievement gaps as “cultural misunderstandings” rather than systemic inequalities. |
| Formal Equality vs. Equity | Formal equality focuses on treating everyone the same, while equity ensures fair distribution of resources based on need. | Harris (1993) | Schools emphasized diversity awareness without changing policies that reinforced racial inequities. |
| Distributive Justice | A concept advocating for the redistribution of opportunities and resources to correct racial inequities. | Harris (1993) | Suggested as a solution to address racial achievement gaps, instead of relying on individual awareness training. |
| Legitimation of Whiteness | The process by which institutions maintain racial hierarchies while appearing neutral or fair. | Guinier (2004) | The study shows how schools framed equity efforts as “diversity training” while avoiding systemic reform. |
| Racialized Backlash | The reaction where White individuals respond defensively to racial justice efforts, often by claiming reverse racism. | Kincheloe & Steinberg (1998) | Some White teachers claimed they were being discriminated against in diversity trainings. |
Contribution of “I Don’t Think I’m A Racist”: Critical Race Theory, Teacher Attitudes, And Structural Racism” by Sabina E. Vaught A & Angelina E. Castagno to Literary Theory/Theories
🔹 Critical Race Theory (CRT)
- Extends CRT to Teacher Training and Attitudes in Schools
- The article applies CRT beyond legal studies by examining how teachers’ racial attitudes reinforce structural racism in education (Vaught & Castagno, 2008, p. 95).
- It argues that racism is not just an individual bias but an entrenched system that shapes educational institutions (p. 97).
- Demonstrates Whiteness as Property in Educational Spaces
- The study employs Harris’ (1993) theory of “Whiteness as Property” to explain how teachers resist acknowledging White privilege to maintain their power over racial narratives (p. 99).
- It illustrates how Whiteness is protected through institutional practices like colorblind policies and cultural awareness training without structural reform (p. 101).
- Challenges the Effectiveness of Diversity Training in Combating Racism
- The study critiques how anti-racist teacher training often reinforces, rather than dismantles, systemic racism by focusing on individual awareness instead of institutional change (p. 110).
- It argues for structural interventions rather than relying on White teachers’ willingness to self-reflect (p. 111).
🔹 Whiteness Studies & Postcolonial Theory
- Interrogates the Construction of White Identity as Neutral and Invisible
- The article exposes how White teachers frame themselves as “neutral” individuals while racializing students of color as collective cultural groups (p. 105).
- It aligns with Bonilla-Silva’s (2003) concept of colorblind racism, where Whiteness is positioned as the default identity (p. 108).
- Highlights the Power of White Narratives in Controlling Racial Discourse
- The study demonstrates how White teachers use their power to redefine the meaning of race and racism within the school system (p. 102).
- It supports Gramsci’s (1971) theory of hegemony by showing how dominant racial ideologies are maintained through everyday discourse (p. 109).
- Links Institutional Racism to Colonial Legacies in Education
- The findings parallel postcolonial critiques of Western education, where racialized knowledge production reinforces White supremacy (p. 113).
- The authors call for “distributive justice” (Harris, 1993) as a necessary corrective measure to counter the historical accumulation of White privilege (p. 112).
🔹 Structuralism & Poststructuralism
- Reveals the Structural Nature of Racism in Schools
- The study argues against viewing racism as a series of isolated incidents and instead emphasizes the structural and systemic nature of racial inequities in education (p. 107).
- Aligns with Foucault’s (1977) theory of power and knowledge, showing how schools perpetuate racial hierarchies through policies, training programs, and teacher attitudes (p. 109).
- Deconstructs Individualism as a Myth in Racism Discourse
- The authors challenge the individualistic narratives of White teachers, who frame racism as personal bias rather than structural injustice (p. 106).
- This critique supports Derrida’s (1967) deconstruction theory, illustrating how individualism serves as a discursive strategy to obscure collective White privilege (p. 108).
🔹 Marxist Literary Theory
- Exposes Education as a Reproductive Mechanism for White Supremacy
- The article examines how race and class intersect in the education system, showing that schools are not neutral institutions but rather spaces that perpetuate existing racial power structures (p. 111).
- Reflects Althusser’s (1971) concept of ideological state apparatuses, where schools function to reproduce dominant ideologies rather than challenge them (p. 113).
- Critiques False Consciousness in Racial Narratives
- Teachers in the study internalize false narratives of racial equality while failing to recognize their own racial power (p. 109).
- This aligns with Marxist critiques of ideology, illustrating how White teachers uphold systemic inequities even when they claim to support racial justice (p. 110).
🔹 Feminist Theory & Intersectionality
- Analyzes Gendered and Racialized Experiences in Education
- While the study focuses primarily on race, it also highlights the gendered dynamics of teacher attitudes in discussions of authority and power (p. 105).
- It contributes to Black feminist thought (Collins, 1990) by recognizing how educational inequities affect students and teachers of color differently based on intersecting identities (p. 112).
- Connects Intersectionality to Institutional Racism in Schools
- The study reinforces Crenshaw’s (1989) intersectionality framework by demonstrating how teachers’ racial attitudes are shaped by their positionality within multiple systems of power (p. 111).
🔹 Educational Theory & Pedagogy
- Challenges Multicultural Education as a Surface-Level Solution
- The study critiques how multicultural education policies often focus on “cultural difference” rather than structural inequality (p. 107).
- Supports Ladson-Billings’ (1995) call for culturally relevant pedagogy, which argues that schools need to go beyond diversity training and actively dismantle racist policies (p. 112).
- Calls for a Shift from Individual Awareness to Structural Change in Schools
- The article argues that teacher training should not just raise awareness but also equip educators with tools to challenge systemic inequities (p. 113).
- It emphasizes the role of educational institutions in reinforcing racial privilege and advocates for policy changes that promote equity (p. 112).
🔹 Conclusion: Expanding Theoretical Discussions on Race & Education
The article by Vaught & Castagno (2008) makes significant theoretical contributions by:
- Bridging Critical Race Theory with educational studies to analyze racial inequities in schools.
- Demonstrating how Whiteness as property operates within educational institutions to maintain racial hierarchies.
- Critiquing diversity training as an ineffective solution that fails to address structural racism.
- Extending Marxist and Poststructuralist critiques to show how race, power, and ideology shape teacher attitudes.
- Calling for an intersectional and systemic approach to dismantling educational inequalities.
Examples of Critiques Through “I Don’t Think I’m A Racist”: Critical Race Theory, Teacher Attitudes, And Structural Racism” by Sabina E. Vaught A & Angelina E. Castagno
| Literary Work | Critique Through Vaught & Castagno’s Analysis | Key Theoretical Connection |
| 1. “To Kill a Mockingbird” (Harper Lee) | The novel portrays Atticus Finch as a White savior and reinforces individualistic views of racism, rather than addressing systemic racial injustice. Vaught & Castagno critique how teachers frame racism as individual bias rather than structural oppression, a problem evident in how the novel treats justice as a moral issue rather than an institutional failure (p. 99-101). | Critical Race Theory (CRT) – Racism as a pervasive, systemic issue, not just an individual moral failing. Whiteness as Property – Atticus’ role reinforces White authority over racial justice (p. 102). |
| 2. “Heart of Darkness” (Joseph Conrad) | The novel reinforces colonial narratives where Whiteness represents civilization, and African characters remain dehumanized and voiceless. Vaught & Castagno’s critique of how teachers essentialize “cultural awareness” without addressing power structures applies here, as the novel presents Africa as an uncivilized backdrop rather than a space of legitimate cultural agency (p. 107-109). | Postcolonial Theory – White power determines meaning, paralleling teachers’ control over racial discourse (p. 102). Whiteness as Property – The novel treats Africa as an object of European ownership (p. 1762). |
| 3. “The Great Gatsby” (F. Scott Fitzgerald) | The novel ignores systemic racial inequities by portraying the American Dream as universally achievable, even as race and class exclusions remain unspoken. Vaught & Castagno’s critique of Whiteness as Property (p. 106-108) is relevant, as Gatsby’s tragedy is framed as an individual moral failure rather than a reflection of the racialized class system that benefits characters like Tom Buchanan. | Marxist & CRT Critique – The novel erases racialized class struggles, reinforcing White privilege as the unspoken foundation of economic success (p. 109). |
| 4. “Huckleberry Finn” (Mark Twain) | While often praised for its critique of slavery, the novel still reinforces White paternalism by centering Huck’s moral growth rather than Jim’s agency. Vaught & Castagno’s critique of “White innocence” in teacher narratives (p. 108) applies here, as the novel allows Huck to develop empathy without challenging the larger racial power structures. | Critical Race Theory & Whiteness Studies – The novel positions Huck as the agent of change while Jim remains a passive recipient of White morality (p. 105). |
Criticism Against “I Don’t Think I’m A Racist”: Critical Race Theory, Teacher Attitudes, And Structural Racism” by Sabina E. Vaught A & Angelina E. Castagno
1. Overemphasis on Structural Determinism
- The article frames racism as an inescapable structural force, potentially diminishing individual agency and personal responsibility in challenging racism.
- Some scholars argue that CRT’s emphasis on systemic racism can lead to fatalism, implying that no real change is possible within existing institutions (Vaught & Castagno, p. 99-100).
2. Lack of Attention to Nuances in White Teacher Reactions
- The study categorizes many White teachers as defensive or resistant without fully exploring how some may genuinely engage with anti-racist learning.
- Teachers who attempt to change but struggle with new racial frameworks are sometimes lumped in with outright deniers of White privilege (p. 108-109).
3. Limited Discussion on Alternative Approaches to Anti-Racist Education
- While the article critiques teacher trainings as insufficient, it does not fully explore other models of effective anti-racist professional development.
- More discussion on practical policy solutions within educational institutions could strengthen the study’s applicability (p. 111-112).
4. Reliance on Whiteness as Property Without Alternative Theoretical Considerations
- The study relies heavily on Cheryl Harris’ (1993) concept of “Whiteness as Property”, potentially neglecting other theoretical frameworks that could add depth.
- Concepts from intersectionality, class analysis, or decoloniality could provide a more multidimensional analysis of race, privilege, and power in schools (p. 102-103).
5. Generalization of White Teacher Perspectives
- The analysis risks overgeneralizing White teachers as resistant to change, without fully considering how some teachers of color may also struggle with internalized racism or neoliberal multiculturalism.
- The argument that White teachers uniformly fail to recognize structural racism (p. 100-101) might not account for regional, personal, and institutional differences in anti-racist attitudes.
6. Absence of Student Voices and Perspectives
- The study primarily focuses on teacher and administrator responses, but lacks input from students, particularly students of color who experience racism in schools.
- Understanding how students interpret teachers’ racial attitudes could add another layer of critical insight (p. 107).
7. Potentially Polarizing Framing of White Teachers
- Some critics may argue that the framing of White teachers in the study positions them as inherently complicit in systemic racism, which could alienate potential allies in anti-racist education.
- Encouraging a collaborative rather than confrontational approach to teacher training might yield more productive long-term outcomes (p. 110-111).
8. Insufficient Engagement with Historical Changes in Education Policy
- While the article critiques current anti-bias training models, it does not provide much historical context on how educational institutions have evolved in their treatment of race.
- Comparing past and present racial equity efforts might highlight progress and limitations more effectively (p. 104).
9. Limited Discussion of Non-White Teacher Perspectives on Racism
- The study focuses on White teacher attitudes but does not deeply engage with how teachers of color navigate structural racism within schools.
- A broader racialized teacher perspective could provide a more complete understanding of how racism operates in educational settings (p. 106).
Representative Quotations from “I Don’t Think I’m A Racist”: Critical Race Theory, Teacher Attitudes, And Structural Racism” by Sabina E. Vaught A & Angelina E. Castagno with Explanation
| Quotation | Explanation |
| “I don’t think I’m a racist.” | This phrase, echoed by many White teachers in the study, highlights racial defensiveness and a misunderstanding of systemic racism. The authors argue that racism is structural, not just an individual belief or attitude. |
| “White privilege is being able to go into a restaurant … and not even care who’s in the restaurant cause you know nobody’s gonna be attacking your race.” | This teacher provides a superficial understanding of White privilege, limiting it to freedom from racial harassment rather than recognizing the structural advantages afforded to White individuals. |
| “That wasn’t the point… it’s the point that you have to understand that is how some people feel.” | This quote illustrates White teachers’ resistance to discussions of privilege, seeing racism as a matter of perception rather than structural reality. |
| “Absolutely not … if I discipline a student, and they know it’s [me], if [I] had Black skin they would just say, okay, this is correct. [I don’t] have Black skin, so they wonder what went on.” | This response denies White privilege by arguing that White teachers face more scrutiny than their Black counterparts, ignoring the institutional power dynamics that disproportionately affect students of color. |
| “Because one of the great cop-outs when you’re in a setting like this [training] is anything that I do to you is based on race, even if it isn’t.” | Some White teachers dismiss racial concerns as exaggerated and fail to recognize how subtle, systemic biases reinforce racial hierarchies in schools. |
| “I mean I noticed a lot of, well, I mean, a lot of our teachers here are Caucasian. Um, they were very resistant to some of the ah, I can’t remember what it was called. They were offended by ah, I think it was White privilege.” | This quote highlights White teachers’ discomfort with acknowledging their racial privilege, reflecting resistance to anti-racist education. |
| “We want to eliminate the gap, but you want to displace the students who are entrapped in the gap?” | A Black principal critiques the contradictions in education policy, where efforts to close the racial achievement gap often fail to address systemic inequities affecting students of color. |
| “The structural force of racism obviates the possibility that individual training alone could remedy the racialized achievement gap.” | The authors argue that professional development alone is insufficient to address racial inequities in schools; structural changes are necessary. |
| “And, you can’t take equality and make things equal, because they’re not equal. They never have been equal. They’re not equal now.” | This quote challenges the idea of colorblind equality, emphasizing that historical and ongoing racial inequalities require active interventions. |
| “Awareness did not lead to empathy amongst teachers, but resulted instead in a reinvention of meaning that reified existing, culturally constructed, racist frameworks.” | The authors critique awareness-based training, arguing that it often fails to create meaningful change and instead reinforces racial biases in new forms. |
Suggested Readings: “I Don’t Think I’m A Racist”: Critical Race Theory, Teacher Attitudes, And Structural Racism” by Sabina E. Vaught A & Angelina E. Castagno
- Vaught, Sabina E., and Angelina E. Castagno. ““I don’t think I’ma racist”: Critical race theory, teacher attitudes, and structural racism.” Critical race theory in education. Routledge, 2020. 95-113.
- Hansen-Krening, Nancy. “Authors of Color: A Multicultural Perspective.” Journal of Reading, vol. 36, no. 2, 1992, pp. 124–29. JSTOR, http://www.jstor.org/stable/40016444. Accessed 10 Mar. 2025.
- Torres, Hector A., and Richard Rodriguez. “‘I Don’t Think I Exist’: Interview with Richard Rodriguez.” MELUS, vol. 28, no. 2, 2003, pp. 165–202. JSTOR, https://doi.org/10.2307/3595289. Accessed 10 Mar. 2025.
- Hughes, Diane. “Racist Thinking and Thinking about Race: What Children Know but Don’t Say.” Ethos, vol. 25, no. 1, 1997, pp. 117–25. JSTOR, http://www.jstor.org/stable/640463. Accessed 10 Mar. 2025.