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Open research questions in Critical Race Theory in Education

792 gap statements mined from Critical Race Theory in Education papers in our 7.9M-paper local library, which holds 14,864 papers on the topic — drawn mostly from each paper's own stated research gap, future-work, challenge and limitation notes, and its abstract. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one.

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What the literature leaves open

  • However, the intersectional and multilayered nuances of AfroLatinx/e groups and their identities remain understudied, as theorizations of AfroLatinidades have yet to address the diverse experiences and identities of AfroLatinx/es.

    “AfroLatino? I only knew I was Black! :” towards a nuancing/interrogating of Afrolatinidades in educational research · 2026 · DOI

  • This paper investigates how racially minoritised students at elite universities in England navigate postgraduate (PG) education, an under-researched area.

    Minoritised students navigating postgraduate education in England’s elite universities: Yosso’s Community Cultural Wealth framework adapted for the UK · 2025 · DOI

  • Despite robust literature on the role of historically Black colleges and universities (HBCUs) in promoting upward mobility for Black college students, little is known about the impact of these institutions on the well-being of Black college students exposed to high-profile anti-Black violence.

    ‘My life matters here’: Black undergraduate students’ experiences of attending historically Black colleges and universities during a time of racial reckoning · 2025 · DOI

  • The additional labour of racialized educators’ to adequately support racialized students is subsequently invisibilized, as there are insufficient practices that have put anti-racist policies into action.

    Anti-racist policies and invisible labour of educators in Ontario schools · 2025 · DOI

  • However, research has not explored how partners of color support each other in the face of racialized marginalization, nor how they influence their campus environments.

    Cultivating collectivism: faculty couples of color resisting marginalization at predominantly white institutions · 2025 · DOI

  • With limited data on ALAs, these findings illustrate the heightened need to abandon monolithic frames of Latinés.

    Un pirámide : United States Afro-Latin American cities, counties, and institutional discourse in Florida’s public higher education · 2026 · DOI

  • Asian American (AsAm) youth are a highly under-studied group (Chang, Citation2017; Hsieh & Kim, Citation2020).

    “They’re Actually Kind of Dying Inside”: Explorations of Race, Gender, and Culture with Asian American Girls in an after-School Book Club · 2026 · DOI

  • Frequently, scholars in this area make mention of power, yet explicit definitions within this work remain elusive.

    CRToP: toward a critical race theory of power in higher education · 2024 · DOI

  • Systemic racism and gender inequality are major challenges that need to be addressed in STEMM education and research. The current STEMM education and research system in Canada is not immune to exclusion and discrimination. Many pinch points on the ladder from student to professional can lead to exclusionary practices or discrimination.

    Benefits to Canada of a Network That’s ‘All About Being Black’ in STEMM · 2026 · DOI

  • The paper identifies a gap in the current STEMM education and research system in Canada, which is not inclusive and equitable. It highlights the need for a more nuanced understanding of the experiences of Black and other historically marginalized people in STEMM.

    Benefits to Canada of a Network That’s ‘All About Being Black’ in STEMM · 2026 · DOI

  • The current approach to trauma-informed practice is often detached from the realities of racial violence and inequity. There is a need for a more nuanced understanding of the ways in which racialized emotions shape trauma-informed practice.

    Teaching with a Racialized Heart: Reframing Emotion as Theory and Praxis in Trauma-Informed Education · 2026 · DOI

  • The lack of understanding of the different layers of intersectionality in the protests. The need to analyze the use of decoloniality and intersectionality as a collective action frame.

    Rhodes Must Fall: Different layers of intersectionality in student protests in South Africa · 2026 · DOI

  • The study identifies a gap in the understanding of how racialized collective memories and collective identities are formed, sustained, and/or erased in interaction with institutional politics in media discourse.

    Racial Politics and News Media Coverage of Black Resistance to Police Violence in New York, 1997–2000 · 2026 · DOI

  • The author highlights the need for a more nuanced understanding of the historical and societal disadvantages faced by Black people in the United States.

    Nothing’s Too Good for My Baby · 2026 · DOI

  • Future research should examine the deployment of racial discourses in other urban redevelopment contexts. Future research should consider the impact of racial equity discourses on urban redevelopment outcomes. Future research should analyze the responses of community members to developers' racial equity claims in different contexts.

    A Chicago Casino for Racial Equity? · 2026 · DOI

  • The study highlights the need to consider the local and organizational context in understanding the deployment of racial discourses.

    A Chicago Casino for Racial Equity? · 2026 · DOI

  • There is limited analysis of how Canada's SDG 4 priorities address inequities faced by Black students. The paper highlights the need to address the systemic barriers faced by Black students in the Canadian education system. The research argues that existing research is valuable, but there is a disconnect between Canada's commitments to inclusive education and the lived realities of marginalized communities.

    Unmasking Inequity: Reframing “Canadians,” “Inclusive” and “Quality” Education in Canada’s Ambitions and Commitments to SDG 4 · 2026 · DOI

  • The field of raciolinguistics has not sufficiently examined the impact of White Language Supremacy on signed languages. The study of Black American Sign Language has been neglected, with the language being devalued and marginalized.

    The Black Deaf Community’s Fight Against White Language Supremacy · 2026 · DOI

  • There is a need for a radical reimagining of how care is conceptualized and practiced. The book addresses the gap in literature on Anti-Oppressive Child and Youth Care.

    Radical Care in Practice: A Review of Anti-Oppressive Child and Youth Care · 2026 · DOI

  • The lack of consideration for refugee children's experiences and knowledge in early childhood education. The dominance of developmentalist discourses that contribute to deficit perspectives of refugee children.

    Dismantling Epistemic Injustice in Early Childhood Education: Bringing Forward Counternarratives of Marginalized Children and Families to Disrupt Developmentalism · 2026 · DOI

  • These power differentials between students and placement instructors/faculty could be examined through the frame of epistemic injustice. Fricker (2007) articulates how those who are lacking in social power and capital often encounter experiences where they are either denied access to or excluded from language that could assist in helping to make sense of their social world and experiences.

    Listening with Bamms: An Autotheoretical Critique of Epistemic Injustice in Postsecondary Early Childhood Education · 2026 · DOI

  • Diversity, Equity, and Inclusion (DEI) units within K-12 public schools rapidly increased in 2020; however, few studies have explored how schools and districts positioned DEI leaders to execute these roles.

    “The right kind of leader”: neoliberal antiracism and DEI educational leadership · 2025 · DOI

  • Investigation of the impact of the Rhodes Must Fall protests on other social movements.

    Rhodes Must Fall: Different layers of intersectionality in student protests in South Africa · 2026 · DOI

  • It also foregrounds the under-recognised cultural insights and professional strengths Black students develop in response to these challenges.

    The invisible conspicuous outsiders: Black students’ experiences in healthcare programmes – a case study · 2025 · DOI

  • Further study on the impact of epistemological ideologies on refugee children's educational experiences. Exploration of ways to center marginalized knowledge in early childhood education.

    Dismantling Epistemic Injustice in Early Childhood Education: Bringing Forward Counternarratives of Marginalized Children and Families to Disrupt Developmentalism · 2026 · DOI

Most-cited papers in Critical Race Theory in Education

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Open questions raised by papers listed on this page include: (1) The intersectional and multilayered nuances of AfroLatinx/e groups and their identities remain understudied, as theorizations of AfroLatinidades have yet to address the diverse experiences and identities of AfroLatinx/es (““AfroLatino? I only knew I was Black! :” towards a nuancing/interrogating of…”, 2026); (2) There is a need for a more nuanced understanding of the ways in which racialized emotions shape trauma-informed practice (“Teaching with a Racialized Heart: Reframing Emotion as Theory and Praxis in…”, 2026); (3) The lack of understanding of the different layers of intersectionality in the protests (“Rhodes Must Fall: Different layers of intersectionality in student protests in…”, 2026); (4) Future research should examine the deployment of racial discourses in other urban redevelopment contexts (“A Chicago Casino for Racial Equity?”, 2026); (5) There is limited analysis of how Canada's SDG 4 priorities address inequities faced by Black students (“Unmasking Inequity: Reframing “Canadians,” “Inclusive” and “Quality” Education…”, 2026). 792 gap statements have been mined from Critical Race Theory in Education papers in our 7.9M-paper local library, which holds 14,864 papers on the topic; the gaps come from whichever of those papers state one. They are mostly the research gaps the authors state and the papers' abstracts, plus future-work, limitations and challenges passages. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one, so you can read the original claim in context.

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