Language, Literacy, and Sociocultural Studies ETDs

Publication Date

Spring 5-16-2026

Abstract

Critical Race Theory (CRT) gained prominence in mainstream political discourse following President Trump issuance of Executive Order 13950, Combating Race and Sex Stereotyping, which intensified political debate surrounding CRT, diversity initiatives, and educational curricula. This study used Fairclough’s Critical Discourse Analysis to examine how ideological forces gave rise to the enactment of school vouchers. Using CRT as a theoretical lens, the study examined historical and contemporary data to explore how ideology functioned to advance an expansive education policy agenda, including Arizona’s Empowerment Scholarship Account program. This study offers evidence of the impact of the anti-CRT movement, as well as sustained and strategic efforts to undermine public education. A Critical Discourse Analysis framework facilitates a deeper understanding of the underlying power relations, ideological process, and latent dimensions of this discourse. Results underscore how facially neutral policies, using colorblind discourse, maintain social and economic hierarchies.

Keywords

critical discourse analysis, critical race theory, anti-CRT movement, school vouchers

Document Type

Dissertation

Language

English

Degree Name

Language, Literacy and Sociocultural Studies

Level of Degree

Doctoral

Department Name

Language, Literacy, and Sociocultural Studies

First Committee Member (Chair)

Dr. Glenabah Martinez

Second Committee Member

Dr. Nancy López

Third Committee Member

Dr. Armando Garza Ayala

Fourth Committee Member

Dr. Carlos López Leiva

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