▁ra cial ▁climate ▁and ▁Ch icana / o , ▁Lat ina / o ▁educational ▁experiences . ▁Her ▁oper ational ization ▁of ▁m und ane ▁rac ism ▁in ▁subsequent ▁publications ▁( e . g . ▁“ A ▁F ew ▁of ▁the ▁Bright est , ▁C lean est ▁Mexican ▁Children ” ▁( Har vard ▁Edu c ational ▁Review ) ▁exp ands ▁our ▁understand ings ▁of ▁why ▁and ▁how ▁Mexican ▁Americans ▁persist ▁as ▁the ▁most ▁seg reg ated ▁children ▁in ▁the ▁nation ’ s ▁schools . ▁▁ ▁Y os so ' s ▁most ▁unique ▁contribution ▁to ▁developing ▁a ▁critical ▁race ▁theory ▁in ▁education ▁framework ▁eng ages ▁research - based ▁cre ative ▁narr atives — counter st ories — that ▁rec ount ▁ra cially ▁and ▁soci ally ▁marg inal ized ▁pers pect ives . ▁Her ▁co - author ed ▁publications ▁describe ▁how ▁a ▁counter story t elling ▁method ology ▁can ▁ill uminate ▁educational ▁experiences ▁both ▁individual ▁and ▁shared . ▁Her ▁ 2 0 0 6 ▁book , ▁Crit ical ▁Race ▁C ounter st ories ▁along ▁the ▁Ch icana / Ch icano ▁Edu c ational ▁P ipeline . ▁ ▁applied ▁this ▁method ▁to ▁examine ▁Ch icana / o ▁experiences ▁navig ating ▁from ▁elementary ▁through ▁gradu ate ▁school , ▁embedding ▁critical ▁concept ual ▁and ▁theoretical ▁content ▁within ▁an ▁accessible ▁coun tern arr ative ▁format . ▁She ▁challeng es ▁def ic it ▁interpret ations ▁of ▁dis mal ▁academic ▁statistics ▁with ▁composite ▁characters ▁who ▁person ify ▁data ▁them es ▁and ▁patterns . ▁In ▁ 2 0 0 8 ▁the ▁American ▁Edu