may themselves feel out of place according to their own ascribed traits (differences based on class, privilege, and so on.). Assessing and thinking through notions of difference and the way they affect the classroom allow both students and teachers to find the classroom as an inclusive location (Diversity in the Classroom, 2007). Critical race theory Critical race theory (CRT), is defined as the view that race, instead of being biologically grounded and natural, is socially constructed and that race, as a socially constructed concept, functions as a way to maintain the interests of the white population that assembled it (Curry, T. (2016). Based on CRT, racial inequality emerges in the societal, economic, and legal gaps in which Caucasian individuals create between “races” to keep elite Caucasian interest in labor politics and markets and as such produce the conditions that provide rise to poverty and criminality in many minority communities (Curry, T. (2016). Although the intellectual roots of this movement go back much further, the CRT movement officially organized itself in July 1989. The initiation of the CRT motion in 1989 indicated its separation from critical legal studies. Instead of drawing theories of social organization and individual behavior from continental European thinkers such as G.W.F. Hegel and Karl Marx or psychoanalytic figures like Sigmund Freud because its theoretical predecessors, as CLS and feminist jurisprudence had completed, CRT was inspired by the American civil rights heritage through figures like Martin Luther King, Jr. (Curry, T. (2016). Being steeped in a revolutionary black idea and civic thinking, critical race theory complex theoretical understandings of the law, politics, and American sociology that concentrated on the attempts of white folks (Euro-Americans) to maintain their historical benefits over individuals of color (Curry, T. (2016).