The articles in this issue represent the growing body of literature in the field of education focused on problems of race. More specifically, these articles draw on the theoretical tenets of the New Race Group of Legal Studies or what is more commonly referred to as the critical race theory (CRT) movement. The author's goals in this article are twofold. The first goal of the article is to encourage scholars interested in CRT to carefully examine theoretical positions that may link their moral reasoning to a relativism project. The second goal in this article is to discuss the importance of intergenerational wealth and achievement as key factors in the theoretical formations of social justice challenges in education and the engineering of solutions in school reform and practice. In tandem, the author argues that the formation of a sound ethical framework and engineering strategy linked to solving real social problems are key to the continued relevancy of the CRT movement.