A Crack in the Door: Critical Race Theory in Practice at a Predominantly White Institution

Analyzing interviews with 18 Asian American female undergraduates, this study seeks to understand how participants viewed the sorority system at a predominantly White institution in the Southeastern United States. Drawing from critical race theory, I argue that the ways in which women perceived and experienced both acceptance and marginalization in the Greek system testify to the complexity and subtlety of racial politics on campus. While women generally perceived sororities as open access, they also reported instances in which race mattered, such as the presence of status hierarchies within the sorority system and the underrepresentation of women of color in sororities.

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The Whiteness of AI

Philosophy & Technology ◽

10.1007/s13347-020-00415-6 ◽

2020 ◽

Vol 33 (4) ◽

pp. 685-703 ◽

Cited By ~ 1

Author(s):

Stephen Cave ◽

Kanta Dihal

Keyword(s):

Critical Race Theory ◽

Predominantly White ◽

Humanoid Robots ◽

Critical Race ◽

Race Theory ◽

White People ◽

Intelligent Machines ◽

Film And Television ◽

White Racial Frame

Abstract This paper focuses on the fact that AI is predominantly portrayed as white—in colour, ethnicity, or both. We first illustrate the prevalent Whiteness of real and imagined intelligent machines in four categories: humanoid robots, chatbots and virtual assistants, stock images of AI, and portrayals of AI in film and television. We then offer three interpretations of the Whiteness of AI, drawing on critical race theory, particularly the idea of the White racial frame. First, we examine the extent to which this Whiteness might simply reflect the predominantly White milieus from which these artefacts arise. Second, we argue that to imagine machines that are intelligent, professional, or powerful is to imagine White machines because the White racial frame ascribes these attributes predominantly to White people. Third, we argue that AI racialised as White allows for a full erasure of people of colour from the White utopian imaginary. Finally, we examine potential consequences of the racialisation of AI, arguing it could exacerbate bias and misdirect concern.

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The fear of multiple truths: On teaching about racism in a predominantly white school

Phi Delta Kappan ◽

10.1177/0031721721992560 ◽

2021 ◽

Vol 102 (5) ◽

pp. 18-23

Author(s):

Antony Farag

Keyword(s):

Critical Race Theory ◽

Predominantly White ◽

White Supremacy ◽

Critical Race ◽

Race Theory ◽

Marginalized Communities ◽

Predominately White ◽

Current Events ◽

Elective Course ◽

White School

In a post-truth world, it is imperative for educators to help students sift through the various views of both historical and current events. Critical race theory (CRT), a controversial theoretical framework directly critiquing white supremacy and incorporating the histories of historically marginalized communities, is a useful tool for helping students develop their own understanding of history and the world. However, research shows that social studies educators of white students are unprepared to use CRT. Antony Farag shares his research into white teachers’ use of CRT and describes what happened when his predominately white school attempted to launch an elective course build on critical race theory.

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Critical Race Theory As An Analytical Tool: African American Male Success In Doctoral Education

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v7i10.152 ◽

2010 ◽

Vol 7 (10) ◽

Author(s):

Rosa Cintron

Keyword(s):

African American ◽

Critical Race Theory ◽

African American Males ◽

Doctoral Program ◽

Analytical Framework ◽

Access To Higher Education ◽

Critical Race ◽

Race Theory ◽

White Institution ◽

Insight Into

While access to higher education for racial and ethnic minorities improved over the last half of the 20th century, the percentage of these populations obtaining terminal degrees does not approach their respective percentage of society at large. By interviewing five African American males who completed a doctoral program at a Majority White Institution (MWI), this study seeks to identify some consistent themes among successful graduates. Using Critical Race Theory as an analytical framework, meaning is constructed in an effort to provide insight into those traits, practices and situations that contributed to the success of the participants in the study.

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Critical Race Theory

Handbook of Research on Workforce Diversity in a Global Society ◽

10.4018/978-1-4666-1812-1.ch025 ◽

2012 ◽

pp. 426-439 ◽

Cited By ~ 3

Author(s):

Marilyn Y. Byrd

Keyword(s):

Black Women ◽

Critical Race Theory ◽

Social Identity ◽

Predominantly White ◽

Critical Race ◽

Race Theory ◽

Theoretical Frameworks ◽

Institutional Settings ◽

Marginalized Groups ◽

The Social

This chapter is a qualitative, narrative case study that seeks to unveil the social identity diversity of leadership from the perspective a Black woman leader. Social identity diversity is a form of difference that marginalized groups, such as Black women, experience in predominantly White organizational and institutional settings as a result of intersectionality. Social identity diversity creates multiple dynamics for groups such as Black women who hold leadership positions in the aforementioned settings. This study highlights the need for more inclusive and cultural perspectives of leadership, which calls for more inclusive theoretical frameworks that consider the social identity diversity of the leader. Critical race theory is presented as a theoretical framework that is useful for explaining how systems of power sustain domination and oppression in organizational and institutional settings. Implications for an emerging social justice paradigm are given.

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Sonic Counterspaces: The Role of Music in the Latino College Experience at a Predominantly White Institution

Journal of Hispanic Higher Education ◽

10.1177/1538192720905802 ◽

2020 ◽

pp. 153819272090580

Author(s):

José G. Anguiano ◽

Marbella Uriostegui ◽

Melissa Gussman ◽

Claudia Kouyoumdjian

Keyword(s):

Critical Race Theory ◽

Predominantly White ◽

Physical Space ◽

Social Contexts ◽

Music Listening ◽

Academic Experience ◽

Latino Identity ◽

Predominantly White Institution ◽

White Institution

A critical race theory framework was used to examine the role of music listening practices in the academic and social contexts of Latino college students enrolled at a predominantly White institution. An inductive thematic analysis examined themes in participants’ open-ended responses. Awareness of their Latino identity in music and the use of digital music players served to construct sonic counterspaces, an affirming auditory realm that is comprised of emotional, psychological, and physical space activated through intentional listening practices. Sonic counterspaces facilitated their academic experience and helped them navigate negative social encounters.

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Critical Race Theory and the Whiteness of Teacher Education

Urban Education ◽

10.1177/0042085916668957 ◽

2016 ◽

Vol 52 (2) ◽

pp. 155-169 ◽

Cited By ~ 112

Author(s):

Christine E. Sleeter

Keyword(s):

Teacher Education ◽

Critical Race Theory ◽

Predominantly White ◽

Teacher Candidates ◽

Ethnically Diverse ◽

Critical Race ◽

Race Theory ◽

Common Pattern ◽

Interest Convergence ◽

The Common

This article uses three tenets of critical race theory to critique the common pattern of teacher education focusing on preparing predominantly White cohorts of teacher candidates for racially and ethnically diverse students. The tenet of interest convergence asks how White interests are served through incremental steps. The tenet of color blindness prompts asking how structures that seem neutral, such as teacher testing, reinforce Whiteness and White interests. The tenet of experiential knowledge prompts asking whose voices are being heard. The article argues that much about teacher education can be changed, offering suggestions that derive from these tenets.

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Critical Co-Constructed Autoethnography: Reflections of a Collaborative Teaching Experience of Two Black Women in Higher Education

Journal of Black Studies ◽

10.1177/00219347211057445 ◽

2021 ◽

pp. 002193472110574

Author(s):

Kiesha Warren-Gordon ◽

Angela Jackson-Brown

Keyword(s):

Higher Education ◽

Black Women ◽

Critical Race Theory ◽

Critical Pedagogy ◽

Predominantly White ◽

Teaching Experience ◽

Predominantly White Institution ◽

Capstone Courses ◽

Global Pandemic ◽

White Institution

Within this paper, two Black women teaching at a predominantly white institution of higher education utilize critical co-constructed autoethnography to reflect on their experiences of using a Womanist approach to co-teach two capstone courses during a global pandemic. Womanism is an epistemology focused on the experiences and concerns of Black women. Using this collaborative inquiry technique, we explore how forms of systemic racism within predominantly white institutions affects our ability to teach and grow as researcher in our specific fields. Critical co-constructed autoethnography is a methodology steeped in critical theory, critical pedagogy, and critical race theory that reflects the tempo, uncertainty, and complexity of research relationships that creates spaces for collaborating researchers to work across differences. We conclude this paper by highlighting the value of using co-constructed autoethnography as a method of articulating the voices of those who have traditionally been underrepresented in academia. This method also allows for the congruency of voices, which is a limitation within traditional autoethnography.

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Critical Race Theory and the Impact of Oppression Narratives on the Identity, Resilience, and Wellness of Students of Color

10.18122/td/1680/boisestate ◽

2020 ◽

Author(s):

GerDonna J. Ellis

Keyword(s):

Critical Race Theory ◽

Students Of Color ◽

Critical Race ◽

Structured Interviews ◽

Race Theory ◽

Predominately White ◽

Making Sense ◽

White Institution ◽

The Many ◽

The Impact

In this thesis I explore the different stories students of color draw from and internalize to understand their identities in relation to oppression and resilience. Through reviewing critical race theory (CRT) and critical whiteness literature, I identify what I call the "oppression narrative", in which students of color are often discussed as being oppressed and disadvantaged. Stories are powerful, and in many ways the stories we hear and believe about ourselves make us who we are. Eight narrative, semi-structured interviews were conducted with students who attended a predominately white institution (PWI) and identified as black or Latinx. Seven themes emerged as influential in how these students chose to identify themselves, and how their stories reflected oppression and/or processes of resiliency in making sense of and navigating their world: external/internal identity tension, not leading with challenges, claiming privilege or support, denying a deficit, identity as an anchor, using community, and reframing circumstance and highlighting victories. These eight students' stories rejected the oppression narrative and their narratives reveal the many ways in which they engage in processes of resiliency through difficult circumstance.

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Affirmation, Support, and Advocacy: Critical Race Theory and Academic Advising

NACADA Journal ◽

10.12930/nacada-17-028 ◽

2018 ◽

Vol 38 (1) ◽

pp. 77-87 ◽

Cited By ~ 2

Author(s):

Jasmine A. Lee

Keyword(s):

Critical Race Theory ◽

Predominantly White ◽

Underrepresented Students ◽

Academic Advisors ◽

Critical Race ◽

Academic Advisor ◽

Race And Racism ◽

Race Theory ◽

Marginalized Communities ◽

Academic Professionals

The research presented describes the unique challenges of students from historically marginalized communities, particularly Black students, attending predominantly White institutions. Challenges include overt and covert campus racism, daily microaggressions, and limited or no sense of belonging. How are these challenges exacerbated when a student's academic advisor is unable or unwilling to understand their daily experiences on a predominantly White campus? How can academic advisors work to affirm, support, and advocate for underrepresented students during their matriculation? Using critical race theory to improve practice for academic advisors, I call for advisors to gain and maintain a consciousness of the ways race and racism influence not only the experiences of students of color but also their relationships with academic professionals.

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