scholarly journals Using Critical Race Theory to Explore the Experiences of College Students from Rural Areas

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Elise J Cain ◽  
Natesha Smith
Keyword(s):  
College Students ◽  
Critical Race Theory ◽  
Rural Areas ◽  
Critical Race ◽  
Race Theory

Critical Race Theory, Racial Microaggressions, and Campus Racial Climate for Latina/o Undergraduates

2009 ◽  
Vol 79 (4) ◽  
pp. 659-691 ◽  
Author(s):  
Tara Yosso ◽  
William Smith ◽  
Miguel Ceja ◽  
Daniel Solórzano
Keyword(s):  
College Students ◽  
Critical Race Theory ◽  
Racial Microaggressions ◽  
Racial Climate ◽  
Critical Race ◽  
Race Theory ◽  
Campus Racial Climate ◽  
Selective Universities ◽  
Building Community ◽  
Three Stages

In this article, Tara Yosso, William Smith, Miguel Ceja, and Daniel Solórzano expand on their previous work by employing critical race theory to explore and understand incidents of racial microaggressions as experienced by Latina/o students at three selective universities. The authors explore three types of racial microaggressions—interpersonal microaggressions, racial jokes, and institutional microaggressions—and consider the effects of these racist affronts on Latina/o students. Challenging the applicability of Vincent Tinto's three stages of passage for college students, the authors explore the processes by which Latinas/os respond to racial microaggressions and confront hostile campus racial climates. The authors find that, through building community and developing critical navigation skills, Latina/o students claim empowerment from the margins.

scholarly journals Dis/Abled Student Campusmaking: Sites of New Possibility

2021 ◽  
Vol 11 (11) ◽  
pp. 745
Author(s):  
Eddie Comeaux ◽  
Danielle Mireles ◽  
Anna Acha
Keyword(s):  
College Students ◽  
Critical Race Theory ◽  
People Of Color ◽  
Equal Access ◽  
Postsecondary Students ◽  
Critical Race ◽  
Structural Barriers ◽  
Race Theory ◽  
Insight Into ◽  
Do So

Scholars have attempted to reveal the structural barriers that dis/abled students cope with and navigate during college, but it remains unclear how these students interpret their experiences on campus and what strategies they employ to manage and respond to unsupportive and hostile campus climates. In this paper, we describe freedom movements that sought to secure equal access to opportunities and rights for people with dis/abilities, and we highlight and explain forms of resistance among d/Deaf and dis/abled postsecondary students. To do so, we draw on dis/ability critical race theory and also advance the concept of campusmaking, which refers to the ways that students navigate complex campus spaces and create sites of togetherness and resistance. We discuss broader structural and climate issues facing college students with dis/abilities, particularly those who are Black, Indigenous, and people of color. In so doing, we gain insight into dis/abled student campusmaking amid and in spite of ableist and racist postsecondary contexts. We conclude with a discussion of the gaps in existing research and the questions that warrant further study.

scholarly journals Giving Voice: Utilizing Critical Race Theory to Facilitate Consciousness of Racial Identity for Latina/o College Students

2018 ◽  
Vol 5 (3) ◽  
pp. 1-24 ◽  
Author(s):  
Alison Cerezo ◽  
Benedict T. McWhirter ◽  
Diana Peña ◽  
Marina Valdez ◽  
Cristina Bustos
Keyword(s):  
College Students ◽  
Critical Race Theory ◽  
Critical Consciousness ◽  
Educational Equity ◽  
College Completion ◽  
Power Dynamics ◽  
Critical Race ◽  
Race Theory ◽  
Predominately White ◽  
Increased Strength

The purpose of this manuscript is to describe the development and implementation of the Latina/o Educational Equity Project (LEEP), a pilot program designed to facilitate critical consciousness of race in higher education for Latina/o college students. Consistent with our values in social justice, we developed LEEP with the belief that increased critical consciousness would result in students’ recognition of the power dynamics at work in predominately White universities (PWI), increased strength and resilience in being able to negotiate such a context, and improved ability to make the connection between college completion to the upward mobility of their local communities and communities of origin. Elsewhere we present the specific outcomes of this brief intervention (Cerezo & McWhirter; 2012) our focus here is to describe how we used Critical Race Theory (CRT) as a guiding framework to develop various aspects of the program that we implemented in three PWI settings.

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