Critical race theory (CRT) was developed to examine the persistence of racism. This literature review attempts to understand CRT as it has been applied in related fields such as higher education and possible reasons for its limited application in adult education theorizing about race and racism. This analysis of CRT is framed against a backdrop of the evolution of an adult education discourse on race and racism over several decades and distinguishes CRT from other racial theories that have been used in the field. CRT tenets are discussed using examples that demonstrate how CRT reveals areas of racism left untouched by other forms of theorizing. The author provides a critique of CRT, caveats for those adult educators who might choose to use it, and examples of areas within the field of adult education that might benefit from a CRT lens.
Comparing the experiences of White and Black graduate students illuminate various social adjustment challenges for White graduate students at historically Black colleges or universities (HBCUs) that are distinct from those challenges experienced by Black students on traditionally White campuses (TWIs). Findings in this exploratory and descriptive study indicate that while Black and White students report no stories of direct racism, there are expressions and concerns related to social exclusion, especially among the minority (Whites). Additionally, student expectations about entering a historically Black environment affect their perceptions about social climate.
White undergraduate students matriculating at an HBCU express less overt evidence of social adjustment barriers than Black students at predominantly White institutions. Although White students reported a sense of under-representation, they reported no direct experiences of overt racism and reported good relationships and strong support from HBCU faculty. Differences between the social adjustment experience of White undergraduate students and a similar study of White graduate students are discussed. Student affairs practitioners are challenged to consider racial-consciousness raising cocurricular and curricular educational programs that can assist White students in enriching their "temporary minority" experience. The eight student participants averaged 19 years of age and (with one exception) had attended the HBCU for at least one year. Data were gathered through focus groups, a Racial Identity Scale and a Faculty Support Scale.
Racial and cultural influences on learning transfer have rarely been addressed. This chapter explores theoretical, anecdotal, and the limited empirical evidence for the influence of these factors and their implications for learning transfer in adult education practice.
Educators are consciously or unconsciously guided by pedagogy and make critical decisions about praxis—content, strategy, structure—based on their pedagogical beliefs. The intentional use of pedagogy is often advanced as a key to being an effective educator. A wealth of literature is directed toward helping White educators develop a race pedagogy, but the authors argue Black educators who teach courses about race face unique challenges and should develop a pedagogical stance consistent with that reality. In this article, the authors analyze different strategies as evidence that Black faculty struggle to develop a pedagogy for teaching race. The authors argue for a purposeful, engaged pedagogy, and contextually informed pedagogy that sets conditions wherein both the educator and student take risks in exposing their authentic self and positionality.
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