A CRT-Informed Model to Enhance Experiences and Outcomes of Racially Minoritized Students

Powell, Candice; Demetriou, Cynthia; Morton, Terrell R.; Ellis, James

doi:10.1080/19496591.2020.1724546

Cited by 18 publications

(19 citation statements)

References 40 publications

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“…Without developing these understandings, they will be unable to engage in a liberatory praxis that best supports their students and disrupts systemic inequality (Freire, 1970). Given this, I echo the call of several scholars who argue that institutions must provide opportunities and incentivize/reward faculty for engaging in professional development on these issues so that they can understand the barriers students of color face and be provided with tools to disrupt these racial inequities in their spheres of influence (Dewsbury, 2017;Dowd & Bensimon, 2015;Joseph et al, 2015;McNair et al, 2020;Powell et al, 2021).…”

Section: Discussionmentioning

confidence: 90%

“…For example, apart from specific courses in fields like ethnic studies, students of color are exposed to Eurocentric curriculum that does not value their ways of being and knowing, or acknowledge members of their communities as contributors/creators of knowledge; students do not see themselves represented in the student body or college staff and faculty; and they experience racialized stereotyping and microaggressions in campus interactions (Griffin et al, 2008; Hiraldo, 2010). Finally, HWIs use problematic narratives of meritocracy, and implicitly rely in white supremacist narratives that positions students of color as deficient and in need to be fixed (Powell et al, 2021). These policies and practices contribute to an exclusionary culture and climate for students of color.…”

Section: Literature Reviewmentioning

confidence: 99%

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Color‐blind or racially conscious? How college science faculty make sense of racial/ethnic underrepresentation in STEM

Russo-Tait

2022

J Res Sci Teach

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Scholars across disciplines and throughout PK‐20 education have argued that color‐blind ideology works to perpetuate racial inequities in education via policies, research, curriculum, instruction, and student‐teacher interactions. This study explores an underexamined issue in relation to color‐blind ideology in STEM education. Specifically, it examines how a sample of college science faculty members use color‐blind framings to make sense of the underrepresentation of Black, Indigenous, and Latinx students in their fields. Interviews were conducted with 42 professors (majority tenured/tenure‐track, white, male, and continuing generation to college) in a College of Sciences at a research‐intensive, historically white institution in the United States. Thematic analysis showed that while many faculty members implicated systemic racism in their sense making about the underrepresentation of racially minoritized students in STEM, the majority used color‐blind frames (abstract liberalism, cultural racism, and minimization of racism) by focusing on individual behaviors and choices, cultural deficits, under‐preparation, and poverty. Consistent with the research on color‐blind ideology, professors were able to explain racial phenomena without implicating race/racism, which allowed them to absolve themselves from responsibility in addressing racial inequality issues in higher education. Faculty members who made sense of underrepresentation through systemic racism framings tended to recognize that they had a role to play in ameliorating these issues for students of color. These findings have implications for future research and professional development efforts.

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Section: Discussionmentioning

confidence: 90%

Section: Literature Reviewmentioning

confidence: 99%

Color‐blind or racially conscious? How college science faculty make sense of racial/ethnic underrepresentation in STEM

Russo-Tait

2022

J Res Sci Teach

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“…Acts of denial surrounding differences in lived experiences can further facilitate internalized messages of oppression, invalidation, and silencing, creating undue psychological distress. Critical race theorists note that a pattern of denial in university student affairs, particularly multicultural scholarship, amounts to a refusal to acknowledge that racism is inherent in educational practices (Powell et al, 2020). This point of basic denial informs all other reactions of administrators.…”

Section: Resultsmentioning

confidence: 99%

“…Denial consists of engaging in programming that fails to understand the unique traumas, histories, and resources available for BIPOC students. A central critique within the multicultural education literature stresses that multicultural praxis “does not center racism as the primary mechanism by which students of Color are marginalized…” (Powell et al, 2020, p. 1). Multicultural praxis promoted by university administrations and student affairs professionals deny that racism exists within the core of the institution itself, and thus engage in aggressive acts of denial when pushed to recognize deeply embedded racist institutional practices.…”

Section: Discussionmentioning

confidence: 99%

Shards from the glass ceiling: Deconstructing marginalizing systems in relation to critical consciousness development

Kornbluh

Johnson

Hart

2021

American J of Comm Psychol

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In this qualitative case study, the authors identify, name, and critique multi‐level contextual factors in relation to Black, Indigenous, and People of Color college student leaders’ and the authors’ own critical consciousness development applying Harrel’s Difference Framework, and Critical Race Theory. Located in a Northern California Sundown Town, the authors utilize focus groups, Photovoice data, and critical ethnography to document organizational and institutional responses towards student leaders’ and the authors’ involvement in multicultural programming and a Black Lives Matter Freedom School. Across data sources, the authors chronicle instances of the following: (1) devaluing through unpaid student labor, (2) distancing and siloing of multicultural student organizations on campus, (3) denial of the use of harmful and misinformed programmatic practices, and (4) defensiveness on the part of the administration regarding student narratives. Findings highlight implications within higher education surrounding addressing historic racial inequity, and illustrate the trauma invoked by ameliorative and premature institutional responses.

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“…Disproportionate representation among students suspended and expelled from school has also been identified as a major source of lagging student achievement among Black and Latino students (Bradshaw et al, 2010;Okonofua & Eberhardt, 2015;Schott Foundation, 2012;Skiba et al, 2002). Even studies informed by critical race theory, which examine the racial gap in achievement more on a systemic or interpersonal level, tend to examine the phenomenon using theoretical or qualitative methodologies (Gillborn, 2015;Joseph et al, 2016;Kohli et al;Powell et al, 2020;Vasquez Heilig et al, 2012). As a result, they are missing the opportunity to provide useful quantitative data about the effects of structural racism over a particular group of students over time.…”

Section: An Investigation Of Teaching Experience Across Racial Groupsmentioning

confidence: 99%

Segregation within integrated schools: Racially disproportionate student-teacher assignments in middle school

Benson

Bryant

Gezer

2020

EPAA

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Racial segregation has been an ongoing issue in American education and one of the leading contributors to the racial achievement gap. Prior to the Brown v. Board decision of 1954, Black Americans were legally relegated to substandard schools and educational opportunities. Post-Brown, racial segregation continues to manifest as a result of de facto segregation and second-generation segregation. Moreover, the predominantly White teaching force – a negative consequence of desegregation – has been linked to poorer outcomes for Black and Latino students. Our study examines trends in racially disproportionate assignment of Black and Latino students to less experienced teachers than their White counterparts. Specifically, our analysis illustrates statistically significant trends in the assignment of less experienced teachers to Black and Latino students in middle school math over several years. This analysis contributes to the recent research phenomenon of measuring the cumulative pattern of racially disproportionate teacher-student assignments over time as a particularly effective means of understanding the effects of systematic and sustained inequalities on academic achievement. Across several grades and content areas of instruction, we found that the race of students was related to the teaching experience of their teachers. Our findings illustrate the negative impacts of racial segregation on students of color and supports the need for more intervention and administrative intentions regarding teacher-student assignments and racial equity in schools.

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A CRT-Informed Model to Enhance Experiences and Outcomes of Racially Minoritized Students

Cited by 18 publications

References 40 publications

Color‐blind or racially conscious? How college science faculty make sense of racial/ethnic underrepresentation in STEM

Color‐blind or racially conscious? How college science faculty make sense of racial/ethnic underrepresentation in STEM

Shards from the glass ceiling: Deconstructing marginalizing systems in relation to critical consciousness development

Segregation within integrated schools: Racially disproportionate student-teacher assignments in middle school

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