Critical race perspectives on theory in student affairs

Abstract

In this chapter, the use of theory and its role in understanding racial realities are addressed through a critical race theory lens. The chapter offers recommendations for creating and applying theoretical race perspectives in higher education and student affairs.

Race without Racism: How Higher Education Researchers Minimize Racist Institutional Norms

“…(For comprehensive syntheses of these published studies, see Rousseau, 2005, andLynn andParker, 2006. ) Specifically in the higher education context, CRT has proven useful in examining the marginalization, stereotyping, and racial stress routinely experienced by students and faculty of color (Delgado Bernal & Villalpando, 2002;Harper, 2009;Mitchell, Wood, & Witherspoon, 2010;Patton & Catching, 2009;Patton, McEwen, Rendón, & Howard-Hamilton, 2007;Smith, Yosso, & Solórzano, 2006;Solórzano, Ceja, & Yosso, 2000;Solór-zano, Villalpando, & Oseguera, 2005;Teranishi, Behringer, Grey, & Parker, 2011;Villalpando, 2003;Yosso et al, 2009). In addition to these and several dozen other peer-reviewed journal articles, books have also been recently published on CRT in education (e.g., Cole, 2009;Dixson & Rousseau, 2006;Parker, Deyhle, & Villenas, 1999;Taylor, Gillborn, & Ladson-Billings, 2009;Yosso, 2006).…”

Critical Race Theory in Education Research

“…Similarly, Patton et al (2007) use a critical race frame to problematize racelessness (p. 43) in prevailing college student development theories. An example of a raceless college student development theory is in Chickering and Reisser's (1993) Education and Identity, which gives limited treatment to the role of race in identity development.…”

Critical race theory and research on Asian Americans and Pacific Islanders in higher education

“…Many fundamental student development theories that today's practitioners use overlook potential differences in student development processes by race and ethnicity. Patton, McEwen, Rendón, and Howard-Hamilton (2007) argue that these theories are "raceless" (p. 41) because they do not incorporate race or the impact of race on student identity and experiences, and they may even contain some inherent levels of racism. Instead, such theories assume that the experiences and development of students are similar, regardless of their race or ethnicity.…”