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

Abstract

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.

Exploring civic behaviors amongst college students in a year of national unrest

“…College campuses can provide novel microsystems for some young people in promoting civic engagement and heightened consciousness‐raising surrounding civic beliefs (Ballard et al, 2020; Flanagan & Bundick, 2011). In these settings, some young people are exposed to new social networks and worldview paradigms, as well as unique course curriculum and proximity to different forms of civic participation (Ballard et al, 2020; Kornbluh et al, 2020; Kornbluh et al, 2021). However, it is important to acknowledge that these opportunities are not made available or offered to all students and can also be sites of systematic oppression (Kornbluh et al, 2021; Smith et al, 2016).…”

UC San Diego Undergraduates and the Ocean Discovery Institute Collaborate to Form a Pilot Program in Culturally Responsive Mentoring

“…Unlike many traditional STEM mentoring programs, the curriculum in this course focuses on critical and culturally responsive mentoring, explicitly teaching undergraduates to address themes of implicit bias, anti-racism, and critical consciousness (Freire, 1970). Critical consciousness is a process that includes critical reflection and analysis of injustice in relation to existing social structures, emphasizing belief in collective effort to shift systems toward justice, engagement, and participation in social change efforts (Watts et al, 2011;Kornbluh et al, 2021). A curriculum fostering critical consciousness can increase academic engagement and achievement (Cammarota, 2007).…”

Making the case for youth participatory action research opportunities to enhance social developmental scholarship

“…Sundown towns are mostly white municipalities (i.e., all white polices forces, educators, residents, and city leaders), that enact multiple forms of segregation through discriminatory laws, emotional intimidation, and at times physical violence (Loewen, 2018). Student researchers were engaged actively in anti‐racist organizing within their university through multi‐cultural programming and advocacy (M. Kornbluh et al., 2021a; M. Kornbluh et al., 2022). Students identified as Black, Hmong, Pilipino, Latinx, Bi‐Racial, and Queer.…”