Applying appropriate theoretical frameworks for black women is challenging because many theories are very general and do not consider multiple identities and roles. Critical race theory and black feminist thought are suggested as appropriate frameworks and applied to the needs of black women in higher education.

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.

This chapter continues and expands the dialogue regarding the oppressions experienced by African American women in higher education. Stakeholders of postsecondary education are invited to use this dialogue to become more aware of the needs of African American women on college campuses, as well as African American people in general.

This chapter discusses how college affects student athletes. The research cited includes studies using theories of student development and results from the National Study on Student Learning that describe the desired outcomes of college for student athletes. Finally, the chapter discusses implications for policies and practices that address the critical needs of student athletes.

❖ This study assessed multicultural experiences and competency levels of graduate students in college student personnel (CSP) preparation programs, student affairs staff serving as internship supervisors, and diversity educators. A total of 131 students, staff, and diversity educators from four campuses in two geographical regions within the United States completed several assessments regarding multicultural competence.Respondents in all three groups rated themselves highest for multicultural awareness and lowest on multicultural knowledge. Significant differences by group and by race were observed in respondents' levels of multicultural competence: student affairs staff members scored significantly higher than did CSP students, and diversity educators scored the highest. Students of color scored significantly higher on this measure than did the White students and the staff members.