Giving Voice: Utilizing Critical Race Theory to Facilitate Consciousness of Racial Identity for Latina/o College Students

Abstract

The purpose of this manuscript is to describe the development and implementation of the Latina/o Educational Equity Project (LEEP), a pilot program designed to facilitate critical consciousness of race in higher education for Latina/o college students. Consistent with our values in social justice, we developed LEEP with the belief that increased critical consciousness would result in students’ recognition of the power dynamics at work in predominately White universities (PWI), increased strength and resilience in being able to negotiate such a context, and improved ability to make the connection between college completion to the upward mobility of their local communities and communities of origin. Elsewhere we present the specific outcomes of this brief intervention (Cerezo & McWhirter; 2012) our focus here is to describe how we used Critical Race Theory (CRT) as a guiding framework to develop various aspects of the program that we implemented in three PWI settings.

Pathways To A Brighter Future: Narratives Of Latino Students’ Perceptions At Community College

“…This is two percentage points greater than the White population of students at 67% (Fry & Taylor, 2013). This increase in college attendance broke the record for Latino students enrolled in higher education (Cerezo et al, 2013;Fry & Taylor, 2013 (Bryk & Toch, 2012;Cerezo et al, 2013, Lederman, 2013Merisotis, 2014;Pew Hispanic Center, 2013;U.S. Census, 2016).…”

“…I had found a sense of familismo --a strong identification and attachment to one's primary relations, such as family and peers (Cerezo, McWhirter, Peña, Valedez & Bustos, 2013). Cerezo et al (2013) described familismo as that which "…underlies and explains the importance of building community and support on college campuses" (p. 2). The feeling of familismo helped me to feel safe within the college environment as if I was home.…”

“…The advantage of the narrative-story methodology is that it validates and centers the Latino community college students' voices and experiences, which may lead to their academic success. The revealing of their voices creates a platform for the stories, explanations and underlying assumptions of Latinos that often times are counter to those developed and sustained by the dominant cultural discourse (Cerezo et al, 2013;.…”

“…These numbers are troubling, since a college education is critical for Latinos to advance in life and to ascend the social mobility ladder (Cerezo et al, 2013;Contreras, 2011;Fry, 2011). It is crucial to hear Latino students' voices in order to understand what works and does not work when it comes to college completion.…”

“…In understanding the obstacles that prevent students from finishing their degrees, there is a better understanding of how to improve the assistance provided to them. Understanding the Latino student experience, not only allows for better assistance in getting Latino students to complete their education at the community college level, but it also helps other minority students who may be facing similar challenges (Cerezo et al, 2013;Contreras, 2011;Fry, 2011). Santiago and Calderon-Galdeano (2015) asserted that Latino students have not been able to graduate at the same rate at which they enrolled in places of higher learning due to lack of support.…”