Using Theory To Tell It Like It Is

Abstract

In this article a graduate level diversity course, ''Diversity & Equity in Higher Education'' that is based on Johnson's (2005) Privilege, Power, and Difference, and Critical Race Theory (CRT) (Tate in Rev Res Educ 22:195-247, 1997) is described. Johnson's concepts, such as paths of least resistance, are explained, as well as CRT, and forms of multiculturalism. The course format, the instructor's philosophy toward this course, and course assignments are shared. Using the CRT analysis tool developed by former students of this course, an example from a student's paper is provided as an example of how to use the tool, and how theory is used to help students ''see'' injustice and oppression. Challenges, such as tackling a complex topic in one semester, are discussed and recommendations are made, such extending the course for two semesters.

Faculty of color teaching Critical Race Theory at a PWI: An autoethnography

“…This study adds to the literature on the racialized experiences of faculty of color (Patton & Catching, 2009) as well as faculty who experience resistance when teaching about race and racism (Tatum, 2002). It demonstrates that CRT is a useful framework to analyze the raced and gendered experiences of faculty in a classroom setting, and underscores how the theory can be applied to everyday occurrences within a post-racial classroom (Waterman, 2013). More specifically, even though the course consisted of a group of self-selected students and faculty who wished to work toward racial justice, the classroom space demonstrated that central tenets of CRT prevailed, that racism was prevalent within its confines, and the ways in which it manifested was different based on racial and intersectional identity membership.…”

The Personal Statement as a Marginalizing Rhetorical Device: Merit and Racism in College Access

“…CRT is a current research paradigm used to address merit and race. CRT emerged as a form of opposition scholarship based on the work of critical legal researchers to address issues of social justice (Ladson-Billings & Tate, 1995;Solorzano, 1998), including equal opportunity in higher education (Comeaux et al, 2020;Ward, 2020;Waterman, 2013). Centralizing race and racism as being endemic to U.S. society allowed CRT theorists to address the limited progression of critical legal scholarship and directly argue that additional critical race research needs to be done to limit the impact on racially minoritized populations (Brayboy, 2005;Ladson-Billings & Tate, 1995).…”

Raising Institutional Awareness and Pedagogical Sensitivity: An Analysis of College Faculty Participation in SEED Training

“…To date, there is a lacuna in the literature related to the outcomes of the effects of SEED multicultural and diversity training for faculty, and how this training influences the climate of the overall campus. There has been a substantial body of research examining the effects of diversity courses for students (Consoli & Marin, 2016;Hurtado et al, 2012;Waterman, 2013) as well as substantial research exploring the effects of diversity training on the secondary level (Hudson 2020, Hicks et al 2008O'Hara & Pritchard 2008). There is likewise no shortage of literature calling for the need for increased diversity training for postsecondary faculty (Hagan & McGlinn, 2004;Lewis, 2010;Pothoff et al, 2001) or examining the success of various methods of faculty diversity training (Booker et al, 2016;Ceo-DiFrancesco et al, 2019).…”