Critical Race Theory in Higher Education: 20 Years of Theoretical and Research Innovations ASHE Higher Education Report, Volume 41, Number 3 J-B ASHE Higher Education Report Series (AEHE) Series

Langue : Anglais

Auteurs : McCoy Dorian L., Rodricks Dirk J.

Couverture de l’ouvrage Critical Race Theory in Higher Education: 20 Years of Theoretical and Research Innovations

Résumé
Sommaire
Biographie

Critical race theory (CRT) was introduced in 1995 and for almost twenty years, the theory has been used as a tool to examine People of Color’s experiences with racism in higher education. This monograph reviews the critical race literature with a focus on race and racism’s continued role and presence in higher education, including:
• legal studies and history,
• methodology and student development theory,
• the use of storytelling and counterstories, and
• the types of and research on microaggressions.
The goal of the editors is to illuminate CRT as a theoretical framework, analytical tool, and research methodology in higher education. As part of critical race theory, scholars and educators are called upon to extend their commitment to social justice and to the eradication of racism and other forms of oppression.

This is the 3rd issue of the 41st volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

Executive Summary vii

Foreword x

Acknowledgments xiii

Critical Race Theory 1

Critical Race Theory in Higher Education 3

Critical Legal Studies 3

The Origins of Critical Race Theory 4

Critical Race Theory 5

Key Tenets of Critical Race Theory 5

Critical Race Theory in Higher Education: 20 Years of Theoretical and Research Innovations 14

Critical Race Theory in Higher Education 16

Tensions and Possibilities 16

Race and Racism on the U.S. University Campus 18

Engaging with Students of Color’s Experiences 20

Understanding Faculty of Color’s Experiences 24

Critical Race Theory, Higher Education Policy, and the Law 30

Conclusion 32

Critical Race as a Methodology 34

A Critical Race Methodology 35

Elements of a Critical Race Methodology 35

Providing Voice and Legitimizing People of Color’s Experiences 36

Master Narrative/Majoritarian Stories 37

Storytelling 38

Counterstories 39

Functions of the Counterstory 39

Types of Counterstories 40

Descendant Theories of Critical Race Theory 41

Growing the Counterstory? 46

Positionality 52

Conclusion 55

Critical Race Theory as a (Student) Development Theory 57

Centering Race in Student Development 58

Critical Race Theory and Intersectionality 62

Critical Race Theory and Campus Environments 64

The Ecological Perspective of Campus Space 65

Impact to Student Development 67

Toward a Critical Race Theory of (Student) Leadership 68

Conclusion: The Educator as Architect 70

Racial Microaggressions 72

Racial Microaggressions in Scholarship 73

Contextualizing Microaggressions 74

Types of Microaggressions 76

Research on Microaggressions 78

Microaggressions and Critical Race Theory 79

Decolonizing Microaggressions: A Concluding Thought 81

Critical Race Theory and the Next 20 Years 84

Reflexivity and Listening 86

Call to Praxis 87

Glossary 89

Notes 98

References 99

Name Index 110

Subject Index 114

About the Authors 117

Dorian L. McCoy is an assistant professor of higher education in the Department of Educational Leadership and Policy Studies at the University of Tennessee, Knoxville.

Dirk J. Rodricks is a doctoral student in Critical Studies in Curriculum and Pedagogy at the Ontario Institute for Studies in Education (OISE) of the University of Toronto.