Higher Education

Sentences that come directly from the article are in quotation marks. CSUN students, faculty, and staff can access most articles through the University Library using CSUN credentials. Please use the library’s interlibrary loan services if an article of interest is not available. 

Acevedo-Gil, N., Santos, R. E., Alonso, L., & Solórzano, D. G. (2015). Latinas/os in community college developmental education: Increasing moments of academic and interpersonal validation. Journal of Hispanic Higher Education, 14(2), 101–127. https://doi.org/10.1177/1538192715572893

• This qualitative study examines the experiences of Latinas/os in community college English and math developmental education courses. CRT in education and the theory of validation serve as guiding frameworks. The authors find that “institutional agents provide academic validation by emphasizing high expectations, focusing on social identities, and improving academic skills.”

Allen, W. R., McLewis, C., Jones, C., & Harris, D. (2018). From Bakke to Fisher: African American students in U.S. higher education over forty years. RSF: Russell Sage Foundation Journal of the Social Sciences, 4(6), 41–72. https://doi.org/10.7758/rsf.2018.4.6.03

• This article considers how antiblack legal precedents constrain African American access and success in higher education. Employing CRT, the forty-year analysis “traces national patterns of African American student enrollment and degree completion at public, four-year institutions.” Trends observed include: “the number of African American students at flagships has declined, more students enroll and complete degrees at black-serving institutions, and historically black colleges and universities are more racially diverse.”

Campbell, M., De Leon, K., Escobar, M. D., González, D., Granados, G., Martínez, C., Paniagua, D., Rivera-Murillo, R., & Sadek, T. M. (2019). Ethnic studies as praxis: The movement against racism at California State University, Northridge. Ethnic Studies Review, 42(2), 131–150. https://doi.org/10.1525/esr.2019.42.2.131

• The authors provide a collective counternarrative of the movement at California State University, Northridge in fall 2017 “to resist educational policies that have negative implications for students, particularly students of color, and threaten Ethnic Studies, Gender and Women’s Studies, and Queer Studies.” They contextualize the movement within the struggles of the 1960s to transform higher education by establishing Ethnic Studies. Drawing from Paulo Freire’s critical pedagogy and CRT in education, the authors maintain that, in its best iterations, “Ethnic Studies is praxis that empowers communities to create transformative social change.”

Dumangane, C., Jr. (2020). Cufflinks, photos and YouTube: the benefits of third object prompts when researching race and discrimination in elite higher education. Qualitative Research, 1–21. https://doi.org/10.1177/1468794120972607

• This article discusses “the methodological approach of incorporating interviews with ‘third objects’ via photos, cufflinks and video in a study aimed at facilitating conversations with black British university men about the significance of their parents’ guidance during their formative and adolescent years, and their experiences with racism during their higher education studies.” The author aims to show that “when exploring personal and sometimes emotional topics, the implementation of third object visual and physical prompts with semi-structured interviews can contribute to the depth of findings by unearthing the seldom heard counter-narratives of marginalized ‘others.’”

Elteto, S., Jackson, R. M., & Lim, A. (2008). Is the library a “welcoming space”? An urban academic library and diverse student experiences. Portal: Libraries & the Academy, 8(3), 325–337. https://doi.org/10.1353/pla.0.0008

• This study examines whether there are qualitative divergent factors along racial lines concerning how students use an urban academic library. The research is grounded in the theory of symbolic interactionism and CRT.

Felix, E. R., & Trinidad, A. (2020). The decentralization of race: Tracing the dilution of racial equity in educational policy. International Journal of Qualitative Studies in Education, 33(4), 465–490. https://doi.org/10.1080/09518398.2019.1681538

• This article examines California’s Student Equity Policy crafted by policymakers to “avoid an underclass of ethnic minorities” in higher education. Guided by CRT tenets, the authors interrogate 17 policy documents including chaptered bills, legislative mandates, and implementation guidelines related to the reform effort. Findings show that over the policy’s 25-year history, “policymakers continuously diluted the role of race and opportunities to address racial disparities in legislative mandates.”

Harper, S. R. (2012). Race without racism: How higher education researchers minimize racist institutional norms. Review of Higher Education, 36(1), 9–29. https://doi.org/10.1353/rhe.2012.0047

• This article analyzes 255 articles published in seven peer-reviewed journals over a 10-year period. It presents examples of how higher education researchers conduct a variety of research (e.g., campus racial climates; racial differences in access, outcomes, and attainment) without explicitly considering racism or attributing quantified racial inequities to racist institutional practices.

Harris, J. C. (2017). Multiracial women students and racial stereotypes on the college campus. Journal of College Student Development, 58(4), 475–491. https://doi.org/10.1353/csd.2017.0038

• Guided by CRT, this study explores 10 multiracial women students' experiences with racial stereotypes at a historically White institution.

Harris, J. C. (2020). Multiracial faculty members’ experiences with teaching, research, and service. Journal of Diversity in Higher Education, 13(3), 228–239. https://doi.org/10.1037/dhe0000123

• This study centers 26 Multiracial faculty members’ voices to explore the experiences of multiracial tenured and tenure-track faculty members with teaching, research, and service within 4-year colleges and universities in the U.S. Findings suggest that multiracial faculty members “use their research as a mechanism for social change, but that this research may also be invalidated by monoracial colleagues.”

Haywood, J. M. (2017). ‘Latino spaces have always been the most violent’: Afro-Latino collegians’ perceptions of colorism and Latino intragroup marginalization. International Journal of Qualitative Studies in Education, 30(8), 759–782. https://doi.org/10.1080/09518398.2017.1350298

• This study centers on the racialized experiences of Afro-Latino undergraduates at historically White institutions. Guided by CRT and a critical race methodology, Haywood examines how six Afro-Latino collegians experience intragroup marginalization due to colorism. Participants’ narratives reflect how colorism manifests in the lives of Afro-Latino collegians.

Hernández, E. (2016). Utilizing critical race theory to examine race/ethnicity, racism, and power in student development theory and research. Journal of College Student Development, 57(2), 168–180. https://doi.org/10.1353/csd.2016.0020

• Recognition of social forces (racism, privilege, power) “to the extent that is required by CRT results in a paradigm shift in the way that we theorize and research student development, specifically self-authorship.” In this article, “each dimension of self-authorship is reconsidered with revised questions that seek to examine the ways that race/ethnicity, racism, and power influence the self-authoring process.”

Jain, D., Bernal Melendez, S. N., & Herrera, A. R. (2020). Power to the transfer: Critical race theory and a transfer receptive culture. Michigan State University Press. https://doi.org/10.14321/j.ctvs09qkh

• This book aims to provide direction toward the development and maintenance of a transfer receptive culture, defined as an institutional commitment by a university to support transfer students of color. The framework is guided by CRT in education, which acknowledges the role of White supremacy and its contemporary and historical role in shaping institutions of higher learning.

Jean-Marie, G., Williams, V. A., & Sherman, S. L. (2009). Black women’s leadership experiences: Examining the intersectionality of race and gender. Advances in Developing Human Resources, 11(5), 562–581. https://doi.org/10.1177/1523422309351836

• The authors discuss the experiences of Black women educational leaders “to examine the intersection of race and gender in their leadership experiences and tease out approaches to gender inclusiveness to disrupt the isms (racism, sexism, etc.) in the construction of their leadership.” The participants’ “transcendence of racial and gender stereotypes became the impetus for developing a leadership style that is inclusive, builds consensus, and is collaborative.”

Kelly, B. T., Gayles, J. G., & Williams, C. D. (2017). Recruitment without retention: A critical case of Black faculty unrest. Journal of Negro Education, 86(3), 305–317. https://doi.org/10.7709/jnegroeducation.86.3.0305

• Drawn from a critical case study of Black faculty’s experience at a predominantly White institution, this study “describes what may precede campus protests and demands for more Black faculty.” The authors use CRT to analyze data and examine ways PWIs can better retain Black faculty.

Ladson-Billings, G., & Tate, W. F., IV. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47–68.

• This is one of the first scholarly papers to introduce CRT to the field of education. The article “argues for a critical race theoretical perspective in education analogous to that of CRT in legal scholarship by developing three propositions”: (1) race continues to be significant in the U.S.; (2) U.S. society is based on property rights rather than human rights; and (3) the intersection of race and property creates an analytical tool for understanding inequity.

Lara, A., & Nava, P. E. (2018). Achieving the dream, uncertain futures: The postbaccalaureate decision-making process of Latinx undocumented students. Journal of Hispanic Higher Education, 17(2), 112–131. https://doi.org/10.1177/1538192718758855

• Guided by CRT and Latina/o Critical Race Theory in education, this qualitative study examines the decision-making process of undocumented college students (N = 20) pursuing graduate degrees, and how their commitment to matriculate in higher education programs is shaped by a myriad of social, familial, financial, and institutional factors.

Ledesma, M. C., & Calderón, D. (2015). Critical race theory in education: A review of past literature and a look to the future. Qualitative Inquiry, 21(3), 206–222. https://doi.org/10.1177/1077800414557825

• This article examines the development of CRT in education, paying attention to how researchers use CRT in the study of K–12 and higher education. The article reviews CRT literature with a focus on CRT scholarship that offers tools to engage with and work against racism within education. They seek to demonstrate that CRT work requires an engagement and articulation with the material, structural, and ideological mechanisms of White supremacy.

Lewis, K. R., & Shah, P. P. (2021). Black students’ narratives of diversity and inclusion initiatives and the campus racial climate: An interest-convergence analysis. Journal of Diversity in Higher Education, 14(2), 189–202. https://doi.org/10.1037/dhe0000147

• Using CRT, this qualitative study examines how Black undergraduate students attending a predominately White institution assess and interpret their university’s diversity and inclusion initiatives given their everyday experiences with campus-based racism. By employing the concept of interest-convergence as an analytical tool, it uses “the students’ narratives to illustrate what happens when initiatives aimed at promoting a more equitable and inclusive campus racial climate converge with the interests of an institution that centers Whiteness.”

Kim, H. J. (2020). ‘Where are you from? Your English is so good’: A Korean female scholar’s autoethnography of academic imperialism in U.S. higher education. International Journal of Qualitative Studies in Education, 33(5), 491–507. https://doi.org/10.1080/09518398.2019.1681551

• Drawing from a CRT tenet, storytelling and counterstorytelling, this autoethnographic study presents reflections of a Korean female scholar’s racialized experiences in U.S. higher education. The author calls for the need “to address academic imperialism that is embedded in both the dominant structures of our society and in academia.” She asserts that CRT and Asian American Critical Race Theory have the potential to transform higher education and to develop a more inclusive and racially equitable space for minorities.

Linley, J. L. (2018). Racism here, racism there, racism everywhere: The racial realities of minoritized peer socialization agents at a historically White institution. Journal of College Student Development, 59(1), 21–36. https://doi.org/10.1353/csd.2018.0002

• Guided by CRT, Linley examines “the ways racially minoritized college students who served as peer socialization agents (i.e., orientation leaders, tour guides) experienced their campus climate in relation to their racial identities and student ambassador positions.”

Moore, W. L., & Bell, J. M. (2019). The limits of community: Deconstructing the White framing of racist speech in universities. American Behavioral Scientist, 63(13), 1760–1775. https://doi.org/10.1177/0002764219842615

• This article identifies and analyzes the dominant frame through which university administrators in the U.S respond to racist incidents. The authors use the CRT approach “by shifting the perspective from a unilateral focus on protecting the right to racist speech to explore what happens when analysts focus instead on protecting substantively equal access for community members of color.”

Nixon, M. L. (2017). Experiences of women of color university chief diversity officers. Journal of Diversity in Higher Education, 10(4), 301–317. https://doi.org/10.1037/dhe0000043

• This qualitative study of 5 women of color drew on CRT and critical race feminism. Through semi-structured interviews and document analysis, it examines the ways that women of color chief diversity officers experienced their roles and the impact of race and gender on their experiences. 

Parker, L., & Villalpando, O. (2007). A race(cialized) perspective on education leadership: Critical race theory in educational administration. Educational Administration Quarterly, 43(5), 519–524. https://doi.org/10.1177/0013161X07307795

• This special issue argues that CRT “is a valuable lens with which to analyze and interpret administrative policies and procedures in educational institutions and provides avenues for action in the area of racial justice.”

Pelzer, D. L. (2016). Creating a new narrative: Reframing Black masculinity for college men. Journal of Negro Education, 85(1), 16–27. https://doi.org/10.7709/jnegroeducation.85.1.0016

• This research briefly reviews the concept of Black masculinity from a critical theory lens, situating it within the college milieu. CRT is introduced “as a practical approach for challenging hegemonic ideologies about Black masculinity.”

 Pérez, P. A., & Ceja, M. (2010). Building a Latina/o student transfer culture: Best practices and outcomes in transfer to universities. Journal of Hispanic Higher Education, 9(1), 6–21. https://doi.org/10.1177/1538192709350073

• Although most Latinx transfer students declare intentions to transfer from a community college, few move on to 4-year colleges and universities. The authors “provide an overview of the existing information related to transfer objectives and rates.” Using Latina/o Critical Race Theory and validation theory, the authors highlight key practices that promote transfer.

Rideau, R. (2021). “We’re just not acknowledged”: An examination of the identity taxation of full-time non-tenure-track Women of Color faculty members. Journal of Diversity in Higher Education, 14(2), 161–173. https://doi.org/10.1037/dhe0000139

• Guided by CRT and critical race feminism, this qualitative study examines the ways in which 15 full-time non-tenure-track Women of Color faculty members at historically White colleges and universities experienced identity taxation in their work. Participants “experienced identity taxation in 3 ways: care for marginalized students, overburdened with institutional service, and obligations to teach colleagues about race and racism.”

Sanchez, M. E. (2019). Perceptions of campus climate and experiences of racial microaggressions for Latinos at Hispanic-serving institutions. Journal of Hispanic Higher Education, 18(3), 240–253. https://doi.org/10.1177/1538192717739351

• Using qualitative data from 40 interviews with Latinx undergraduates enrolled at Hispanic-serving institutions (HSIs) of different compositional diversities, this article demonstrates how Latinx attending HSIs continue to experience racial microaggressions on campus.

Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44. https://doi.org/10.1177/107780040200800103

• This article addresses how CRT can inform a critical race methodology in education. The authors “challenge the intercentricity of racism with other forms of subordination and exposes deficit-informed research that silences and distorts epistemologies of people of color.” They discuss how counterstories “can be used as theoretical, methodological, and pedagogical tools to challenge racism, sexism, and classism and work toward social justice.”

Vargas, J. H., Saetermoe, C. L., & Chavira, G. (2021). Using critical race theory to reframe mentor training: Theoretical considerations regarding the ecological systems of mentorship. Higher Education, 81, 1043–1062. https://doi.org/10.1007/s10734-020-00598-z

• This article “offers a theoretical and critical analysis of race-dysconscious mentorship involving students of color and white faculty.” Inspired by ecological systems theory, CRT, and an NIH-funded program at CSUN, this paper considers “the ecosystems that promote student pushout and hinder diversification of the scientific workforce.” The development of race-consciousness and anti-racist faculty mentor training programs is discussed.

Viano, S., & Baker, D. J. (2020). How administrative data collection and analysis can better reflect racial and ethnic identities. Review of Research in Education, 44(1), 301–331. https://doi.org/10.3102/0091732X20903321

• The authors conduct a synthetic review of studies on how to effectively measure race/ethnicity for administrative data purposes and then utilize these measures in analyses.

Williams, K. L., Burt, B. A., Clay, K. L., & Bridges, B. K. (2019). Stories untold: Counter-narratives to anti-Blackness and deficit-oriented discourse concerning HBCUs. American Educational Research Journal, 56(2), 556–599. https://doi.org/10.3102/0002831218802776

• Broader narratives about Historically black colleges and universities (HBCUs) too often overemphasize challenges and depict them from a deficit perspective. The authors argue that “such depictions elide the benefits of HBCUs within the higher education landscape and are rooted in a form of institutional anti-blackness.” This study “employs counter-narratives rooted in a critical race methodology to illuminate the modern contributions of HBCUs as told by their chief executive officers—HBCU presidents.”

Williams, M. S., Burnett, T. J. B., Carroll, T. K., & Harris, C. J. (2018). Mentoring, managing, and helping: A critical race analysis of socialization in doctoral education. Journal of College Student Retention: Research, Theory and Practice, 20(2), 253–278. https://doi.org/10.1177/1521025116657834

• This study utilizes a CRT framework “to explore the ways race and gender influence Black doctoral students’ socialization experiences.” Managing expectations, engaging in help-seeking behavior, and developing fulfilling mentoring relationships “proved instrumental to these students’ retention and persistence in doctoral study.”

Yosso, T. J. (2002). Toward a critical race curriculum. Equity & Excellence in Education, 35(2), 93–107. https://doi.org/10.1080/713845283

• This article addresses CRT as a framework to analyze and challenge racism in curricular structures, processes, and discourses. CRT can be “a guide for educators to expose and challenge contemporary forms of racial inequality, which are disguised as ‘neutral’ and ‘objective’ structures, processes, and discourses of school curriculum.”

Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91. https://doi.org/10.1080/1361332052000341006

• This article conceptualizes community cultural wealth as a CRT challenge to traditional interpretations of cultural capital. CRT “shifts the research lens away from a deficit view of Communities of Color as places full of cultural poverty disadvantages, and instead focuses on and learns from the array of cultural knowledge, skills, abilities and contacts possessed by socially marginalized groups that often go unrecognized and unacknowledged.”