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))
by Dorian L. McCoy /
2015 / English / PDF
1 MB Download
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:
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,
• legal studies and history,
• methodology and student development theory,
• methodology and student development theory,
• the use of storytelling and counterstories, and
• the use of storytelling and counterstories, and
• the types of and research on microaggressions.
• 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.
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.
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.
