Utilizing critical race theory to examine race/ethnicity, racism, and power in student development theory and research

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15 Scopus citations

Abstract

Recognition of social forces (racism, privilege, power) to the extent that is required by critical race theory (CRT) results in a paradigm shift in the way that we theorize and research student development, specifically self-authorship. This paradigm shift moves the center of analysis from individual, to the individual in relation to her political, racialized, environment, which then provides a new vantage point to capture additional developmental processes. 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.

Original languageEnglish (US)
Pages (from-to)168-180
Number of pages13
JournalJournal of College Student Development
Volume57
Issue number2
DOIs
StatePublished - Mar 2016

All Science Journal Classification (ASJC) codes

  • Education

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