A CRT-Informed Model to Enhance Experiences and Outcomes of Racially Minoritized Students. Issue 3 (27th May 2021)

• Record Type: Journal Article
• Authors: Powell, Candice; Demetriou, Cynthia; Morton, Terrell R.; Ellis, James M.
• Is Part Of: Journal of student affairs research and practice. Volume 58:Issue 3(2021)
• Page Start: 241
• Page End: 253
• Publication Date: 2021-05-27
• Subjects: Universities and colleges -- United States -- Periodicals; Counseling in higher education -- United States -- Periodicals; Counseling in higher education; Universities and colleges; United States; Periodicals; 378
• DOI: 10.1080/19496591.2020.1724546
• Languages: English
• ISSNs: 1949-6605

Abstract

Abstract : Racial inequities in retention and graduation rates are a top concern in higher education, yet scholars and practitioners rarely look to racism to explain these disparities. Critical Race Theory (CRT) is a vehicle to reveal and challenge power and oppression dynamics between racialized groups. This article proposes a practical model for student affairs professionals to leverage CRT concepts to address racial inequities in student outcomes and experiences.