A CRT-Informed Model to Enhance Experiences and Outcomes of Racially Minoritized Students

Autor/inn/en	Powell, Candice; Demetriou, Cynthia; Morton, Terrell R.; Ellis, James M.
Titel	A CRT-Informed Model to Enhance Experiences and Outcomes of Racially Minoritized Students
Quelle	In: Journal of Student Affairs Research and Practice, 58 (2021) 3, S.241-253 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-6591
DOI	10.1080/19496591.2020.1724546
Schlagwörter	Critical Theory; Race; Models; Student Experience; Outcomes of Education; Minority Group Students; College Students; Racial Discrimination; Power Structure; Academic Achievement; Student Personnel Services + Suchen Sie Ihr Suchwort? Kritische Theorie; Rasse; Abstammung; Analogiemodell; Studienerfahrung; Lernleistung; Schulerfolg; Collegestudent; Racial bias; Rassismus; Schulleistung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01