Articles and References for Sept. 26 Cardinal Conversation

Critical Race Theory

Critical race theory (CRT)[1] is a theoretical framework in the social sciences that uses critical theory to examine society and culture as they relate to categorizations of racelaw, and power. (from Wikipedia)

CRT recognizes that racism is engrained in the fabric and system of the American society. The individual racist need not exist to note that institutional racism is pervasive in the dominant culture. This is the analytical lens that CRT uses in examining existing power structures. CRT identifies that these power structures are based on white privilege and white supremacy, which perpetuates the marginalization of people of color. (UCLA School of Public Affairs)

Yosso: Whose culture has capital? A critical race theory discussion of community cultural wealth

Hiraldo: The role of critical race theory in higher education

Intersectionality 101

A fun, illustrated guide to intersectionality:



Kimberle Crenshaw

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“Most students like me enter higher education through its windows, only to find that all around us are walls that keep us secluded and marginalized.” (Rendon, 1992, p. 55)

Women of Color Faculty in Academia

I am located in the margin. I make a definite distinction between that marginality which is imposed by oppressive structures and that marginality one chooses as site of resistance-as location of radical openness and possibility. (hooks, 1990, p. 153)

I teach as if I have nothing to lose, which helps me tell my students the truth—about why the faces in the room are mostly a certain color, or about how we are all part of an oppressive structure perpetuating all sorts of bigotry just by sitting in that room. I don’t believe these institutions will figure out a way to solve their own problems. They were designed to do the opposite. When I speak at other predominantly white campuses, I remind the students of color and the women about this fact: This place never imagined you here, and your exclusion was a fundamental premise in its initial design. I push students to make themselves heard, to voice their understandable and justified rage. Then I go back to my own campus and sit in my office and listen to the lights buzz overheard while thanking the universe that, for now, I have health insurance. That contradiction makes me sick. And the only thing that eases the nausea is the writing. The writing asks you to question the job. The job lets me afford the writing. The job is why you’re reading this. (Capo Crucet, 2019)

LGBTQ Faculty in Academia

Inclusive Workplaces

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Serving Diverse Communities


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