Shards from the glass ceiling: Deconstructing marginalizing systems in relation to critical consciousness development

Area of Science:

• Sociology of Higher Education
• Critical Race Theory in Education
• Student Affairs Research

Background:

• Explores the development of critical consciousness among Black, Indigenous, and People of Color (BIPOC) college student leaders.
• Examines the influence of multi-level contextual factors within a Northern California Sundown Town setting.
• Investigates the intersection of student activism, multicultural programming, and institutional responses.

Purpose of the Study:

• To identify, name, and critique contextual factors affecting BIPOC student leaders' critical consciousness.
• To document organizational and institutional responses to multicultural programming and Black Lives Matter (BLM) activities.
• To analyze administrative reactions to student narratives and involvement in social justice initiatives.

Main Methods:

• Qualitative case study methodology.
• Utilized focus groups, Photovoice data, and critical ethnography.
• Applied Harrel's Difference Framework and Critical Race Theory.

Main Results:

• Documented instances of devaluing student labor, distancing multicultural organizations, denying harmful practices, and administrative defensiveness.
• Highlighted systemic inequities and the trauma caused by institutional responses.
• Revealed challenges faced by BIPOC student leaders in advocating for inclusive environments.

Conclusions:

• Findings underscore the need for higher education to address historic racial inequity.
• Illustrates the negative impact of premature and ameliorative institutional responses on student well-being.
• Emphasizes the critical role of critical consciousness development for BIPOC student leaders.