Faculty Perceptions of High-Achieving Male Collegians: A Critical Race Theory Analysis

Abstract

Critical race theory was employed as an interpretive framework to explore faculty perceptions of the academic accomplishments of high-achieving Black and White male collegians. Using photo elicitation methodology, faculty participants responded to a randomly assigned photograph of and vignette about either a Black or White male student. While most faculty members were supportive of the academic achievements of both Black and White male collegians, some subscribed to dominant racial ideologies such as colorblindness and racial coding. These findings have implications for faculty, student affairs professionals, and others who frequently interact with college students and are committed to creating more equitable educational environment.