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

Abstract

In this qualitative case study, the authors identify, name, and critique multi-level contextual factors in relation to Black, Indigenous, and People of Color college student leaders' and the authors' own critical consciousness development applying Harrel's Difference Framework, and Critical Race Theory. Located in a Northern California Sundown Town, the authors utilize focus groups, Photovoice data, and critical ethnography to document organizational and institutional responses towards student leaders' and the authors' involvement in multicultural programming and a Black Lives Matter Freedom School. Across data sources, the authors chronicle instances of the following: (1) devaluing through unpaid student labor, (2) distancing and siloing of multicultural student organizations on campus, (3) denial of the use of harmful and misinformed programmatic practices, and (4) defensiveness on the part of the administration regarding student narratives. Findings highlight implications within higher education surrounding addressing historic racial inequity, and illustrate the trauma invoked by ameliorative and premature institutional responses.