Critical Race Theory, Racial Microaggressions, and Campus Racial Climate: The Experiences of African American College Students.

By D. Solorzano, Miguel Ceja, Tara J. Yosso. 2017

2,610 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1b8ea335406e0848947a3fa5f662bc5776a19925

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Citations in the corpus

The Black Box: How High-Achieving Blacks Resist Stereotypes About Black Americans (2007, unknown): “…many instances of peers and professors questioning their academic abilities both in and outside of the classroom and reported sensing that they were seen as being less intelligent students that could not have been admitted to college without affirmative action (Solorzano et al., 2000, 2002).”
Racial Microaggressions Against Black Americans: Implications for Counseling (2008, methodology): “This method has been successful in generating knowledge with racial/ethnic groups in other studies as well (Saint-Germain, Bassford, & Montano, 1993; Solórzano et al., 2000).”
The Psychological and Academic Costs of School-Based Racial and Ethnic Microaggressions (2017, unknown): “There is substantial evidence showing that microaggressions have negative associations with many aspects of well-being: anxiety and depression (Huynh, 2012; Hwang & Goto, 2008; Lambert, Herman, Bynum, & Ialongo, 2009; Smith, Allen, & Danley, 2007), substance abuse (Blume, Lovato, Thyken, & Denny, 20”
Devalued Black and Latino Racial Identities (2016, background): “, being referred to as an ‘‘affirmative action student’’), myths about the academic abilities of certain groups of students, segregation of in-class groups, and feeling personally diminished by White teachers and peers (Solórzano et al., 2000; Yosso, Smith, Ceja, & Solórzano, 2009).”
Research literature on women of color in undergraduate engineering education: A systematic thematic synthesis (2020, background): “The interconnected frameworks of CRT, intersectionality, and CCW are useful for understanding phenomena experienced by WOCE as well as their asset-based strategies for persistence in their undergraduate education.”
Body Projects of Young Women of Color in Physics: Intersections of Gender, Race, and Science (2005, background): “To retain them, departments should provide opportunities for multiplicity by structurally and financially supporting these members’ participation in local associations, such as formal groups for women or minorities (Fox 1998; Solórzano, Ceja, and Yosso 2000).”
A Preliminary Report on the Relationship Between Microaggressions Against Black People and Racism Among White College Students (2017, background): “This was done for methodological simplicity and in recognition of the longstanding significance of black–white racism in the USA and on college campuses today (e.g., Devine and Elliot 1995; Dovidio and Gaertner 1986; Solórzano et al. 2000).”