Exposing the Chameleon-Like Nature of Racism: A Multidisciplinary Look at Critical Race Theory in Higher Education

Autor/in	Lin, Judith C. P.
Titel	Exposing the Chameleon-Like Nature of Racism: A Multidisciplinary Look at Critical Race Theory in Higher Education
Quelle	In: Higher Education: The International Journal of Higher Education Research, 85 (2023) 5, S.1085-1100 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lin, Judith C. P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-022-00879-9
Schlagwörter	Racism; Critical Race Theory; Higher Education; Health Sciences; Computer Science; Information Technology; Athletics; Business; Religion; Language Usage; Ideology + Suchen Sie Ihr Suchwort? Rassismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Informatik; Informationstechnologie; Leichtathletik; Business studies; Wirtschaft; Betriebswirtschaft; Sprachgebrauch; Ideologie
Abstract	In higher education institutions, critical race theory (CRT) is known to be associated with fields that study racial disparities or systemic oppression such as law, education, and ethnic studies. The impression that CRT is unrelated to fields like business or computer science may have led scholars and practitioners from these disciplines to put their focus on elsewhere than on racial inequality and its implication in their research and practice, despite apparent need. To counter such fallacy, this review article--focusing primarily on the US context--discusses CRT literature in fields where its presence is less known which are nevertheless among the major domains of higher education institutions: health sciences, computer science and information technology, sports, business, and religion. By discussing example research of how scholars have utilized CRT in different fields to challenge the race-neutral thinking that often obscures structural racism, this paper exposes racism's ability to alter manifestations and to appear through various shapes and forms within the higher education context. Initial recommendations on how educators may engage in further discussions or actions will also be considered. This paper concludes that racist ideologies are often hidden behind discipline-specific vocabulary or technical language, and it is by tackling the ideologies at work underneath the technicalities can we address the chameleon-like nature of racism more effectively. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01