Critical Race Theory and U.S. Community Colleges: Contending with Controversy

Abstract

ABSTRACT Critical Race Theory (CRT) can be used as an analytical framework for understanding the propagation of systemic racism within societal structures and institutions, particularly in community colleges. CRT provides insights into the structural nature of racism as an issue of individual prejudice and one built into society’s fabric. However, many states are attempting to or have successfully banned CRT and its related concepts. Despite the chilling effect of these regulations, community colleges still have a role to play in integrating CRT and other culturally responsive pedagogies. Liberating the hidden curriculum refers to instructional methods and practices for challenging the implicit norms, values, structures, and practices in schools that perpetuate social norms and reproduce racial oppression. The principles of CRT can also help challenge microaggressions and encourage candid discussions of biases to reduce their impact and alter hidden curricula, thus engendering more equitable student experiences, opportunities, and outcomes. Implications for institutional and classroom practices include the importance of professional development and integrating culturally relevant and responsive pedagogy to provide more empowering educational experiences for all community college students.