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Cited by 1,221Critical Race Theory in EducationHigher Education Research StudiesRacial and Ethnic Identity Research

The DOI matches its Crossref record; 133 of the 135 references it cites were found in a registry or an index.

Critical Race Theory, Racial Microaggressions, and Campus Racial Climate for Latina/o Undergraduates

Yosso, Tara, Smith, William, Ceja, Miguel, Solórzano, Daniel·2009·Harvard Educational Review
DOI 10.17763/haer.79.4.m6867014157m707l
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Abstract

In this article, Tara Yosso, William Smith, Miguel Ceja, and Daniel Solórzano expand on their previous work by employing critical race theory to explore and understand incidents of racial microaggressions as experienced by Latina/o students at three selective universities. The authors explore three types of racial microaggressions—interpersonal microaggressions, racial jokes, and institutional microaggressions—and consider the effects of these racist affronts on Latina/o students. Challenging the applicability of Vincent Tinto's three stages of passage for college students, the authors explore the processes by which Latinas/os respond to racial microaggressions and confront hostile campus racial climates. The authors find that, through building community and developing critical navigation skills, Latina/o students claim empowerment from the margins.

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Crossref · 10.17763/haer.79.4.m6867014157m707l

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Show all 135 references

Research works printed but not linked: 3

  1. Alemán, S. (2009). Venceremos: Using a Chicana/o student newspaper to reimagine journalism education pedagogy and practice. Unpublished doctoral dissertation, University of Utah.
  2. García, D. G. (2006). The evolution of a critical race theater: Culture clash and Chicana/o performance art, 1965–2005. Unpublished doctoral dissertation, University of California, Los Angeles.
  3. Yosso, T. J. (2000). A critical race and LatCrit approach to media literacy: Chicana/o resistance to visual microaggressions. Unpublished doctoral dissertation, University of California, Los Angeles.

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Metadata

Authors
Yosso, T., Smith, W., Ceja, M., & Solórzano, D.
Affiliations
  • University of California, Santa Barbara (US)
  • University of Utah (US)
  • California State University, Northridge (US)
  • University of California, Los Angeles (US)
ORCID
Venue
Harvard Educational Review
Publisher
Harvard Education Publishing Group
Published
2009-12-01
Volume
79
Issue
4
Pages
659-691
ISSN
  • 0017-8055 (ISSN-L)
  • 1943-5045
DOI
10.17763/haer.79.4.m6867014157m707l
OpenAlex
W1854723823
Cited by
1,221
References
135
Citations by year
2026: 42 · 2025: 66 · 2024: 135 · 2023: 88 · 2022: 79 · 2021: 105 · 2020: 132 · 2019: 93 · 2018: 106 · 2017: 84 · 2016: 75 · 2015: 68 · 2014: 47 · 2013: 37 · 2012: 35
FWCI
65.77
Type
journal article
Language
en
Open access
closed
Locations
  • Harvard Educational Review (publishedVersion)
  • California State University ScholarWorks (system-wide DSpace) (submittedVersion)
Topics
  • Social Sciences › Sociology and Political Science › Critical Race Theory in Education
  • Social Sciences › Education › Higher Education Research Studies
  • Social Sciences › Sociology and Political Science › Racial and Ethnic Identity Research
Keywords
critical race theory, racial microaggressions, Latina/o students, campus racial climate, selective colleges, student empowerment, community building, higher education

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