Thesis advisor: Ana M. Martinez-Aleman / This qualitative study employed a Critical Race Theory (CRT) lens to gather a deeper understanding the racialized experiences of students of color (SOC) at a PWI, and how these experiences impact the way in which they understand, conceptualize, and/or actualize student leadership on campus. This study presents the lived experiences of twenty-five SOC. Participants shared their experiences and perceptions through individual semi-structured interviews, with an opportunity to also participate in a focus group. Findings revealed that the ways in which participants view how race is socially constructed on campus and their encounters with normalized racism (such as their experiences with microaggressions, the lack of diversity, the negative racial climate, and the racial segregation on campus) seemed to profoundly impact participants lived experiences and perceptions. Participants in this study exhibited a strong pull towards SOC groups (both for participation and leadership expression), citing a desire to seek involvement with individuals of similar/racial and ethnic background, a responsibility to give back to their racial/ethnic group, and seeking a group that affirmed their sense of identity as some of the top reasons they joined SOC groups. However, participants’ perceptions of predominately White groups on campus, encounters with normalized racism, and the way they view student groups are valued (or undervalued) on campus seems to suggest that the campus racial climate may play a powerful role in students’ decision making around co-curricular involvement and leadership expression. The findings strongly intimate that the college campus remains a microcosm of larger society in that it continues to perpetuate normalized racism as a product of inherent (and biased structures), influencing students’ leadership perceptions and expression. This study recommends that institutions assess the racial landscape on campus in terms of perceived and actualized student leadership, be willing to engage in experimentation on different practices that will foster a greater sense of inclusivity within student leadership, and take active steps towards creating permanent inclusive change. / Thesis (PhD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.
| Identifer | oai:union.ndltd.org:BOSTON/oai:dlib.bc.edu:bc-ir_107178 |
| Date | January 2016 |
| Creators | Kerrigan, Michele Brown |
| Publisher | Boston College |
| Source Sets | Boston College |
| Language | English |
| Detected Language | English |
| Type | Text, thesis |
| Format | electronic, application/pdf |
| Rights | Copyright is held by the author, with all rights reserved, unless otherwise noted. |
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