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Volumn , Issue , 2023, Pages 282-299

Conclusion: Re-Visioning the Future of Multicultural Student Services

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EID: 84883227275     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781003446095-24     Document Type: Editorial
Times cited : (5)

References (26)
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    • Crenshaw, K.1
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    • DeCuir, J. T., & Dixson, A. D. (2004). “So when it comes out, they aren’t that surprised that it is there”: Using critical race theory as a tool of analysis of race and racism in education. Educational Researcher, 33(5), 26-31.
    • (2004) Educational Researcher , vol.33 , Issue.5 , pp. 26-31
    • DeCuir, J.T.1    Dixson, A.D.2
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    • Storytelling for oppositionists and others: Aplea for narrative
    • Delgado, R. (1989). Storytelling for oppositionists and others:Aplea for narrative. Michigan Law Review, 87, 2411-2441.
    • (1989) Michigan Law Review , vol.87 , pp. 2411-2441
    • Delgado, R.1
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    • 84993683794 scopus 로고    scopus 로고
    • Critical race theory, LatCrit theory, and critical racedgendered epistemologies: Recognizing students of color as holders and creators of knowledge
    • Delgado Bernal, D. (2002). Critical race theory, LatCrit theory, and critical racedgendered epistemologies: Recognizing students of color as holders and creators of knowledge. Qualitative Inquiry, 8, 105-126.
    • (2002) Qualitative Inquiry , vol.8 , pp. 105-126
    • Delgado Bernal, D.1
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    • 84900297314 scopus 로고    scopus 로고
    • Philosophical underpinnings of student affairs work on difference
    • Manning, K. (2009). Philosophical underpinnings of student affairs work on difference. About Campus, 14(2), 11-17. doi: 10.1002/abc.284
    • (2009) About Campus , vol.14 , Issue.2 , pp. 11-17
    • Manning, K.1
  • 18
    • 84993708169 scopus 로고    scopus 로고
    • What’s race got to do with it? Critical race theory’s conflicts with and connections to qualitative research methodology and epistemology
    • Parker, L., & Lynn, M. (2002). What’s race got to do with it? Critical race theory’s conflicts with and connections to qualitative research methodology and epistemology. Qualitative Inquiry, 8, 7-22.
    • (2002) Qualitative Inquiry , vol.8 , pp. 7-22
    • Parker, L.1    Lynn, M.2
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    • 0141884150 scopus 로고    scopus 로고
    • No time like the present: Reflecting on equity in school mathematics
    • Rousseau, C., & Tate, W. F. (2003). No time like the present: Reflecting on equity in school mathematics. Theory Into Practice, 42, 210-216.
    • (2003) Theory Into Practice , vol.42 , pp. 210-216
    • Rousseau, C.1    Tate, W.F.2
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    • 36248998881 scopus 로고    scopus 로고
    • Racial primes and Black misandry on historically White campuses: Toward critical race accountability in educational administration
    • Smith, W. A., Yosso, T. J., & Solórzano, D. G. (2007). Racial primes and Black misandry on historically White campuses:Toward critical race accountability in educational administration. Education Administration Quarterly, 43(5), 559-585.
    • (2007) Education Administration Quarterly , vol.43 , Issue.5 , pp. 559-585
    • Smith, W.A.1    Yosso, T.J.2    Solórzano, D.G.3
  • 21
    • 84993804694 scopus 로고    scopus 로고
    • Critical race methodology: Counter-storytelling as an analytical framework for education research
    • Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8, 23-44.
    • (2002) Qualitative Inquiry , vol.8 , pp. 23-44
    • Solórzano, D.G.1    Yosso, T.J.2
  • 22
    • 85023868501 scopus 로고    scopus 로고
    • Asian Pacific Americans and critical race theory: An examination of school racial climate
    • Teranishi, R. T. (2002). Asian Pacific Americans and critical race theory: An examination of school racial climate. Equity & Excellence in Education, 35, 144-154.
    • (2002) Equity & Excellence in Education , vol.35 , pp. 144-154
    • Teranishi, R.T.1
  • 23
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    • Self-segregation or self-preservation? A critical race theory and Latina/o critical theory analysis of a study of Chicana/o college students
    • Villalpando, O. (2003). Self-segregation or self-preservation?A critical race theory and Latina/o critical theory analysis of a study of Chicana/o college students. International Journal of Qualitative Studies in Education, 16, 619-646.
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    • Villalpando, O.1
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    • A critical race theory analysis of barriers that impede the success of faculty of color
    • W. Smith, P. Altbach, & K. Lomotey (Eds.), 2nd ed, New York: State University of New York Press
    • Villalpando, O., & Bernal, D. D. (2002). A critical race theory analysis of barriers that impede the success of faculty of color. In W. Smith, P. Altbach, & K. Lomotey (Eds.), The racial crisis in American higher education (2nd ed., pp. 243-270). New York: State University of New York Press.
    • (2002) The racial crisis in American higher education , pp. 243-270
    • Villalpando, O.1    Bernal, D.D.2
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    • Whose culture has capital? A critical race theory discussion of community cultural wealth
    • Yosso, T. J. (2005). Whose culture has capital?A critical race theory discussion of community cultural wealth. Race, Ethnicity, and Education, 8, 69-91.
    • (2005) Race, Ethnicity, and Education , vol.8 , pp. 69-91
    • Yosso, T.J.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.