Voices of Doctoral Students on Racial Justice in a Rural Predominantly White University

• In Event: Reimagining Social Justice in Doctoral Programs

Abstract

This case study describes seven doctoral students’ experiences studying the race and racism in one diversity seminar at a rural, conservative university. Using critical theory (CT) and critical race theory (CRT) as theoretical frameworks, we analyze doctoral students’ comments about how their experiences in their graduate programs cover racial history and race/racism. Participant doctoral students voiced important implications for education programs training future leaders: 1) education perspectives and epistemological approaches were exclusively based on the Euro-American traditions; 2) a deeper understanding of race/racism through critical theory is necessary to advance racial justice; and 3) an inclusive graduate curriculum is a key to train educators/leaders toward social, racial justice.

Authors

• Keonghee Tao Han, University of Wyoming

• Johannes Addido, University of Wyoming

• Josh Sainz, University of Wyoming