In this qualitative case study, the authors identify, name, and critique multi-level contextual factors in relation to Black, Indigenous, and People of Color college student leaders’ and the authors’ own critical consciousness development applying Harrel’s Difference Framework, and Critical Race Theory. Located in a Northern California Sundown Town, the authors utilize focus groups, Photovoice data, and critical ethnography to document organizational and institutional responses towards student leaders’ and the authors’ involvement in multicultural programming and a Black Lives Matter Freedom School. Across data sources, the authors chronicle instances of the following: (1) devaluing through unpaid student labor, (2) distancing and siloing of multicultural student organizations on campus, (3) denial of the use of harmful and misinformed programmatic practices, and (4) defensiveness on the part of the administration regarding student narratives. Findings highlight implications within higher education surrounding addressing historic racial inequity, and illustrate the trauma invoked by ameliorative and premature institutional responses.

中文翻译：

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玻璃天花板上的碎片：解构与批判意识发展相关的边缘化系统

在这个定性案例研究中，作者使用哈雷尔差异框架和批判种族识别、命名和批判了与黑人、土著和有色人种大学生领袖的多层次背景因素以及作者自己的批判意识发展理论。作者位于北加州日落镇，利用焦点小组、Photovoice 数据和批判性民族志来记录组织和机构对学生领袖和作者参与多元文化节目和黑人生活问题自由学校的反应。跨数据来源，作者记录了以下实例：（1）通过无偿学生劳动贬值，（2）疏远和孤立校园内的多元文化学生组织，(3)拒绝使用有害和误导性的计划做法，以及 (4)行政部门对学生叙述的防御。调查结果强调了高等教育中围绕解决历史性种族不平等问题的影响，并说明了改善性和过早的制度反应所引起的创伤。