Critical race theory (CRT) is a framework that can be useful for examining how racial climate impacts the college experiences of African American students on college campuses (Murphy, Gaughan, Hume, & Moore , 2010). CRT draws from a broad base of literature in sociology, history, ethnic studies, women's studies, and law (Murphy, Gaughan, Hume, & Moore, 2010). CRT is composed of five elements: 1) the centrality of race and racism and their intersectionality with other forms of subordination, 2) the challenge to dominant ideology, 3) the commitment to social justice, 4) the centrality of experiential knowledge and 5) the transdisciplinary perspective (Murphy, Gaughan, Hume and Moore, 2010). The application of CRT to education is different than other CRT applications in that it challenges traditional paradigms, methods, texts, and separate discourses of race, gender, and class by showing how social constructs intersect to impact communities of color (Murphy, Gaughan, Hume and Moore,