Examining critical theory as a framework to advance equity through student affairs assessment

Abstract

Inquiry in student affairs plays a critical role in advancing equity efforts since it is utilized for the improvement of programs and services supporting student learning and experiences. Assessment practice, when undergirded by a critical theoretical framework, employs intentional approaches corresponding to each phase of the assessment cycle. Critical practitioners begin by acknowledging their own subjectivity and the ways their positionality influences their practice. Further, they acknowledge the agency of participants as knowers and collaborators in this work. Additionally, practitioners employ methodological diversity and center marginalized voices not only in evidence gathering, but also in interpretation and when implementing change. Employing such approaches enriches assessment practice and enables data to be used in transformative ways in the pursuit of equity. This article explores critical theory and its implications for assessment practice. Examples and considerations are provided throughout as well as questions posed for institutional and personal practice reflection.