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As an epistemological, axiological, and methodological paradigm, Critical Race Theory (CRT; Crenshaw et al., 2000; Harris, 1993) is a scholarly tool to identify and disrupt inequities, possible via CRT's core tenets towards troubling systemic racism. We argue that political movements in North Carolina (NC) exhibit attempts to delegitimize critical race scholarship and curricula that accurately portray history and contemporary student populations' racialized experiences, a manifestation of the conservative agenda to whitewash the state's history that is predicated on racism and white supremacy. In alignment with radical theorizations and research that examine ideologies at the root of ill-informed hysteria, we present a Critical Discourse Analysis (CDA) of the effects of political power in foreclosing educational possibilities toward building equitable societies through our analysis of data from NC's Fairness and Accountability in the Classroom for Teachers and Students for North Carolinian "FACTS" submissions (Robinson, 2021). FACTS is a reporting tool targeting NC educators who employ critical lenses in their instruction that promotes unfounded antagonism toward CRT. The significance of this research is a localized example of CRT being targeted by conservative politicians toward the intent of delegitimizing critical scholarship and education and thus perpetuating ahistorical ideals rooted in racism and white supremacy.

Traditionally, imposter syndrome is defined as feelings of inferiority regardless of one's accomplishments and experiences. Imposter syndrome is often viewed as an experience that racially minoritized populations in higher education "must" encounter. But these traditional understandings frame imposter syndrome as a personal flaw rather than a product of structural oppression. Consequently, these limited and deficit focused ideas of imposter syndrome urge scholars and practitioners to disrupt normative conceptualizations of imposter syndrome by examining the phenomenon from a structural lens and to expand the literature on the experiences of Latinx college students at PWIs. As such, the purpose of this phenomenological study was to illuminate Latinx students' strategies to cope with imposter syndrome within the hostile and unwelcoming environments of predominantly white institutions. Three major themes emerged from the data: (a) code-switching, (b) consejo de las personas más cercanas, and (c) strategic consciousness: committing to survive the toxicity of imposter syndrome at PWIs; these findings highlight three major ways that Latinx students cope with feelings of imposter syndrome. Implications for future research and practice are outlined to further explore how institutions of higher education can dismantle structures, systems, policies, and procedures that perpetuate imposter phenomenon.

Aligned with critical scholarship and upholding minoritized populations' agency and power, this survey research study addresses Latinx college students' resistance strategies in two Nuevo South states by examining the social issues that students are aware of, engage with, and the nature of their interactions with these issues. We apply Southern epistemology as a framework to center the unique Nuevo South sociopolitical context and examine modern issues Latinx communities face in this geographic region and how Latinx college students resist hostility. Findings empirically establish how the Southern epistemology remains to modernly construct and constrain the lives of Latinx college students in the Nuevo South.

The present study examines the presence of Basic Needs Insecurity (BNI) among Mexican origin first-generation college students. Specifically, this transformative mixed methods study explores BNI in access to healthcare, housing, employment, and transportation among study participants. Most importantly, this research illuminates students' Funds of Knowledge (FK) as assets and strategies that Mexican origin first-generation college students activate to navigate BNI. Findings reveal higher levels of BNI present among first-generation compared to continuing-generation college students and highlight familial, community, and institutional supports as sources of FK for Mexican origin first-generation college students to address BNI. Implications for research and practice are provided.