"Out of My Element": The Experiences of Black Art Students in Critique

• Published in: Journal of diversity in higher education 2023-02, Vol.16 (1), p.40-52
• Main Authors: Unkefer, Erin N. S., Curtis, Connor, Andrade, Lucia, Tepper, Cayla, Barnes, Nikole
• Format: Article
• Language: English
• Subjects: African American Students; Art Criticism; Art Education; Black People; College Students; Coping; Coping Behavior; Critical Race Theory; Cultural Awareness; Educational Personnel; Feedback (Response); Female; Human; Male; Praise; Predominantly White Institutions; Psychological Consequence; Psychological Patterns; Silence; Student Attitudes; Student Experience; Theories of Education
• ISSN: 1938-8926; 1938-8934
• DOI: 10.1037/dhe0000322

Utilizing critical race theory (Delgado & Stefancic, 2012), this exploratory study examined the lived experiences of 19 Black art students as they navigated critique spaces at institutions of art and design. Critique (or "crit") is the primary evaluative tool used in art schools with the purpose of providing constructive, generative feedback to students (Costantino, 2015). Findings from this thematic analysis revealed how the subjective nature of critique often allowed for racially biased responses by faculty and peers. Participants noted four prevalent interactions during critique: Cultural incompetence, silence, superficial praise, and a focus on form. Interviewees also described the psychological impact of critique and the coping skills they employed. This study offers implications for administrators, faculty, and staff as they address institutional inequities in assessment practices at colleges of art and design and within other performance-based majors and institutions.