Critical Race Theory (CRT) is a framework that can be useful in examining the impact of racial climate on the undergraduate experiences of African American students on campus academics (Murphy, Gaughan, Hume, & Moore, 2010). CRT draws on a broad base of literature in sociology, history, ethnic studies, women's studies, and law (Murphy, Gaughan, Hume, & Moore, 2010). CRT consists of five elements: 1) the centrality of race and racism, and their intersectionality with other forms of subordination, 2) challenge to dominant ideology, 3) commitment to justice social, 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 from other applications of CRT because it challenges separate paradigms, methods, texts, and discourses about race, gender, and class by showing how social constructs are cross to impact communities of color (Murphy, Gaughan, Hume and Moore,