Sullins, Donna Lee
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The numbers of students of color are increasing on college campuses. Many higher education institutions in the United States support new student transition through traditions-based extended orientation camps. Operating from the transformative paradigm, I used critical race theory to interpret embedded grand narratives of power and oppression in educational systems. This counternarrative research study examined the way in which 10 participants who self-identified as students of color made meaning of their experiences of transition into a predominately White institution through a traditions-based extended orientation camp, as well as the racialized contexts that they encountered. I used narrative analysis and critical race methodology to interpret the data. Themes included unacknowledged racism, transformational experience of the camp, external expectations, and valuing tradition more than people.