(Re)Framing College access by and with communities of color : our knowledge, our process, our choice / edited by Chrystal A. George Mwangi and Yedalis Ruíz Santana.

Format:

Book

Contributor:

Mwangi, Chrystal A. George, editor.

Santana, Yedalis Ruíz, editor.

Series:

SUNY series, critical race studies in education.

SUNY Series, Critical Race Studies in Education Series

Language:

English

Subjects (All):

College choice--United States.

College choice.

Minorities--Education (Higher)--United States.

Minorities.

Multicultural education.

Physical Description:

1 online resource (351 pages)

Edition:

First edition.

Place of Publication:

Albany, NY : State University of New York Press, [2025]

Summary:

Offers novel frameworks and models for understanding college access and choice among communities of Color.

Contents:

Intro

Contents

Foreword

References

Acknowledgments

Introduction

Purpose of the Book

Situating Our Access Journeys as Knowledge Production

Yedalis's Journey

Chrystal's Journey

Where We Converged

Significance of the Book

Our Assumptions and Request to Readers

Organization of the Book

Critical Reflection

Chapter 1: A POC-Centered (Re)Framing of College Access and Choice

Unlearning and Relearning College Access and Choice

A Letter of Gratitude to Scholars of Color

Thank You for Showing Us How to Call Out Racism in College Access and Choice

Thank You for Centering Our Voices and Our Stories

Thank You for Naming the Master's Tools

Thank You for Your Intersectional and Antiessentialist Lens

Thank You for Amplifying Our Assets, Our Networks, and Our Knowledge

Thank You for Valuing Our Families and Communities

Thank You for Making Our Choices Visible across Diverse Institutional Types

Thank You For (Re)Imagining Our Framing of College Access and Choice

Considerations for College Access, Choice, and Readiness

College Access

College Choice

College Readiness

Part I. Youth-Centered Framings

Chapter 2: Critically Conscious College Knowledge: Critiquing Notions of College Readiness through an Ethnic Studies Lens

Researcher Positionality and UCAP Context

Ashley's Story

Joel's Story

Dominant Notions and Practices of College Access and Readiness

UCAP Student Experiences and Perceptions of College Access and Readiness

The Struggle for and Relevancy of Ethnic Studies

The Transformative Potential of Ethnic Studies for College Readiness

A Critically Conscious College Knowledge (C3K) Framework

Moving C3K Forward

Notes

References.

Chapter 3: Intergenerational Posttraumatic Transformation: Reframing College Access for Students from Refugee Backgrounds

An Antideficit Perspective for Refugee College Students

Posttraumatic Growth

My Journey as a Refugee Scholar-Practitioner

College Access and the Intergenerational Family Bond

Intergenerational Posttraumatic Transformation

Leveraging IPT to Promote College Access among Students from Refugee Backgrounds

Chapter 4: "Removing la cascara": The Cost of Being Resilient among Puertorriqueña College Aspirants

The Strength in a Name: Aspirante

"Removing la cascara": Why Does This Matter?

Quienes Somos (About Us): The Aspirantes

Countering Dominant Narratives

Opportunity Gaps

Community Cultural Wealth and the Narrowing Opportunity Structure

El Embudo de College Choice

Context Matters in Predisposition

The Search for Una Aguja en Un Pajar

Illusion of Choice

The Complexity of College "Choice" for Aspirantes Puertorriqueñas

What Can You Do?

Critical Consideration

Note

Part II. Community-Grown Framings

Chapter 5: When Impossible Becomes Possible! A Critical Access Model That Centers Equity in Community Health

Transforming Dishonorable Labels and Shifting Accountability

Challenging the Deficit Perspectives and Reconstructing Access

When Impossible Becomes Possible

A Call to Action: The Learning Institute

A FQHC Workforce Equity Model

Tania M. Barber Learning Institute: "Lifting Others Up"

Mission

Aims

Values

Approach

A Message to Readers of Color

Chapter 6: Widening Postsecondary Educational Pathways for Black and Latinx Boys and Young Men: Personal Reflections, Professional Experiences, and Research-Based Insights.

Encountering College Early, Often, and Everywhere: A Personal Reflection

Possibilities and Pitfalls for College Pathway Making in the Nation's Capital

Collaborating with Washington, DC, Families for "Better" Black Futures

Making College Real, Relevant, and Present for My Students

Home from College and Unlikely to Return

Why Did Black and Latinx Young Men of Color Leave College?

The Postsecondary Future Selves of Black and Latinx Boys

The Need to Broaden College-Going School Cultures: College, Career, and What Else?

The Importance of Family Influence on Black and Latinx Boys' Future Ambitions

Anticipating and Maneuvering Barriers to College Access

The College-Going Dilemmas of Black and Latinx Boys

What PreK-12 Schools Can Do: A Conclusion

Chapter 7: Breaking the Chains of Intergenerational Poverty and Becoming a First-Generation Warrior

Breaking the Chains of Intergenerational Poverty

My Grandmothers' Generational Link to the Chain

My Parents' Generational Link to the Chain

My Generational Link in the Chain

Breaking the Chain

Stasia's Journey to the Table

But First You Have to Dream of a "Want" to Go and Get Admission to Rome

In This Framework, "Do as the Romans Do"

At Some Point You Will Want to Leave Rome to Go to Jamaica and/or Brooklyn

First-Generation Warriors

Finding My Voice

The PWIT College Access Toolkit: A Practical Toolkit for PWIT and PWITFC

Closing Remarks

Chapter 8: "By Us, for Us": A Student Bridges Approach to Access and Retention among Historically Underrepresented Populations

Creating a Bridge to College Access

Learning with/within Communities

From Service-Learning to Critical Community Engagement

Collaborative Structure

Preparatory Mentoring.

Access and Retention Programming

Policy Advocacy

Crisis and Unprecedented Challenges

March 2020

Advocating for Student Employment

Virtual Community Engagement

Closing Thoughts

Part III. Culture- and Family-Oriented Framings

"I Am from My Community"

Chapter 9: College Choice as Conocimiento: Disentangling the Reflective and Cyclical Postsecondary Pathways of Latina/o/x Students

Fostering College Choices as a First-Generation Chicana Student

Latina/o/x College Access and College Choice

Developing and Publishing College-Conocimiento

College-Conocimiento

Discussion

Conclusion

Chapter 10: Family Building: College Choice Process for Native American Students

Eliza's Story

Amanda's Story

Nolan's Story

Relevant Literature and Theoretical Framework

Native Nation Building: Centering Indigeneity

Native American Student College Choice Model

Methodology

Data

Quantitative Analysis

Qualitative Analysis

Family and Home: Native College Choice

Family-Formed College Ideologies

Family as Powerful College Recruiters

Home and Cultural Ties

Discussion and Conclusion

Chapter 11: Under the Baobab Tree: Developing a Family-Centered Framework for College Choice with Black African Immigrant Families

Engaging in Inquiry with Families

Constructing a New Frame

The Baobab Tree

Baobab Families

College-Going Legacies

Cultural and Familial Identity

Family and Community Networks

"Growing" through the College Choice Process

Remaining Rooted

Reaching Toward the Sky

Experiencing Drought

Regenerating from the Root

Strategies for Application to Practice.

Thank You to Our Colleagues of Color

Proposed Future Agenda for Research

A Letter to Students of Color

Contributors

Index.

Notes:

Description based on publisher supplied metadata and other sources.

Description based on print version record.

Includes bibliographical references and index.

ISBN:

979-88-558-0195-8

OCLC:

1511101764