Pathways to College for Young Black Scholars: A Community Cultural Wealth Perspective

Autor/inn/en	Jayakumar, Uma M.; Vue, Rican; Allen, Walter R.
Titel	Pathways to College for Young Black Scholars: A Community Cultural Wealth Perspective
Quelle	In: Harvard Educational Review, 83 (2013) 4, S.551-579 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	College Preparation; African American Students; Interviews; Surveys; College Students; Community Influence; Access to Education; Student Attitudes; Youth Programs; Resistance (Psychology); Racial Factors; Social Influences; African American Culture; Community Programs; Academic Achievement; Motivation; Family Influence; Peer Influence; Mentors; High School Students; Culturally Relevant Education; California + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Collegestudent; Education; Access; Bildung; Zugang; Bildungszugang; Schülerverhalten; Jugendsofortprogramm; Resistenz; Sozialer Einfluss; Schulleistung; psychologische; Motivation (psychologisch); High school; High schools; Oberschule; Kalifornien
Abstract	In this article, Uma Jayakumar, Rican Vue, and Walter Allen present their study of Young Black Scholars (YBS), a community-initiated college preparatory program in Los Angeles. Through in-depth interviews and surveys with twenty-five middle- and higher-income Black college students, they document the positive role of community in facilitating college access. The authors show that students' perceptions of YBS's support of their college aspirations are qualitatively different than perceptions of their schools' support. The authors theorize that YBS participants embrace college-going as an act of resistance to deficit-based narratives regarding the racial achievement gap and social reproduction. By drawing on students' experiences, they put forth a new model of a liberatory college-going process for students of color that leverages community cultural wealth and promotes transformative resistance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10