Black Women's Perceptions of K-12 Experiences that Influenced their Preparation for College

Autor/in	Byrd, Janice A.
Titel	Black Women's Perceptions of K-12 Experiences that Influenced their Preparation for College
Quelle	In: Journal of College Access, 6 (2021) 3, S.59-82, Artikel 6 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2333-715X
Schlagwörter	Females; Undergraduate Students; African American Students; Educational Experience; College Readiness; Elementary Secondary Education; Academically Gifted; Low Income Students; Family Influence; Community Influence + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Bildungserfahrung
Abstract	This critical phenomenological inquiry explored the college preparation experiences of ten high-ability, Black, women who grew up in poverty to identify influences from various family, school, and community environments contributing to their college readiness. I used a conceptual framework informed by both Kimberlé Crenshaw's (1991) intersectionality and Urie Bronfenbrenner's (1979) ecological systems theory to frame this study and critically examine their responses. This specific paper reports 5 of the 9 themes that yielded from the inquiry: (1) prophetic excellence: family and friends support and expectations; (2) it takes a village: community culture and resources; (3) from chaperone to mentor: exploring the depth of K-12 academic relationships and experiences; (4) preparing for a home away from home: college exploration and preparation; (5) demystifying the process: I don't know what I do or don't need to know. Implications for anti-racist perspectives to inform the practices of counselor educators, school counselors, and school communities are discussed. (As Provided).
Anmerkungen	Journal of College Access. 1903 W. Michigan Avenue, Kalamazoo, MI 49008. Web site: http://scholarworks.wmich.edu/jca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01