| Long-standing structural inequities in education, including demographic segregation and inadequate funding, create huge barriers for students of color in accessing higher education. With a lack of access to college knowledge, college counseling, and college preparation courses, low-income students of color are systematically denied opportunities for post-secondary education. Effective college access programming in schools and college preparation programs play a significant role in building educational equity. College access and readiness literature reveals the need for programs to empower students by rejecting the deficit model and employing culturally-responsive approaches that establish partnerships with families and utilize students' cultural assets. However, the gap in equity-grounded college-access literature exposes a need to examine effective culturally-responsive approaches particularly from the student perspective. In order to enrich college access and readiness literature, I learned directly from 14 college graduates of color, who participated in a college access program, what they believe empowered them to navigate structural forces to gain college access and success. Focus group and one-on-one interviews revealed numerous overlapping factors that fueled their college success. Consistent, caring relationships especially with people from similar backgrounds within a context of a community of purpose motivated and empowered them to navigate oppressive economic and social barriers. Being a part of a community of kinship and purpose supported the development of their college-going mindsets, and created the counterspace and messaging necessary to make tangible progress towards their goals. In addition, their families' cultural assets including pride, resistance, resiliency, faith, hard work, and perseverance strengthened their college-going mindsets and their ability to transcend challenges by equipping them with a strong foundation and motivation to flourish. Finally, access to holistic college access programming prepared them with academic and non-academic skills and strategies, as well as college knowledge; this expanded their ownership over their college-going process and provided the tools necessary to achieve their goals. This research supports a model of college access programming that is focused on creating a transformational counterspace, utilizing culturally responsive approaches, and providing holistic programming including experiential college exposure activities. |
