Cacti in the Classroom: Cultivating College-Going Culture for Black Males in Ninth Grade

• In Event: College Access, Black Students, and Ethnic Studies

Abstract

This dissertation seeks to examine the educational experiences and barriers to college entrance for African American males in the 9th grade attending urban high schools in Los Angeles county. The college access program analyzed in this study sends Black men and women undergraduates at a flagship California university to high schools to conduct college mentoring and counseling aimed to increase student access. In the summer program component, Black high school males (N=16) engaged in daily math and writing enrichment, as well as a Science, Technology, Art, Nutrition education and Dialogue (STAND) curriculum. Students were given evaluative surveys and engaged in focus groups and interviews. Data collection and analyses reveal three themes: access, connection, and Black identity.

Author

• TrVel Lyons, University of California - Los Angeles