"We Still Dream:" College Preparation for Black Boys Amid Antiblackness
Sat, April 26, 3:20 to 4:50pm MDT (3:20 to 4:50pm MDT), The Colorado Convention Center, Floor: Meeting Room Level, Room 102Abstract
This phenomenological, qualitative project explores the educational experiences and college access journey of 10 Black males attending urban high schools in California. Research demonstrates that Black males’ participation in college access summer instruction positively correlates with their retention and aspirations for higher education, comparable to their peers from other minoritized groups. However, perceptions of impediments to higher education, including anti-Blackness, notably impact students’ engagement in college access opportunities.
Purpose and Objective
The study's framework centers on Margaret Beale Spencer’s (2006) Phenomenological Variant of Ecological Systems Theory (PVEST) to explore the influence of race and space on the college access, readiness, and social development of Black male adolescents in urban schools. Subpar college counseling exacerbates resource gaps and disempowers underrepresented students, particularly Black males. This study emphasizes the necessity of college readiness intervention, such as culturally affirming mentorship, to enhance positive cultural identity and affinity for college among Black boys, fostering higher education opportunities and improved life outcomes.
Through 10 in-depth interviews, the study addresses the following research questions:
What factors contribute to the educational success (matriculation and college entry) of Black boys in high school?
What are some perceived obstacles to their success?
How does a social justice-oriented, critical mentoring intervention impact the academic success and development of Black boys?
Led by PVEST's concept of net vulnerability, this study investigates Black male students' narratives to counter stereotypes of disinterest and cultural disconnection from college, highlighting their impediments and support. PVEST posits that inadequate access to resources and support increases vulnerability, with racism and poverty deterring normative social development.
Mode of Inquiry
The study analyzes an enrichment program involving 10 partnering high schools across two school districts, providing Black boys with academic enrichment and positive cultural affirmation through summer intervention. The weeklong residential program selects students based on application essays and prior mentor engagement, without a GPA requirement. Participants represent varying levels of academic achievement and school connectedness.
Findings
The study identifies three critical themes:
Staying Real: The impact of race and racism on students' schooling experiences, identity development, and educational attainment goals.
College Knowledge: The program's support in building connections to professionals aligned with students' aspirations.
Dream and Reimagine: How students perceive the program as centering their possibilities as students.
The findings reveal that preserving an authentically Black identity, protecting hope, and encouraging students to dream are significant for fostering positive educational experiences for Black boys. College and career knowledge disparities highlight the need for culturally responsive counseling practices. Dreaming underscores the importance of transformative approaches that challenge systemic barriers.
Significance of Study
Creating and sustaining college readiness interventions for Black boys is crucial for increasing higher education attainment and career advancement. Schools and districts must partner with equity-based programs dedicated to improving the academic support of Black males. Representation and relationships are key; programs should involve a majority of Black leadership and staff. Engaging with initiatives that guide Black boys through a pipeline to college readiness is imperative for their success.