Creating College-Going Cultures for Students of Color in the US: Finding a Balance Between Targeted and Normative Models of Intervention

Rican Vue, Siduri Haslerig, Uma M. Jayakumar, Walter R. Allen

Research output: Chapter in Book/Report/Conference proceedingChapter

3 Scopus citations

Abstract

The paper examines two race-based intervention programs, focusing on the distinction between models of intervention based on targeted and indiscriminate (i.e., normative) college-going cultures. We unpack the concept of the “college-going culture” – defined as a set of expectations and norms that socialize students to view themselves as college-bound – and add nuance to it by illustrating how racial/cultural community and school environments, respectively, act as spheres of influence. Findings are based on semi-structured interviews with 46 alums of two effective, race-based intervention programs. Within one program, participants experienced culturally relevant programming but felt excluded from the college-going culture of the wider school environment. In the other program, students were included in the larger college-going culture of the school, but often felt culturally isolated. Participants’ narratives provide insight into the strengths and pitfalls of both intervention programs, and the paper concludes with a diagram outlining elements essential in optimal college-going cultures.
Original languageAmerican English
Title of host publicationLiving on the Boundaries: Urban Marginality in National and International Contexts
DOIs
StatePublished - 2012
Externally publishedYes

EGS Disciplines

  • Education

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