Black women’s perceptions of K-12 experiences that influenced their preparation for college
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 contributingto 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.
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Work Title | Black women’s perceptions of K-12 experiences that influenced their preparation for college |
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License | In Copyright (Rights Reserved) |
Work Type | Article |
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Publication Date | October 1, 2021 |
Deposited | November 18, 2024 |
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