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.

Files

Metadata

Work Title Black women’s perceptions of K-12 experiences that influenced their preparation for college
Access
Open Access
Creators
  1. Janice A. Byrd
License In Copyright (Rights Reserved)
Work Type Article
Publisher
  1. Journal of College Access
Publication Date October 1, 2021
Deposited November 18, 2024

Versions

Analytics

Collections

This resource is currently not in any collection.

Work History

Version 1
published

  • Created
  • Added 2021__Black_Women_s_Perceptions_of_K-12_Experiences_that_Influenced_their_Preparation_for_College-1-2-3.pdf
  • Added Creator Janice A. Byrd
  • Published
  • Updated