‘Make sure we don’t lose who we are’: young Black men navigating the college choice process at majority-Black high schools
Based on a case study of two majority-Black public high schools in a highly segregated American school district, the article employs a critical intersectional framework to examine the experiences of ten college-aspiring young Black men as they navigate the college choice process. Findings indicate that working-class Black male students are less likely to have access to college-going resources and social networks than their middle-class peers. However, a well- resourced school that affirms Black identity may increase agency and help crystallize college plans among working-class Black male students. In contrast, the study found that more institutional aca-demic structures constrain agency and channel working-class Black male students towards under-resourced colleges where they are less likely to thrive.
CitationRosario-Moore, A.Colar, B. K. (n.d.). ‘Make sure we don’t lose who we are’: young Black men navigating the college choice process at majority-Black high schools. Race Ethnicity and Education, 1-21. https://doi.org/10.1080/13613324.2022.2047634
PublisherTaylor & Francis