Linked e-resources
Details
Table of Contents
Intro
Contents
Foreword
References
Acknowledgments
Introduction
Purpose of the Book
Situating Our Access Journeys as Knowledge Production
Yedalis's Journey
Chrystal's Journey
Where We Converged
Significance of the Book
Our Assumptions and Request to Readers
Organization of the Book
Critical Reflection
References
Chapter 1: A POC-Centered (Re)Framing of College Access and Choice
Unlearning and Relearning College Access and Choice
A Letter of Gratitude to Scholars of Color
Thank You for Showing Us How to Call Out Racism in College Access and Choice
Thank You for Centering Our Voices and Our Stories
Thank You for Naming the Master's Tools
Thank You for Your Intersectional and Antiessentialist Lens
Thank You for Amplifying Our Assets, Our Networks, and Our Knowledge
Thank You for Valuing Our Families and Communities
Thank You for Making Our Choices Visible across Diverse Institutional Types
Thank You For (Re)Imagining Our Framing of College Access and Choice
Considerations for College Access, Choice, and Readiness
College Access
College Choice
College Readiness
Critical Reflection
References
Part I. Youth-Centered Framings
Chapter 2: Critically Conscious College Knowledge: Critiquing Notions of College Readiness through an Ethnic Studies Lens
Researcher Positionality and UCAP Context
Ashley's Story
Joel's Story
Dominant Notions and Practices of College Access and Readiness
UCAP Student Experiences and Perceptions of College Access and Readiness
The Struggle for and Relevancy of Ethnic Studies
The Transformative Potential of Ethnic Studies for College Readiness
A Critically Conscious College Knowledge (C3K) Framework
Moving C3K Forward
Critical Reflection
Notes
References
Chapter 3: Intergenerational Posttraumatic Transformation: Reframing College Access for Students from Refugee Backgrounds
An Antideficit Perspective for Refugee College Students
Posttraumatic Growth
My Journey as a Refugee Scholar-Practitioner
College Access and the Intergenerational Family Bond
Intergenerational Posttraumatic Transformation
Leveraging IPT to Promote College Access among Students from Refugee Backgrounds
Critical Reflection
Contents
Foreword
References
Acknowledgments
Introduction
Purpose of the Book
Situating Our Access Journeys as Knowledge Production
Yedalis's Journey
Chrystal's Journey
Where We Converged
Significance of the Book
Our Assumptions and Request to Readers
Organization of the Book
Critical Reflection
References
Chapter 1: A POC-Centered (Re)Framing of College Access and Choice
Unlearning and Relearning College Access and Choice
A Letter of Gratitude to Scholars of Color
Thank You for Showing Us How to Call Out Racism in College Access and Choice
Thank You for Centering Our Voices and Our Stories
Thank You for Naming the Master's Tools
Thank You for Your Intersectional and Antiessentialist Lens
Thank You for Amplifying Our Assets, Our Networks, and Our Knowledge
Thank You for Valuing Our Families and Communities
Thank You for Making Our Choices Visible across Diverse Institutional Types
Thank You For (Re)Imagining Our Framing of College Access and Choice
Considerations for College Access, Choice, and Readiness
College Access
College Choice
College Readiness
Critical Reflection
References
Part I. Youth-Centered Framings
Chapter 2: Critically Conscious College Knowledge: Critiquing Notions of College Readiness through an Ethnic Studies Lens
Researcher Positionality and UCAP Context
Ashley's Story
Joel's Story
Dominant Notions and Practices of College Access and Readiness
UCAP Student Experiences and Perceptions of College Access and Readiness
The Struggle for and Relevancy of Ethnic Studies
The Transformative Potential of Ethnic Studies for College Readiness
A Critically Conscious College Knowledge (C3K) Framework
Moving C3K Forward
Critical Reflection
Notes
References
Chapter 3: Intergenerational Posttraumatic Transformation: Reframing College Access for Students from Refugee Backgrounds
An Antideficit Perspective for Refugee College Students
Posttraumatic Growth
My Journey as a Refugee Scholar-Practitioner
College Access and the Intergenerational Family Bond
Intergenerational Posttraumatic Transformation
Leveraging IPT to Promote College Access among Students from Refugee Backgrounds
Critical Reflection