College readiness: terms and conditions may apply

2018-10-24This qualitative study applied a minoritized student college readiness framework to understand the college readiness experiences of minoritized students at two highly selective research institutions of higher education to inform K-12 and higher education practices. The purpose of this study was to privilege oppressed voices in highlighting specific ways the college readiness gap can be closed for minoritized students, moving toward equity in higher education attainment and completion. The research questions involved understanding these students’ college readiness and how they informed their college experiences. Data were collected using semi-structured interviews developed with a minoritized student college readiness lens to understand current college readiness experiences among the participants. This study generated findings related to the college readiness experiences of minoritized students attending elite and highly selective institutions of higher education. This study generated findings related to the college readiness experiences of minoritized students attending elite and highly selective institutions of higher education. The findings in this study highlights the voices of first-generation students of color at elite universities and is one of the few studies to do so. No participant in this study felt that they came to college being college ready, despite the college readiness programs that many of the participants were involved in. Findings showed how imposter syndrome affected a student’s college readiness and their college experiences, at times requiring double consciousness. Lastly, while students had some forms of cultural capital, they lacked social capital when it came to college readiness and their college experiences. Three important implications for practice and research arose from the findings. These strategies should note student voices in how they came to prepare and often times cope or overcome these barriers of their sense of belonging. The implications in this study should not be benched or disregarded. Opportunity gaps will remain gaps for minoritized students (Milner, 2010) and students will ultimately undergo the consequences of being ill prepared for college. This study may aid practitioners and researchers to alleviate opportunity gaps and offer more equitable college readiness structures for minoritized students. Conclusions suggest specific ways in which practitioners and researchers may enhance the college readiness experiences for minoritized students