College Readiness Reflexivity Amid Racialized and Changing Sociopolitical Contexts

Dados Bibliográficos

ID10856822
AutoresMarco A Murillo (0000-0002-7994-6661, Santa Clara University, autor correspondente), Ariana Dimagiba (0009-0007-2146-2633, University of California, Los Angeles), Ariana Guillermo Dimagiba (University of California, Los Angeles), Karen Hunter Quartz (0000-0003-2605-4042, University of California, Los Angeles), Beth Trinchero (0009-0004-8015-7354, UCLA Community School, Los Angeles, CA, USA)
Ano2026
Data de publicação2026-02-04
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoUrban Education (JOURNAL)
Identificadores do periódicoISSN: 0042-0859 • E-ISSN: 1552-8340
EditoraSAGE Publications (PUBLISHER • US)
DOI10.1177/00420859261417346
OpenAlexW7128076237
IdiomaEN
Referências citadas56

This case study describes how a college research-practice partnership at an urban California community school grappled with college readiness amid racialized and changing sociopolitical contexts. The concept of college readiness reflexivity is introduced to describe an ongoing process where educators reflect and make continuous changes to improve college preparation. Utilizing critical and asset-based frameworks to examine multiple data sources, the results demonstrate how utilizing college readiness reflexivity helped expand access to college preparatory courses, address the costs and value of a college education, and support the college transition. Implications for research and practice are provided

Community college · Ethnic group · General partnership · Higher education · Intersectionality · Process (computing) · Reflexivity · Value (mathematics) · Career Development and Diversity · Higher Education Research Studies · Teacher Education and Leadership Studies