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Journal of College Access Volume 7 Issue 1 Equity-Based Career Development and Article 3 Postsecondary Readiness 2-28-2022 Introductory Pages Erik M. Hines Florida State University, emhines@fsu.edu Paul C. Harris University of Virginia, pch3y@virginia.edu Renae D. Mayes University of Arizona, rdmayes@email.arizona.edu Follow this and additional works at: https://scholarworks.wmich.edu/jca Part of the Higher Education Commons Recommended Citation Hines, Erik M.; Harris, Paul C.; and Mayes, Renae D. (2022) "Introductory Pages," Journal of College Access: Vol. 7 : Iss. 1 , Article 3. Available at: https://scholarworks.wmich.edu/jca/vol7/iss1/3 This Introduction is brought to you for free and open access by the Western Michigan University at ScholarWorks at WMU. It has been accepted for inclusion in Journal of College Access by an authorized editor of ScholarWorks at WMU. For more information, please contact wmu-scholarworks@wmich.edu.
Volume 7 | February 2022 | Issue 1 | Special Issue 1
Table of Contents
About the Journal………….…………………………………………………………………………………...3
Affiliations…..………………………………………………………………………………………………….4
Guest Editors…………………………………………………………………………………………………...5
JCA Editorial Board……………………………………………………………………………………………6
From the Guest Editors………………………………………………………………….…………………7-10
From a Bag Lunch to a Buffet: A Case Study of a Low-Income African American Academy’s Vision
of Promoting College and Career Readiness in the United States…………………………...………11-33
Edward C. Fletcher, Jr. (The Ohio State University), Erik M. Hines (Florida State University), Donna Y. Ford (The Ohio State
University), James L. Moore III (The Ohio State University)
“I Was Going to Work Full-Time at Roses Department Store”: The Need for College Readiness with
Black and Latinx Students.…………………………………………..…………………………...………34-54
Dana Griffin (University of North Carolina—Chapel Hill), Nicole Birkenstock (Northwoods Elementary School)
Structured Pathways, Reinforced Plans: Exploring the Impact of a Dual Enrollment Program on the
College Choice and Career Interests of Future Teachers of Color…………………………...………55-71
Jennifer M. Johnson (Temple University), Joseph H. Paris (Temple University), Juliet D. Curci (Temple University)
Breaking Down Barriers: A Culturally Responsive Career Development Intervention with Racially
Minoritized Girls of Color…………………………………………...…………………………...………72-98
Marsha L. Rutledge (Longwood University), Philip B. Gnilka (Virginia Commonwealth University)
Study Abroad: Perspectives from Historically Underrepresented Student Populations.......……99-115
Meghan E. Ecker-Lyster (University of Kansas), Nadzeya Kardash (University of Kansas)
Over the Rainbow: A Career Development Group for LGBTQ+ Teens……..…………………...116-129
Anita A. Neuer Colburn (The Family Ins tute at Northwestern University), Isabella M. Herrera (The Family Ins tute at Northwestern
University)
Campus Visits as Predictors of Postsecondary Enrollment in Low-Income, Rural School Districts
………………………………………………………………………………...……..…………………...130-144
M. Corinne Smith (Appalachian State University), Ross Gosky (Appalachian State University), Jui-Teng Li (Appalachian State
University)
He Needs to be in a Learning Community – Learning Community, a Place of Respite and
Brotherhood while Persisting in College….……………………………...……..…………………...145-162
Ngozi Taffe (University of ConnecƟcut)
COVER PHOTO
Photo from Canva used with paid subscrip on.
Volume 7 | February 2022 | Issue 1 | Special Issue 2
About the Journal
An Overview
The Journal of College Access (JCA) focuses on the
current trends, research, practices, and
development of all types of programs, policies,
and activities related to the access of and success
in postsecondary education. Issues of college
aspiration, qualification, application, enrollment,
and persistence are the primary emphases.
The Journal was co-founded by Dr. Patrick
O’Connor and Dr. Christopher Tremblay.
O’Connor is Chief Strategist and CEO of College
is Yours, an organization dedicated to expanding
college opportunity. He is a board member and
past chair of the Michigan College Access
Network (MCAN). Tremblay is Executive Director
of Enrollment Management and Student Affairs
for the Taubman College of Architecture and
Urban Planning at the University of Michigan.
Launched in March 2014, JCA is a part of Western
Michigan University’s ScholarWorks, a digital
showcase of research, scholarly and creative
output.
CALL FOR SUBMISSIONS
We accept submissions year round.
scholarworks.wmich.edu/jca
Volume 7 | February 2022 | Issue 1 | Special Issue 3
Affiliations
The Journal of College Access is affiliated with the
Michigan College Access Network, the Center for
Postsecondary Readiness and Success (CPRS) and
the Center for Equity and Postsecondary
Attainment (CEPA).
MCAN is a statewide non-profit organization
with a mission to increase college readiness,
participation, and completion in Michigan,
particularly among low-income students, first-
generation college going students, and students of The Center for Equity and Postsecondary
color. Attainment (CEPA) focuses on promoting
micollegeaccess.org equitable access to viable postsecondary pathways
and opportunities. Guided by diverse student and
parent perspectives, CEPA aims to create college
and career counseling and advising practices that
reconnect with and elevate the voices of those
who have been historically marginalized and
excluded. All students deserve access to
high quality guidance that supports both
individual and collective needs, challenges
The goal of the Center for Postsecondary inequitable and racist school-based systems and
Readiness and Success is to increase equitable and policies, and promotes postsecondary
accessible pathways to postsecondary success for opportunities.
all people. Located at American University in
Washington, D.C., the Center creates aligned education.sdsu.edu/cepa
systems, driven by student outcomes to
disseminate new knowledge and discovery of
college and career readiness and persistence
models, while simultaneously connecting this new
knowledge to K-12 and higher education policy
formation.
american.edu/centers/cprs
Volume 7 | February 2022 | Issue 1 | Special Issue 4
Guest Editors Erik M. Hines Associate Professor Department of Educational Psychology and Learning Systems Florida State University Renae D. Mayes Associate Professor Department of Disability and Psychoeducational Studies University of Arizona Paul C. Harris Associate Professor of Education Department of Educational Psychology, Counseling, and Special Education The Pennsylvania State University Volume 7 | February 2022 | Issue 1 | Special Issue 5
JCA Editorial Board
Editors in Chief
Patrick O’Connor, Ph.D. Kim Cook
Chief Strategist and CEO of College is Yours Executive Director
National College Attainment Network
Laura Owen, Ph.D.
Executive Director Beth Gilfillan, Ph.D.
Center for Equity and Postsecondary Attainment Assistant Professor
Department of Counseling and School Psychology Counselor Education
College of Education Northeastern Illinois University
San Diego State University
Keren Zuniga McDowell, Ph.D.
Christopher Tremblay, Ed.D. Director
Executive Director of Enrollment Management District Performance Office
and Student Affairs School District of Philadelphia
Taubman College of Architecture &
Urban Planning Timothy Poynton, Ed.D.
University of Michigan Associate Professor of Counseling Psychology
Department of Counseling & School Psychology
Associate Editors College of Education and Human Development
Mary L. Anderson, Ph.D. University of Massachusetts Boston
Associate Professor Emerita
Department of Counselor Education and Mandy Savitz-Romer, Ph.D.
Counseling Psychology Nancy Pforzheimer Aronson Senior Lecturer in
College of Education and Human Development Human Development and
Western Michigan University Education Faculty Director
Prevention Science and Practice
Meredith B.L. Anderson, Ph.D. Graduate School of Education
Senior Research Associate Harvard University
United Negro College Fund, Inc.
David D. Christian, Ph.D.
Associate Professor
Counselor Education Program
College of Education and Health Professions
University of Arkansas
Volume 7 | February 2022 | Issue 1 | Special Issue 6From the Guest Editors
Authored by
Erik M. Hines
Renae D. Mayes
Paul C. Harris
Introduction to the Special Issue:
Equity-Based Career Development
and Postsecondary Readiness
E
ducational attainment is needed to
achieve economic stability, enjoy graduation class. Pre-college programs along
better health outcomes, and the with programs that support postsecondary
ability to be more civically involved readiness must be accessible to ALL students
(Ma et al., 2019). Moreover, individuals can if the U.S. is to produce the next generation of
make well over one million dollars over a talent and an inclusive workforce. Hines and
lifetime with postsecondary training, colleagues (2021a) noted how bridge and
especially a college degree (Carnevale et al., academic support programs assisted a group
2015). Former First Lady Michelle Obama’s of Black males in pursuing and getting into
Reach Higher Initiative and Better Make college. Moreover, high impact practices such
Room organization emphasize the need for as study abroad and learning communities
individuals to pursue a postsecondary have been shown to retain and graduate
education to compete in the current economy students from college (Kuh, 2008).
(Better Make Room, n.d.). Moreover, current
First Lady, Jill Biden has advocated for access Although we know the various programming
to various postsecondary pathways, and interventions can successfully prepare
specifically free community college and other students for postsecondary opportunities, we
vocational training programs (Superville, must ensure K-12 educators as well as faculty
2021). Also, it is important to not only get and staff at postsecondary institutions know
students to college and other postsecondary how to work with students of color, first
institutions, but to also ensure they are generation college students, and students
retained and graduate from these from vulnerable populations to create access,
institutions. opportunity, and sustained pathways to and
out of postsecondary institutions. We must
For students to persist at the postsecondary address the barriers and obstacles that hinder
level, especially those from vulnerable students from achieving the American dream
populations, equitable programming and of pursuing a postsecondary education, a
interventions should be a part of the equation good career, and a great quality of life. Some
for producing a diverse and inclusive of these challenges include stereotyping and
Volume 7 | February 2022 | Issue 1 | Special Issue 7From the Guest Editors
bias, anti-Black racism, lack of access to specifically highlight the role that urban
rigorous coursework (e.g., Honors, Advanced school leaders can play in preparing students
Placement courses), lack of college and career through career academies.
readiness, lack of cultural competence in
understanding students who have been Article two, “I Was Going to Work Full-Time at
historically marginalized and discouraged Roses Department Store”: The Need for College
from pursuing a postsecondary education, Readiness with Black and Latinx Students, by
and lack of information about financial aid Dana Griffin and Nicole Birkenstock discuss
packages (Hines et al., 2021b). creating equitable college readiness practices
in K-12 schools, particularly for Black and
A continuation of the latest research and Latinx students who are at risk for not
best practices from an receiving college readiness
antiracist, culturally knowledge and skills.
sustaining lens is needed to
provide educators the “A continuation of the latest In article three, Structured
solutions needed to ensure research and best practices Pathways, Reinforced Plans:
every student has an from an antiracist, culturally Exploring the Impact of a Dual
opportunity to get a sustaining lens is needed to Enrollment Program on the
postsecondary education. provide educators the College Choice and Career
Thus, we present eight solutions needed to ensure Interests of Future Teachers of
theoretical, qualitative, and every student has an Color, Jennifer M. Johnson,
quantitative articles that opportunity to get a Joseph H. Paris, and Juliet D.
provide research on postsecondary education.” Curci explain how to
implementing equity based promote postsecondary
career development and access and teacher diversity
postsecondary readiness for through a dual enrollment
students in the K-16 educational system. program with a Grow Your Own emphasis
using a case study analysis.
The first article titled, Brown Bag to Lunch
Buffet: A Case Study of a Low-Income African Article four, Breaking Down Barriers: A
American Academy’s Vision of Promoting College Culturally Responsive Career Development
and Career Readiness in the United States, co- Intervention with Racially Minoritized Girls of
authors Edward C. Fletcher, Jr., Erik M. Color, co-authors Marsha L. Rutledge and
Hines, Donna Y. Ford, and James L. Moore, III Philip B. Gnilka detail the challenges and
discuss the unique leadership behaviors and opportunities related to the career
initiatives that facilitate college and career development experiences for girls of color.
readiness of African American students. They Authors go on to discuss the impact of a
Volume 7 | February 2022 | Issue 1 | Special Issue 8From the Guest Editors
fifteen week culturally responsive after-school the relationship between visits to college
program tailored specifically to the needs of campuses by middle school and high school
girls of color. In particular, authors discuss students and postsecondary enrollment rates
the impact of the career intervention on where campus visits are classified as both
participants' career exploration, leadership, formal college visits and also informal
and career decision making self-efficacy. campus visits, through GEAR UP. They found
that both informal (Educational Campus Field
Article five, Study Abroad: Perspectives from Trip) and formal (Traditional College Visit)
Historically Underrepresented Student campus visits had an association with
Populations, authored by Meaghan E. Ecker- postsecondary enrollment rates, with formal
Lyster and Nazedya Kardash discuss campus visits collectively having a stronger
improving access to study impact than informal campus
abroad for historically visits.
underrepresented students
and through a qualitative “Our hope is that this special Last, article eight, He Needs to
research study, sought to issue serves as a gate opener be in a Learning Community -
understand how and rather than a gatekeeper to Learning Community, a place
abbreviated study abroad improving access to education of Respite and Brotherhood
influence their decision to and ultimately career while Persisting in College,
pursue this program. opportunities for minoritized author Ngozi Taffe uses
and marginalized student Community Cultural Wealth
In article six, Over the populations.“ theory to discuss the impact
Rainbow: A Career of living and learning
Development Group for communities on the
LBGTQ+ Teens, co-authors Anita A. Neuer persistence of Black males in college. The
Colburn and Isabella M. Herrera discuss the author unpacks various components of one
unique career development experiences of living learning community and provides
LGBTQ+ students. Authors build on the work specific recommendations for Black students
of Pyle and Hayden (2015), to propose a six- and the college administrators who serve
session model for career group counseling them. Specifically, the author stresses the
which is intentionally collaborative with importance of a holistic learning experience
LGBTQ+ identified community members. for Black males where their academic, social,
emotional, and cultural development are
Article 7, Campus Visits as Predictors of attended to.
Postsecondary Enrollment in Low-Income, Rural
School Districts, co-authors by M. Corrine Our hope is that this special issue serves as a
Smith, Ross Gosky, and Jui-Teng Li examine gate opener rather than a gatekeeper to
Volume 7 | February 2022 | Issue 1 | Special Issue 9From the Guest Editors
improving access to education and ultimately Kuh, G. D. (2008). High-impact educa onal prac ces: What
they are, who has access to them, and why they ma er.
career opportunities for minoritized and AssociaƟon of American Colleges and UniversiƟes Peer
marginalized student populations. The Review,(3), 29.
prolific, late Dr. Benjamin E. Mays said,
Ma, J., Pender, M., & Welch, M. (2019). EducaƟon pays: The
“Every man and woman is born into the benefits of higher educaƟon for individuals and society. In
world to do something unique and something CollegeBoard. hƩps://research.collegeboard.org/pdf/
educaƟon-pays-2019-full-report.pdf
distinctive and if he or she does not do it, it
will never be done.” With increased Pyle, K. R., & Hayden, S. C. W. (2015). Group career
opportunities to receive postsecondary counseling: PracƟces and Principles (2nd ed). Na onal
Career Development Associa on.
education and training, our students will be
the next generation of doctors, electricians, Superville, D. (2021, February 9). Jill Biden pushes free
access to community college, training. PBS NEWSHOUR.
entrepreneurs, beauticians, barbers, hƩps://www.pbs.org/newshour/poliƟcs/jill-biden-pushes-
engineers, and lawyers. Lastly, as a tandem to free-access-to-community-college-training
this special issue, Drs. Erik Hines and Laura
_________________________________________________
Owen have an edited volume titled, Equity-
Based Career Development and Postsecondary EDITOR NOTES
Transitions: An American Imperative, slated to
We have no known conflict of interest to disclose.
be released late Spring 2022.
Correspondence concerning this special issue should
be addressed to:
REFERENCES
Erik M. Hines
Be er Make Room (n.d.). Reach Higher: Complete your own Dept of Educational Psychology and Learning Systems
educaƟon. Own your future. be ermakeroom.org/
1114 W. Call St.
reachhigher
Tallahassee, FL 32306
Carnevale, A. P., Cheah, B., & Hanson, A. R. (2015). The
economic value of college majors. Georgetown University,
Center on Educa on and the Workforce.
Hines, E.M., Mayes, R.D., Hines, M. R., Singleton, II, P.,
Cintron, D, Henderson, J.A., Wright, C.G., Wathen, B.,
Golden, M., & Vega, D. (2021a). “You are going to school”:
Exploring the pre-college experiences of first year Black
males in higher educa on. Professional School Counseling,
25(1). hƩps://doi.org/10.1177/2156759X211040044
Hines, E. M., Harris, P. C., Mayes, R. D., & Owen, L. (2021b).
Using an an racist approach to ensure college and career
readiness for students of color. In C. Holcomb-McCoy
(Ed). AnƟracist counseling in schools and communiƟes (pp.
81-102). American Counseling AssociaƟon.
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