Fostering Culturally Affirming College and Career Readiness

Introduction

College and career readiness (CCR) is a vital educational component for students, especially for youth of color and those who are most frequently underserved by their communities (Cadenas, 2019; Dari et al., 2021). Although college-going rates for minoritized and lower socioeconomic students have increased in recent years, these groups still have the lowest rates overall (National Center for Education Statistics [NCES], 2019). Data from 2018–2019 shows that 82% of Latinx, 80% of Black, and 74% of American Indian and Alaska Native students graduated from high school. These percentages are below the U.S. national average of 86% (NCES, 2019). The data for college attainment or completion of a higher degree is even more dismal. The percentage of 25- to 29-year-olds who completed an associate degree or higher in 2020 shows a more significant disparity in education: 56% of White, 36% of Black, 37% of Latinx, 77% of Asian, 47% of Pacific Islander, 33% of American Indian and Alaska Native, and 37% of two or more races. Of these groups, Black, Latinx, Pacific Islander, American Indian and Alaska Native, and other individuals who indicate two or more races were below the national average of 50% in 202. (NCES, 2019). The likelihood of being employed increases when one graduates from high school and college. The employment rate for individuals with a bachelor's degree or higher is 86% compared to those with some college (78%), high school graduates (69%), and those who did not graduate high school (57%) in 2020. These percentages highlight the importance of attaining an educational degree.

Considering the educational inequities of marginalized students and the rapid changes in the workforce, career planning for students is necessary to help them navigate the vast amounts of career and college options. For most individuals, career development begins during the time spent in K-12 settings. Systemic barriers such as socioeconomic status, immigration status, and cultural barriers limit educational opportunities for students. School policies and practices contribute to systemic barriers that directly influence students’ academic success (Skiba et al., 2014). These barriers alter career exploration for youth of color (Storlie et al., 2017) and contribute to high unemployment rates and poverty (Allen & White-Smith, 2014).

Furthermore, racism contributes to the inequities experienced by marginalized students. Kohli et al (2017) reviewed 186 articles on racism in K-12 schools to illuminate the experiences of students of color. The authors assert that schools normalize racism through school discipline rules and hostile school climates, such as incorrectly pronouncing students’ names and treating students of color as “others”. These actions create racial disparities that “thwart the opportunities of students of color” (Kohli et al., 2017, p. 183). Students of color experience a decrease in self-efficacy in making career decisions when they anticipate racism (Conkel-Ziebell et al., 2019). Addressing these inequities through career and college exploration are consistent with social justice efforts (Palladino Schultheiss, 2005; Solberg et al., 2021).