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From Deficit to Strength: Making College Readiness Work for Young Men of Color
A new study explores how college-readiness practices in urban schools often conflict with the cultural realities of young Black and Latino men. Drawing on a yearlong ethnography at Sunrise High School in California, the research investigates how these students navigate college-preparatory demands while performing masculinity. The research reveals that the seriousness and vulnerability required of college readiness programs often clash with the playful and tough forms of masculinity that young men exhibit, leading to disengagement from academic preparation.
According to the study’s researcher, Suneal Kolluri, urban schools often frame college preparation around deficit narratives, portraying students as inherently unprepared and urging them to work harder. These messages, grounded in fear and inadequacy, are culturally irrelevant to the lived experiences of young men, who often resist or disconnect from these approaches. While young women may internalize these messages more readily, young men find them at odds with their social identities and engagement.
The study, “‘What Do I Need That For?’: The Misalignment of Masculinity and College Preparation in an Urban School,” published in Urban Education, brings to the center the potential of culturally relevant pedagogy to bridge the gap between college preparation and social identity. Educators can create curricula that resonate with young men by connecting academic rigor to their cultural identities and lived experiences. For instance, leveraging students’ expertise on community issues, encouraging creative and playful interactions, and encouraging a sense of empowerment can better align college readiness practices with their social realities. This approach, termed "gender-relevant pedagogy," holds promise for addressing the unique challenges that young men of color face in the transition to college.
This study underscores the intellectual potential of young Black and Latino men; Kolluri advocates for college preparation that celebrates their strengths and promotes meaningful academic engagement.
College readiness for minority students, more generally, is a matter of equity. By ensuring that all students have the necessary skills to succeed in higher education, teachers are able to address opportunity gaps. Preparing young Black and Latino men for college success ultimately benefits everyone, since the untapped potential of this cohort could be tremendous. Investing in their education is simply the right thing to do: all students deserve the opportunity to flourish, regardless of their race or ethnicity.
How can we acknowledge the need for a certain degree of conformity without comprising the complex identities of our students? Is there a way to balance college-readiness with cultural realities? Kolluri’s study provides some observations and examples on this topic. You can read the full study at the link below.