UCLA

National and state direct matriculation rates from high school to four-year postsecondary institutions are disproportionately low among African American students. Although counselors play a major role in helping students get to college, barriers persist in high schools that limit the flow and quality of college information to African American students. Additionally, many practitioners perceive African American students as lacking the cultural capital necessary for four-year college matriculation. Persistent structural barriers and a lack of recognition of community cultural wealth often lead to the channeling of African American high school students into community colleges. While community colleges can be a viable path toward four-year institutions, African American students are most negatively impacted by low transfer rates.

The purpose of this study was to 1) explore the various forms of capital African American students reported to possess that current research suggests leads to college-going; 2) report the perceived needs African American students have that need to be addressed by their school site; and 3) engage African American students in action research in order to present an alternative pathway of college knowledge delivery through media.

This qualitative study was conducted as descriptive action research. African American high school students and alumni were surveyed and interviewed to gain their perspectives on their personal attributes, college-going knowledge, and preparation as well as their notions of what they yet needed from school staff and counselors. Data showed that African American students possess a wealth of resources in which Yosso (2005) deems community cultural wealth. As well, the data implies a need for practitioners to increase their expectations for African American students to be prepared to enroll directly into four-year institutions, employ more culturally responsive approaches in providing college information to African American students and preparing them for matriculation into four-year institutions. Finally, the study describes an alternative and culturally responsive process in which African American students may provide college information to their peers through media engagement.