The purpose of this qualitative retrospective interview study was to examine the experiences of Black students (N=15) in Linked Learning pathways and the role aspirational, navigational, familial, linguistic, resistant, and social capital play (if any) in the experiences of Black Linked Learning high school students. The intent of this study is to bring awareness to the Black population in Linked Learning pathways and ensure the oppressive history of schooling towards Black students is not being repeated. This research found that while most participants enjoyed their experiences in Linked Learning pathways and participated in extracurricular activities, they expressed less certainty about the preparation they received for college and career, they experienced racial microaggressions, and they suffered from imposter syndrome. Further, the research illuminated the importance of various forms of Community Cultural Wealth to the Black student participants’ successful navigation of high school within their Linked Learning pathways. Of particular importance in supporting Black students’ success in Linked Learning pathways were the roles of Black mothers as “academic managers”; cultural and professional racial affinity groups; a sense of family and community within pathways; and developing the ability to code-switch between community, school, and professional settings. Recommendations for practices and policy to support Black students within college and career readiness settings are offered based on the study findings.
|Commitee:||Scott, James, McGlawn, Tameka|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 82/4(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Secondary education, African American Studies|
|Keywords:||African American, Black, Community cultural wealth, High school, Linked Learning, Mothers|
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