Cultural Competence, Race, and Gender: Portraits of Teaching in High School College Access Programs
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Low income and under-represented minority students face multiple kinds of barriers that limit their access to higher education. In the interest of increasing access to college, pre-college bridge programs exist throughout the United States to serve students from low socio-economic status families. This study examines teaching by women in the Advancement via Individual Determination (AVID) program. AVID is a middle school and high school intervention program that helps middle-achieving low income and under-represented minority students with college access. Critical Portraiture methodology is used to examine the ways that female AVID teachers teach students more than just academic skills that increase access to higher education: the framing of student success, the negotiation and justification of upholding the myth of meritocracy in the classroom, the internalization of parental roles with students, and the navigation of race.