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Starting from Day One: Cultivating Black Boy Promise Through Social Justice College Access Programming.

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Title: Starting from Day One: Cultivating Black Boy Promise Through Social Justice College Access Programming.
Authors: Tunstall, Jonli1 JTunstall@college.ucla.edu, Williams, Ashley2 awilliams@stanford.edu, Estrada, Cynthia3 cynthia.estrada@csuci.edu, Lowe, Jaylen4 jaylowe24@g.ucla.edu, Lyons, Tr'Vel5 trvellyo@usc.edu
Source: Taboo: The Journal of Culture & Education. Winter2026, Vol. 24 Issue 1, p244-269. 26p.
Subject Terms: *Higher education, *Student aspirations, *Classroom environment, *Right to education, *Academic achievement, *Cultural identity, *Black children, Self-efficacy
Abstract: This study explores the experiences of Black boys in a Social Justice College Access Program (SJ-CAP), using an asset-based approach to understand their college-going potential. Findings from the current study showcase the benefits of Black boys' participation in such a program, demonstrating how it fosters college aspiration and readiness as early as the ninth grade. Participation also provided cultural affirmation and empowerment, offering them an opportunity to defy limiting stereotypes imposed by racism, ultimately leading to an increased sense of belonging within educational spaces. This study provides valuable insights into the literature on the challenges and opportunities that Black boys face in their pursuit of higher education, while serving as a beacon of hope for other SJ-CAPs aiming to support Black student success. [ABSTRACT FROM AUTHOR]
Copyright of Taboo: The Journal of Culture & Education is the property of Caddo Gap Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Starting from Day One: Cultivating Black Boy Promise Through Social Justice College Access Programming.
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  Data: <searchLink fieldCode="AR" term="%22Tunstall%2C+Jonli%22">Tunstall, Jonli</searchLink><relatesTo>1</relatesTo><i> JTunstall@college.ucla.edu</i><br /><searchLink fieldCode="AR" term="%22Williams%2C+Ashley%22">Williams, Ashley</searchLink><relatesTo>2</relatesTo><i> awilliams@stanford.edu</i><br /><searchLink fieldCode="AR" term="%22Estrada%2C+Cynthia%22">Estrada, Cynthia</searchLink><relatesTo>3</relatesTo><i> cynthia.estrada@csuci.edu</i><br /><searchLink fieldCode="AR" term="%22Lowe%2C+Jaylen%22">Lowe, Jaylen</searchLink><relatesTo>4</relatesTo><i> jaylowe24@g.ucla.edu</i><br /><searchLink fieldCode="AR" term="%22Lyons%2C+Tr'Vel%22">Lyons, Tr'Vel</searchLink><relatesTo>5</relatesTo><i> trvellyo@usc.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Taboo%3A+The+Journal+of+Culture+%26+Education%22">Taboo: The Journal of Culture & Education</searchLink>. Winter2026, Vol. 24 Issue 1, p244-269. 26p.
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  Data: *<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+aspirations%22">Student aspirations</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Right+to+education%22">Right to education</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Cultural+identity%22">Cultural identity</searchLink><br />*<searchLink fieldCode="DE" term="%22Black+children%22">Black children</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink>
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  Data: This study explores the experiences of Black boys in a Social Justice College Access Program (SJ-CAP), using an asset-based approach to understand their college-going potential. Findings from the current study showcase the benefits of Black boys' participation in such a program, demonstrating how it fosters college aspiration and readiness as early as the ninth grade. Participation also provided cultural affirmation and empowerment, offering them an opportunity to defy limiting stereotypes imposed by racism, ultimately leading to an increased sense of belonging within educational spaces. This study provides valuable insights into the literature on the challenges and opportunities that Black boys face in their pursuit of higher education, while serving as a beacon of hope for other SJ-CAPs aiming to support Black student success. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Taboo: The Journal of Culture & Education is the property of Caddo Gap Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191196218
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        Text: English
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      – SubjectFull: Higher education
        Type: general
      – SubjectFull: Student aspirations
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              Text: Winter2026
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