This case study describes how a college research-practice partnership at an urban California community school grappled with college readiness amid racialized and changing sociopolitical contexts. The concept of college readiness reflexivity is introduced to describe an ongoing process where educators reflect and make continuous changes to improve college preparation. Utilizing critical and asset-based frameworks to examine multiple data sources, the results demonstrate how utilizing college readiness reflexivity helped expand access to college preparatory courses, address the costs and value of a college education, and support the college transition. Implications for research and practice are provided.
Murillo et al. (Wed,) studied this question.