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This article examines the diversity of practices utilized by working‐class and poor black and Latina/o families to support their children's college‐going processes. We employ the work of feminists, scholars of color, and critical ethnographers to critique the power undergirding the monolithic model establishing one entry point of parental involvement in urban schools. Then, drawing on data from a one‐year critical ethnography of 27 black and Latina/o youth, we illustrate the ways counterstories expanded entry points of family involvement within the lives of black and Latina/o college‐bound youth . minorities, youth, college‐going, family, counterstories
Knight et al. (Mon,) studied this question.
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