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College access and success programs, which typically take place during out-of-school time, range widely in their size, target demographics, and services offered. Although concerted funding and energy have been dedicated to college access programs, the field suffers from a significant research and practice gap. Studies have demonstrated that college access initiatives increase college matriculation rates, but little is known about the mechanisms that drive their success; even less is known about the effectiveness of community-based college access programs, despite their prevalence. This paper shows how a student-led college access program implemented by a community-based nonprofit served as an effective mechanism for preparing first-generation students for college success.

Drawing on Critical Race Theory (CRT), the authors report on narratives of education collected from three young Asian women living in and attending a predominately Latina/o community and school. The authors explored how Asians and Latina/o groups intersect in a majority minority community. Specifically, they sought to understand: (1) How young Asian women positioned themselves with respect to their Latina/o peers; and (2) How race, culture, and stereotypes impacted the friendships they were able to develop, the ways they perceived themselves and their Latina/o peers, and the specific nuances that this minority-within- a- minority context provided. The purpose of the research was to understand the complexities of minority students living and attending school in a predominantly minority community that is ethnically different from those students. The findings focus on four concepts: minority-to-minority racialized experiences, the bell curve demystified, friendship formation, and where is my home? This research intersects race, gender, identity, and class issues through a CRT lens and reveals how stereotypes continue to perpetuate within mainstream society vis-a-vis the media. (Contains 3 notes.)