This literature review includes the most recent (2014-2021) research on college access and readiness with an emphasis on BIPOC and marginalized students. By examining systemic, structural, and programmatic barriers to college access and readiness, we found several barriers affecting BIPOC and marginalized students. On a hopeful note, we also found theories, approaches, and classroom, school, and district/system-wide practices promoting college access and readiness for BIPOC and marginalized students. We conclude by summarizing key findings and offering a few recommendations.

1. Failure to examine the educational system using a racialized lens can lead to deficit thinking, which can negatively impact BIPOC and marginalized students' prospects of becoming college ready. Critical Race Theory and Community Cultural Wealth Theory challenge inequitable outcomes for BIPOC students by centering their struggles as well as uplifting their own unique abilities. Too often, families of BIPOC students of color are framed in deficit ways when discussing education (Valencia, 1997, Bertrand et al., 2018, Reynolds et al. 2015). Acknowledging the existence of social capital and using an asset-based lens to explore community cultural wealth will highlight the ways the families and extended networks can benefit BIPOC students on their pathways to college.

2. Utilizing a sociocultural, sociopolitical, and racialized lens (e.g., CRT, Community Cultural Wealth) to examine identity, aspirations, and familial and communal assets for BIPOC and marginalized students will allow educators to better understand the challenges students of color face in obtaining the skills needed to become ready for college. Such challenges include access to academic resources and opportunities, stereotype threat, and others that can create barriers for marginalized students. Understanding these challenges and providing equitable solutions to combat them will ensure that children from marginalized backgrounds can pursue higher education and succeed in doing so.

3. BIPOC and marginalized students are not enrolling in and graduating from postsecondary education at the same rates as other students. We must consider ruptures in the postsecondary pipeline for these students. Important considerations for ruptures in the postsecondary pipeline include academic alignment for students, the connection of college match and fit to how minority-serving institutions have been mischaracterized, and how many BIPOC students live in areas with few college opportunities nearby. Understanding the causes and potential solutions for summer melt among BIPOC and marginalized students is also critical. It is important to note that the impact of COVID-19 has disproportionately affected BIPOC and marginalized students.

4. Many barriers for BIPOC and marginalized students exist in college access and readiness policies and practices. Many national policies exist to tackle educational inequities; however, progress has been stifled by the inability of current policies to explicitly address root problems. Looking at federal, state, and district policies can help illuminate what may and may not work in other settings. Policies that provide financial support and guidance to marginalized students can increase students’ postsecondary education goals. Unique barriers for BIPOC and marginalized students include insufficient student-teacher relationships, cultural stereotypes/racism, lack of financial support and essentializing students.

5. Best practices exist that support equitable college access and readiness for BIPOC and marginalized students. At the school level and district/systems, culturally-relevant practices that foster positive student-teacher relationships, developmentally appropriate interventions, and rigorous and culturally relevant literacy instruction will help to increase BIPOC and marginalized students' readiness for college.

At the school-level, practices we accounted for different developmental periods, utilized multiple stakeholders (e.g., parents, teachers, administrators, community members) and took individualized approaches. While building academic skills in students is critical for college readiness, it is also important to focus on non-cognitive factors and critical consciousness. Little evidence exists on college readiness in younger students despite research noting the importance of instilling college self-efficacy in them. Additionally, more research is needed to understand specific strategies for different races/ethnicities. Regardless, it will be important for educators to take individualized culturally responsive approaches to helping students gain access to college.

For districts/systems, practices such as asset bundles take a comprehensive approach toward understanding students’ strengths and areas for improvement. University-school partnerships boast several advantages for both the university and school setting. Lastly, while data systems capture students' skills regarding college readiness, data should also reflect students' experiences, including structural barriers they may be facing related to college readiness.

We suggest three key recommendations for educators, policymakers, and researchers:

1. Learn about theories and approaches such as CRT and CCW that help to understand the lived experiences of BIPOC and marginalized students. These theories are relevant for practice, policymaking, or research.
2. Understand unique aspects of ruptures in the postsecondary pipeline, as well as the systemic college readiness and access barriers for BIPOC and marginalized students that were presented in this literature review.
3. Review the best college access and readiness practices to see how they can be implemented and locally adapted in educational institutions, supported with equity-minded policies, and further studied in ways that center BIPOC and marginalized students.

In conclusion, we recommend educators, policy makers, and researchers to consider college access and readiness barriers and best practices for BIPOC and marginalized students that do not solely focus on academics and that are race-centered, critical, and asset-based approaches to college access and readiness.

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Appendix

We used the following search terms to identify an initial set of articles to review. These search terms include:

• College access AND equity
• College admissions AND equity
• College readiness AND equity
• College preparation AND equity
• College examinations AND equity
• Test preparation AND equity
• College persistence AND equity
• Postsecondary success OR postsecondary education AND equity
• Students of color OR minority students OR low income students OR underrepresented students OR urban students AND college access
• Students of color OR minority students OR low income students OR underrepresented students OR urban students AND college access
• College access OR college readiness OR college preparedness AND equity
• College readiness OR college preparedness AND equity
• College readiness or college preparedness AND racism
• College readiness or college preparedness or college access
• College access OR college readiness OR college preparedness AND funds of knowledge
• College access OR college readiness OR college preparedness AND high school
• Critiques of Conley college readiness framework
• Data teams AND college readiness
• Data-driven decision-making AND college readiness
• Targeted universalism
• Warm demander
• Warm demander AND college

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