Paving the Way: Cultural Relevance in College and Career Readiness Programs

Abstract

Students of color face persistent educational and systemic barriers that impact their success in college and career readiness (CCR) programs. Standardized approaches to CCR often fail to address the cultural identities, lived experiences, and needs of diverse learners (Castro, 2013; Malin et al., 2017; Welton & Martinez, 2014). Guided by the theoretical framework of Culturally Relevant Pedagogy, with the extension of Culturally Sustaining Pedagogy, this instrumental case study investigates how one CCR initiative—the Legacy Scholars Program (LSP), implemented by a Western Urban School District—integrates culturally responsive practices to better serve students of color. Through interviews, observations, and artifact analysis, this study explores how LSP program facilitators, goals, and structures promote cultural identity development, provide effective support systems, and influence learning outcomes. The findings contribute to a deeper understanding of how CCR programs can shift from traditional, compliance-based models to more inclusive, student-centered frameworks that affirm identity and build agency among historically marginalized student populations.