Abstract
Black and Latino boys remain underrepresented in higher education, often constrained by systemic inequities and deficit-based narratives that depict them as disengaged or unmotivated. This study challenged these narratives by examining the factors that cultivated or hindered their college aspirations and college-going identities, offering a counter-narrative highlighting their resilience, aspirations, and potential. This research employed an exploratory sequential mixed-methods design, incorporating qualitative Brotherhood Circles—structured group discussions where Black and Latino boys shared their educational experiences—and a quantitative survey to assess broader trends. Harper’s antideficit achievement framework and Marcia’s ego identity status theory guided the analysis, emphasizing strengths rather than deficits in understanding how these students developed their college-going identities. Findings revealed familial encouragement, mentorship, positive school support, and early college exposure significantly supported college aspirations. However, racialized school discipline, financial barriers, and limited institutional support hindered access to higher education. Participants with stronger college-going identities were likelier to have engaged mentors and college-preparatory experiences. At the same time, students facing systemic obstacles often exhibited uncertainty about their future educational pathways. This study contributed to the college access and equity literature by shifting the focus from deficit perspectives to asset-based understandings of Black and Latino boys’ educational trajectories. Findings have implications for educators, policymakers, and higher education leaders, urging systemic reforms to foster college-going cultures that affirm and empower Black and Latino boys rather than perpetuate barriers to their success.