Chapter 8: Embracing the Fullness of Postsecondary Planning: Utilizing Social Capital to Serve Students at the Nexus of Navigational Capital and Care

For over a decade, new policies, philanthropy, and practices have solidified the ideal that college is accessible to all students (Allensworth, Nomi, Montgomery, & Lee, 2009; Conley, 2007; Farmer-Hinton & Rifelj, 2018; Harris, 2013; Kelchen & Goldrick-Rab, 2014; Lobosco, 2015, 2017; Lowery & Hoyler, 2009; Miller-Adams, 2009, 2015; Mulhere, 2017; New York City Department of Education, 2016; Perna & Leigh, 2018; Yamamura, Martinez, & Saenz, 2010). Even free and reduced-price college tuition programs are growing exponentially with over 280 programs across 42 states in just a few years (Perna & Leigh, 2018; see also Harris, 2013; Kelchen & Goldrick-Rab, 2014; Miller-Adams, 2009, 2015). Additionally, more school communities and districts are engaging in curricular reforms, enhanced student supports, data systems, and partnerships in order to improve students’ postsecondary preparation and transitions (Burris & Wehlner, 2005; Burris, Wiley, Welner & Murphy, 2008; Chicago Public Schools, n.d.; Doughtery & Zavadsky, 2007; Duffy & Darwin, 2013; New York City Department of Education, 2016; Stillisano, Brown, Alford & Waxman, 2013). These efforts are well-intentioned with significant shifts toward increasing postsecondary opportunities, but we cannot fail to use this opportunity to re-conceptualize postsecondary planning in order to meet the needs of students underrepresented in higher education.