This chapter reports on three research studies conducted by the Center for Research on Educational Access and Leadership (C‐REAL) at California State University, Fullerton (CSUF) that are designed to help higher education institutions enhance their practices in serving men of color, namely Black and Latino men.

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Urban community leaders describe their perceptions of critical issues in education and offer recommendations for the creation of a college-going culture (CGC). This qualitative study employed a maximum entropy analysis. Results demonstrate critical issues with increasing educational attainment including complexity of the urban school system, limited traditional parental involvement, and self-acceptance among youth. This study emphasizes the importance of a CGC inclusive of the Community Cultural Wealth model, culturally sensitive teachers, and community-connected leaders. Research suggests that educational settings that value student’s and families’ Community Cultural Wealth can increase the number of students that matriculate through the educational pipeline.

This chapter will value of including diverse voices of researchers. An innovative, cost‐effective model for assessment will be described, capturing the process implemented at a university in its efforts to center social justice within assessment and evaluation research practices.

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