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In the early 1960s, colleges and universities in the United States launched dozens of new pre-college programmes for low-income and predominantly African American high school students. Many of these initiatives were inspired by the civil rights movement. Moved by the sit-ins, marches and boycotts that had riveted the nation, a range of educators – mostly university professors and administrators – created new programmes to help students ill-served by school systems marked by racism and inequality. Many of the leaders of these initiatives hoped not only to support particular students but also to make the United States a more just and equal society and to change the university by opening the door to a more diverse student body. Nevertheless, most pre-college programmes operated under a flawed conception of disadvantage that individualised the ‘disadvantaged student’ and thus disconnected African American young people from the histories and contemporary struggles of their communities.

Debating disadvantage: self-concept, the civil rights movement and pre-college programmes in the United States in the 1960s