Abstract
This article challenges the “remedial” and “developmental” framing of summer bridge programs. The study used semi-structured interviews and focus groups to assess 63 students of Color who participated in a 5-week summer bridge program. Through the theoretical concept of counterspace, findings showed that the intentional structuring and content of the summer bridge program strengthened students’ awareness of dominant higher education ideologies, nurtured their multiple identities and expressions, and built a lasting community of support among students.
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