Justice-involved youth are less likely to hold positive attitudes toward education and education systems due to the unfair treatment that they experience. Despite the exchange of college knowledge between justice-involved Latino young men in urban continuation schools, this topic is relatively absent from college access and higher education literature. Using Oyserman and Markus’s (1990a) notion of possible selves as a theoretical framework and drawing from in-depth interviews and observations with 26 middle and high school Latino young men across two urban continuation schools, I find that educators intentionally did not share college knowledge with Latino young men. Furthermore, I reveal that these youth possess inaccurate information about the college admissions process. If schools are to help the most vulnerable student populations prepare and aspire for postsecondary education, it is important to equitably disseminate accurate college knowledge to all students.

由于受到不公平待遇，参与司法的青年不太可能对教育和教育系统持积极态度。尽管在城市继续学校参与司法的拉丁裔年轻人之间交流了大学知识，但这个话题在大学入学和高等教育文献中相对缺失。使用 Oyserman 和 Markus (1990a) 的可能自我概念作为理论框架，并通过对两所城市延续学校的 26 名初中和高中拉丁裔年轻人的深入访谈和观察，我发现教育工作者故意不与他们分享大学知识拉丁裔年轻人。此外，我还透露，这些年轻人掌握的大学录取过程信息不准确。