Minoritized youth encounter a myriad of challenges within the realm of urban education. These challenges can manifest as microaggressions and implicit/explicit prejudices from educators as well as structural impediments to their educational trajectories. Additionally, the wealth of knowledge these youth bring to their educational journey is often overlooked, portraying them as lacking in functional resources or capital (Kolluri, 2020; Rios-Aguilar & Neri, 2023). Despite these obstacles, many minoritized students adeptly navigate through these structural challenges to pursue postsecondary education.

Research on the experiences of students from minoritized backgrounds underscores the significant role played by their communities. Community cultural wealth emerges as a crucial support system, aiding these students in overcoming barriers and successfully transitioning to secondary education (Gao & Adamson, 2022; James-Gallaway, 2021; Margherio et al., 2020). Departing from the prevalent deficit approach that often frames minoritized and their communities as mere victims of achievement gaps, this study delves into the diverse resources or funds of knowledge available to these students within their communities and urban neighborhoods (Solórzano & Yosso, 2002: Steenwegen & Clycq, 2023).

To unravel the factors contributing to the resilience of minoritized youth and their ability to overcome obstacles (Ungar & Theron, 2020), we further draw on psychological research that highlights the pivotal role of children's communities and neighborhoods as potential support networks (Beese et al., 2023). This research strand views the ways in which children cope with negative experiences and surmount challenges as complex systems influenced by personal, familial, and contextual factors (Masten, 2018). Contributing elements within these systems are schools, after-hour clubs, sport centers and community members as role models.

Building on prior studies that explored the impact of community cultural wealth on the experiences of college students (Margherio et al., 2020; Ong et al., 2018), we lean in critical race theory and use the concept of "counterspaces" to unravel how community resources shape the ways in which young people counter inequality. Counterspaces represent environments, either as factual places in the neighborhood or symbolic spaces, where prevailing narratives of inequality are displaced, providing support and identity affirmation to minoritized and at-risk youth by connecting them to community cultural capital (Shirazi, 2019).

The primary research question guiding our investigation is: "Which spaces within the neighborhoods of minoritized children prove instrumental in overcoming experiences of inequality?" Within this research project we seek to unravel which spaces, both symbolically understood and effectively, contribute to the ability minoritized youth to overcome challenges and positively impact their educational pathways. This project explicitly focuses on the resources available in the communities and centers the experience of young adults who grew up in disadvantaged urban environments.

To unravel which spaces in the urban neighborhoods of youth at risk contribute to the ways in which they overcome obstacles we use an approach of counterstories which have the power to challenge belief systems, build community, and open new opportunities (Magnan et al., 2021; Solórzano & Yosso, 2002). We use a life course qualitative approach or life story method (Bertaux & Thompson, 2017; Scutaru, 2021) . Concretely, we conduct interviews with young adults of minoritized background who grew up in disadvantaged neighborhoods in urban areas of a diverse city in the Netherlands. In these interviews we investigate five themes: (1) their experience in school, (3) experiences of adversary they perceived as hindering their educational pathways (2) the role of their neighborhoods and communities in their educational pathways, (4) their current experience in education or in the workplace, and (5) their aspirations for the future. We focus on how these respondents managed to overcome the structural barriers and hurdles they were confronted with. Their narratives on how they confronted such challenges are interesting in researching the role of counterspaces as well as in in the displacement of common spread deficit approaches. We understand the interviewees as active co-constructors of the research projects and therefore they are invited to be part of the research process throughout (Bourabain, 2021). The researchers guarantee that the respondents can contact them for any questions, worries and concerns. In addition, the respondents are invited to read their transcripts, change, and erase anything that they discussed during the interview. Ethical approval has been granted by the ethical committee of the humanities and social sciences of the university to which the authors are affiliated.

This research brings critical insights into urban education by unraveling the complex dynamics shaping the educational pathways of minoritized youth. Firstly, the study identifies specific spaces within urban neighborhoods that serve as instrumental components in the resilience and educational success of minoritized youth. By pinpointing these crucial spaces, ranging from educational institutions to community-driven initiatives like after-hour clubs and sports centers, the research seeks to provide a nuanced understanding of the environments that contribute significantly to overcoming structural barriers. Secondly, the exploration of community resources, often underestimated or overlooked, is expected to shed light on the richness of assets within urban communities. A variety of resources will be examined, offering a comprehensive view of the diverse elements that positively impact the educational trajectories of at-risk youth. This aspect of the research holds the potential to challenge prevailing deficit approaches by highlighting the strengths present in minoritized and at-risk populations. The examination of counterspaces within urban settings represents a pivotal aspect of the study. Understanding how such spaces challenge prevailing narratives of inequality and provide crucial support is crucial. This exploration seeks to underscore the importance of counterspaces in connecting minoritized youth to community cultural capital, fostering resilience and a sense of belonging. By centering the voices and experiences of youth at risk, this research contributes to a broader understanding of urban education, emphasizing the strengths and resources within communities and challenging deficit-oriented perspectives.

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