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How First-Generation Graduate Amour Carthy Built a Bridge to College Opportunity
Amour Carthy on Education, Confidence, and Transforming the College Admissions Narrative
Amour Carthy, C’1997, a first-generation college student and proud Spelman College alumna, transformed her own educational journey into a lifelong commitment to helping others access higher education. She is the founder of Education Innovations, a company dedicated to guiding students and their families through the college admissions process. Carthy earned her bachelor’s degree in history with a concentration in Latin American studies and a minor in secondary education from Spelman, later completing a master’s in African American studies at Temple University and an Ed.M. in education policy and management at Harvard University.
In the past year alone, Carthy said Education Innovations led to 527 client sessions, resulting in 90% of its students being admitted to one or more of their top-choice colleges, and every student pursuing graduate studies was accepted into a graduate program.
Seeds of Inspiration and the Spelman Experience
Carthy's pursuit of higher education was influenced early on by her “bonus mom,” who enrolled her and her sister in Project Interface, a college access program in Oakland, California. This program paired Black college students from the University of California, Berkeley, with middle schoolers in math and science.
"Seeing people who looked like me, who were thriving in college, made a lasting impact. It showed me what was possible,” Carthy said.
She was also driven by a desire to be the first in her family to earn a degree. "Even though my parents never said the words, I always knew education mattered. I wanted to be the first in my family to earn a degree, not just for myself but to set an example for my sisters. I wanted them to see that we could change the narrative for our family, that we could dream bigger."
For Carthy, education felt like "something no one could ever take away from me, a key to freedom and stability." The TV show “A Different World” also played a significant role, solidifying her desire for the HBCU experience. “Seeing that show made something click for me. I knew I wanted that experience to be surrounded by brilliant, ambitious Black students at an HBCU,” Carthy said. “After visiting the women’s colleges, I knew without a doubt that Spelman was the place where I belonged. It was more than a school; it was the start of everything I wanted to become.”
On her time at Spelman, Carthy described the college as "a community that believed in me before I fully believed in myself." She credits the institution with shaping her confidence and sense of purpose:
"Spelman taught me to walk into any room with confidence, no matter who’s there. And honestly, that’s one of my favorite parts, when you walk in with that quiet confidence and people can’t quite figure you out, it always leads to meaningful conversations. Spelman gave me that gift: the courage to stand tall, speak with purpose, and know that I belong anywhere."
Navigating Graduate School and Founding Education Innovations
The transition from a close-knit HBCU to larger, predominantly white institutions, such as Harvard, presented challenges, but Carthy navigated them by being intentional about building community. She sought out HBCU alumni and learned to advocate for herself. "Navigating that space taught me how to carry the strength and confidence my HBCU gave me into any room, no matter who’s in it."
Carthy founded Education Innovations after noticing a significant gap in the education system. “Wealthy families often hired entire teams to help navigate every step of their child’s educational journey while so many other families were left trying to figure it all out on their own,” she said.
She explained the company's goal. "I built Education Innovations to give students personalized, one-on-one support and to guide families so they don’t have to scramble at the finish line for something as important as college admissions... our goal is to deeply understand each student, their goals, their interests, their story and help them find a college that truly fits."
The company begins preparing students as early as 9th grade, providing one-on-one coaching to build skills and foster confidence so "when that door opens, they’re ready to walk through it with confidence."
Perspectives on Social Mobility and Systemic Barriers
"For me, social mobility means having the freedom to decide how I spend my time and the security to provide beyond just my basic needs. It’s about creating a life with choice, being able to set my own schedule, be present with my family, and live on my own terms,” Carthy said.
She views education as the key that "opened those doors" for her.
The most significant systemic barrier for underrepresented students, in Carthy's view, is access: "access to mentors who truly see them, to college counselors who have the time to understand their dreams, and to schools that offer the classes and experiences needed to be fully prepared for college." She stresses that "talent is everywhere, but opportunity isn’t."
"My advice to first-generation college students is to seek out mentors who pour into you—and make sure you pour back into them. Mentorship should be a two-way street, built on mutual respect and genuine connection. No one likes a taker."
Impact on Students
Carthy's mentorship through Education Innovations has had a profoundly positive and far-reaching impact on the students who enroll in the program, shaping not only their application outcomes but also their confidence and long-term aspirations.
Kennedy Coleman, C’2028, a political science major with a concentration in international relations, found that working with Carthy changed a “stressful” college application process for her.
“The college application process is one of the most stressful periods someone may encounter throughout the end of their high school experience. Mrs. Carthy not only advised me on the logistics behind the steps I needed to be successful, but she also instilled an absolute confidence within me simultaneously. The application experience shifted from a constant rush to meet deadlines to consistently finding myself ahead of the curve through her guidance,” Coleman said. “This experience with Mrs. Carthy drastically shifted my framework for viewing higher education and nurtured the skills that have made my goals a reality.”
Emerson Wright was encouraged by Carthy to change her focus from a master's program in teaching to one that offered more flexibility, which led her to the University of Pennsylvania's Graduate School of Education (Penn GSE).
“When I first met Amour Carthy, or as I like to call her, ‘Coach Carthy,’ I was in my senior year of undergrad at UCSC (University of California, Santa Cruz), looking to further my education by applying to graduate programs. I spent time in my undergrad studying biology and STEM education and was looking for a program that would combine those interests,” Wright said. “Coach Carthy met with me once a week to develop a plan for applying to graduate programs. From tailoring my resume to modifying and individualizing my personal statements, to even strengthening my public speaking skills, Coach Carthy helped me a lot.”
Carthy’s mentorship also helped Wright embrace her identity as a Black and Asian woman in STEM, giving her the confidence to advocate for herself in competitive spaces. She currently works as a high school AVID tutor and private math tutor.
"Amour gave me the confidence to advocate for myself in a space where I felt less than my peers by reminding me that I brought something different to the classroom. She reminded me that my perspective and outlook are different from everyone else's, and while I earned my master’s at 23 years old, there were still things I could teach others and help them understand that they wouldn’t from their own perspective."
Stanley Scott also found his trajectory transformed. He credits "Coach Carthy" with encouraging him to live out his dreams and significantly improving his confidence.
"I think before Coach Carthy, I wasn't confident in my abilities to get into tough colleges, but the more that I talked to her, the more my confidence improved, and my belief in my abilities allowed for amazing opportunities that I could've never imagined."
Scott successfully gained admission to 100% of the schools he applied to with Carthy's help, including New York University Stern School of Business, a school he was initially afraid to attempt. He is currently a sophomore attending Howard University and works as a part-time credit analyst for Corpay.
“I applied with Coach Carthy's help,” Scott said. “I have learned many valuable life lessons from being with Coach Carthy and I am grateful to have the best mentor around.”