Racial/Ethnic Minority Community College Students' Critical Consciousness and Social Cognitive Career Outcomes

2020 ◽  
Vol 68 (4) ◽  
pp. 302-317
Author(s):  
Germán A. Cadenas ◽  
Nathalie Lynn ◽  
Katherine Melo Li ◽  
Lian Liu ◽  
Elizabeth Angélica Cantú ◽  
...  
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Ethnic Minority ◽  
Critical Consciousness ◽  
Social Cognitive ◽  
Minority Community ◽  
Social Cognitive Career ◽  
Racial Ethnic ◽  
Ethnic Minority Community

Cultural Humility for People of Color: Critique of Current Theory and Practice

2019 ◽  
Vol 47 (2) ◽  
pp. 76-86 ◽  
Author(s):  
Sarah H. Moon ◽  
Steven J. Sandage
Keyword(s):  
Ethnic Minority ◽  
Current Theory ◽  
Intergenerational Trauma ◽  
Theory And Practice ◽  
People Of Color ◽  
Cultural Humility ◽  
Minority Community ◽  
White Culture ◽  
Racial Ethnic ◽  
Ethnic Minority Community

Cultural humility and the broader multicultural orientation approach (MCO) is important for clinicians of color as it is for White clinicians; however, the MCO framework does not address how experiences of racism and oppression impact how therapists of color think about and practice cultural humility. This article attempts to address important ways that the dialogue around cultural humility must be nuanced for therapists of color, and will provide examples of ways in which the framework for racial/ethnic minority community is fundamentally unique, both conceptually and in application: perspectives will be provided through responding to concepts within MCO framework such as “other-oriented” stance, leaning into cultural opportunities, and cultural comfort from a person-of-color lens. We contend that the traumatic effects of racism, microaggression, intergenerational trauma, and the pressures to assimilate to White culture make it difficult for therapists to practice cultural humility in the way that it is currently discussed in the literature. The authors provide potential resources for therapists of color, and explore how it is essential to have institutional and communal resources provided in White spaces.

Community and Autonomy: Motivations for Entrepreneurship among Arizona Community College Students

2020 ◽  
Vol 79 (3) ◽  
pp. 237-246
Author(s):  
Alissa Ruth ◽  
Melissa Beresford ◽  
Elizabeth A. Cantú
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Underrepresented Students ◽  
Educational Institutions ◽  
Community Benefit ◽  
Entrepreneurship Training ◽  
Neoliberal Governance ◽  
Past Half Century ◽  
Racial Ethnic

Over the past half-century, as neoliberal governance agendas dismantle state-sponsored safety nets and emphasize individual economic responsibility, entrepreneurship has become a ubiquitous form of work. Ethnographic research shows that individuals who pursue entrepreneurship are often motivated by a neoliberal ethos of self-reliance, higher earnings, and greater autonomy. Recent research, however, has shown that motivations vary for entrepreneurs from diverse racial, ethnic, and class backgrounds. Whether or not these differences apply to college students who are seeking to become entrepreneurs has yet to be fully explored. In this article, we examine the entrepreneurial motivations of historically underrepresented students to understand whether or not they are influenced by established tropes of neoliberal agency. Using ethnographic methods with community college students enrolled in a five-week entrepreneurship-training program, we find that while students aspire to become entrepreneurs primarily to fulfill a sense of autonomy, they are simultaneously motivated for reasons of community benefit. Our research demonstrates that neoliberal, socially-progressive, and communally-oriented pursuits are entangled in ways that defy easy categorization and may provide opportunities for progressive “uses of” traditionally neoliberal practices. These findings can help educational institutions build training programs that align with students’ goals with hopes of positively impacting the greater local/global community.

Integrating Critical Consciousness and Technology in Entrepreneurship Career Development With Diverse Community College Students

2018 ◽  
Vol 47 (2) ◽  
pp. 162-176 ◽  
Author(s):  
Germán A. Cadenas ◽  
Elizabeth Angélica Cantú ◽  
Tameka Spence ◽  
Alissa Ruth
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Critical Consciousness ◽  
The United States ◽  
High Expectations ◽  
Seed Funding ◽  
Diverse Community ◽  
Funding Opportunities ◽  
Societal Problems

The United States faces shortages of professionals in science, technology, engineering, and math enterprises, which are complicated by underrepresented minorities facing systemic barriers to their educational and career success. Addressing this, we used social cognitive career theory and critical consciousness to create a program named Poder (Spanish for “to be able to” and “power”). We analyzed interviews from 36 diverse community college students who experienced this 5-week program, which included mentoring and seed funding opportunities as they designed ventures addressing societal problems. Initial findings highlighted themes on how students developed and integrated critical consciousness, entrepreneurship self-efficacy, and technological understanding during Poder. Students displayed high expectations for entrepreneurship careers that leveraged technology to promote social change, as well as high expectations to persist through graduation and/or transfer to a 4-year university.

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