Community Cultural Wealth: An Assets-Based Approach to Persistence of Engineering Students of Color

2015 ◽  
Vol 105 (1) ◽  
pp. 93-117 ◽  
Author(s):  
Cate C. Samuelson ◽  
Elizabeth Litzler
Keyword(s):  
Students Of Color ◽  
Engineering Students ◽  
Community Cultural Wealth ◽  
Cultural Wealth

“I wanted to follow in her footsteps”: Activating, Nurturing, and Extending Community Cultural Wealth for Students of Color Entering STEM Pathways

2020 ◽  
Vol 122 (9) ◽  
pp. 1-36
Author(s):  
Blanca Rincón ◽  
Érica Fernández ◽  
Juanita K. Hinojosa
Keyword(s):  
Decision Making ◽  
Research Design ◽  
Students Of Color ◽  
Family Members ◽  
Community Cultural Wealth ◽  
Stem Fields ◽  
Cultural Wealth ◽  
Stem Major ◽  
Stem Career ◽  
K 12

Background/Context Science, technology, engineering, and mathematics (STEM) occupations account for the second-fastest growing sector in the United States. As racial and ethnic “minorities” become the college-age majority, there is a need to facilitate access and success for Students of Color in STEM fields. Purpose The present study seeks to investigate the ways in which important others shape the initial educational and career aspirations of Students of Color pursuing STEM pathways. Research Design This study draws on a mixed-methods research design using both survey and interview data to investigate similar and different facets of the college and career decision-making processes for Students of Color in STEM fields. Results Findings from this study suggest that as Students of Color narrow their decisions to attend college, select a STEM major, and pursue a STEM career, the network of people who influence these decisions widens beyond parents and family members to include K-12 teachers and other institutional agents. This network, then, activates, nurtures, and/or extends the community cultural wealth for Students of Color entering STEM pathways. Conclusion/Recommendations Our findings suggest that at every decision-making point (e.g., going to college, selecting a STEM major, and pursuing a STEM career), family members (e.g., parents, siblings, and extended family) directly or indirectly shaped the STEM pathways of Students of Color. As such, we argue that families cannot be ignored in the pursuit toward diversifying the STEM workforce.

scholarly journals Turning Adversity into Capitals among Low Income First Generation Students of Color: Exploring Interdependence of Multiple Capitals

2021 ◽  
Vol 5 (6) ◽  
pp. p13
Author(s):  
Marcelle Jackson ◽  
Jung-ah Choi
Keyword(s):  
Social Networks ◽  
Low Income ◽  
Students Of Color ◽  
Parental Support ◽  
First Generation ◽  
First Generation College Students ◽  
Community Cultural Wealth ◽  
First Generation Students ◽  
Cultural Wealth ◽  
Higher Education System

Much literature have documented that low income, first generation college students tend to contend with challenges and hardships such as financial constraints, low parental support, lack of college information, and lack of social networks. However, a growing number of the studies reverse such “deficit” view on first generation students of color, and assert that resources of traditionally disadvantaged students become a community cultural wealth for accessing privilege. This study collects the experiences of low income students of color who graduated from PWIs in the U.S. higher education system. In so doing, the study uses Yosso’s Community Cultural Wealth as a theoretical framework, and analyzes the experiences in terms of how they transform their resources into capitals. The analysis of the data shows that each participant leverages Yosso’s six capitals in the way to gain successful educational attainment. Unfulfilled parental dream and pitying parents turn to valuable family and aspirational capitals; lack of clear goals and lack of guidance compelled the participants to be able to navigate through possible social networks. The data also shows how one capital reinforces and intersects with other capitals.

An Overview of Community Cultural Wealth: Toward a Protective Factor Against Racism

2021 ◽  
pp. 004208592110165
Author(s):  
Nancy Acevedo ◽  
Daniel G. Solorzano
Keyword(s):  
Risk Factor ◽  
Cultural Capital ◽  
Students Of Color ◽  
Protective Factor ◽  
Racial Microaggressions ◽  
Faculty Of Color ◽  
Community Cultural Wealth ◽  
Cultural Wealth ◽  
Communities Of Color ◽  
Research Studies

Community cultural wealth (CCW) as an asset-based framework challenges the deficit notion that Communities of Color do not possess “cultural” capital. Here, we adapt CCW as a framework that can help Students of Color navigate PK-20 educational contexts, particularly when experiencing interpersonal and structured racism, such as racial microaggressions. We begin by discussing the conceptual origins and intent of CCW. Next, we provide an overview of research studies that exemplify Students and Faculty of Color accessing CCW. Finally, by framing racism as an everyday risk factor, we consider how CCW can be used as a protective factor when experiencing racism.

Pathways to College for Young Black Scholars: A Community Cultural Wealth Perspective

2013 ◽  
Vol 83 (4) ◽  
pp. 551-579 ◽  
Author(s):  
Uma Jayakumar ◽  
Rican Vue ◽  
Walter Allen
Keyword(s):  
Los Angeles ◽  
Students Of Color ◽  
Social Reproduction ◽  
Community Cultural Wealth ◽  
Black College ◽  
Black College Students ◽  
Positive Role ◽  
Cultural Wealth ◽  
College Going ◽  
Preparatory Program

In this article, Uma Jayakumar, Rican Vue, and Walter Allen present their study of Young Black Scholars (YBS), a community-initiated college preparatory program in Los Angeles. Through in-depth interviews and surveys with twenty-five middle- and higher-income Black college students, they document the positive role of community in facilitating college access. The authors show that students’ perceptions of YBS's support of their college aspirations are qualitatively different than perceptions of their schools’ support. The authors theorize that YBS participants embrace college-going as an act of resistance to deficit-based narratives regarding the racial achievement gap and social reproduction. By drawing on students’ experiences, they put forth a new model of a liberatory college-going process for students of color that leverages community cultural wealth and promotes transformative resistance.

Equity Leadership Informed by Community Cultural Wealth: Counterstories of Latinx School Administrators

2019 ◽  
Vol 56 (2) ◽  
pp. 289-320 ◽  
Author(s):  
Katherine C. Rodela ◽  
Claudia Rodriguez-Mojica
Keyword(s):  
Critical Race Theory ◽  
Pacific Northwest ◽  
Students Of Color ◽  
Culturally Responsive ◽  
School Administrators ◽  
Demographic Data ◽  
Community Cultural Wealth ◽  
Cultural Wealth ◽  
Culturally Responsive Leadership ◽  
The Pacific

Purpose: The purpose of this article is (a) to analyze how Latinx school administrators draw on their Community Cultural Wealth to inform their leadership for educational equity and (b) to examine how they navigate varying equity initiatives and beliefs in rapidly diversifying districts. Research Method: This study employs Latina/o Critical Race Theory counterstorytelling methodology to explore four Latinx school administrators’ experiences across three districts in the Pacific Northwest. Data sources include semistructured interviews, observations, and local demographic data. Findings: Latinx administrators’ counterstories revealed complex ways their childhoods, educational histories, and current equity leadership were informed by their Community Cultural Wealth as bilingual people of color. They also faced White dominant administrative spaces, where their equity visions often conflicted with district equity initiatives. Sometimes these differences led to tensions with district officials or constrained their advocacy. Conclusion and Implications: Our findings affirm existing research on the potential equity and culturally responsive leadership contributions of Latinx educational leaders. Our article also raises questions to the field about how we understand social justice leadership, and support current and aspiring leaders of color who seek to promote equity in their work. Our analysis brought forth a particular geographical region as a key in influencing our research participants’ experiences. More research is needed to understand how to support and sustain leaders of color in diverse regional contexts, as they seek to combat educational inequities for children and young adults facing similar injustices they faced themselves as students of color.

A Case for Decentering Whiteness in Education

2018 ◽  
Vol 41 (1-2) ◽  
pp. 19-34
Author(s):  
Jamie Utt
Keyword(s):  
Critical Race Theory ◽  
White Students ◽  
Students Of Color ◽  
Ethnic Studies ◽  
Traditional Curriculum ◽  
Theoretical Frameworks ◽  
Critical Whiteness Studies ◽  
Cultural Wealth ◽  
Critical Whiteness ◽  
Social Studies Textbooks

Ethnic Studies undermines and challenges the racism inherent in dominant education systems by centering identities and epistemologies of people of Color. While much focus has been paid to the damage done to students of Color by White teachers and the White standard curriculum, this paper addresses the intellectual and material benefit White students disproportionately gain from this curriculum. Through a mixed-methods empirical study examining social studies textbooks and standards from Texas and California, the author argues that the standard White canon acts as a form of White/Western studies that directly privileges White students. Critical Race Theory, Critical Whiteness Studies, Pierre Bourdieu cultural reproduction, and Tara Yosso’s community cultural wealth provide theoretical frameworks in calling for a broader implementation of Ethnic Studies programs and pedagogies while calling for reform of traditional curriculum and standards that act as couriers of dominant capital for White students.

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