Striving to thrive: Community cultural wealth and legal immigration status.

2021 ◽  
Author(s):  
Robert R. Martinez ◽  
Lacretia Dye ◽  
Laura M. Gonzalez ◽  
Julia Rivas
Keyword(s):  
Community Cultural Wealth ◽  
Immigration Status ◽  
Cultural Wealth ◽  
Legal Immigration

Capitalizing on Cultural Assets: Community Cultural Wealth and Immigrant-Origin Students

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2097365
Author(s):  
Lucy L. Purgason ◽  
Robyn Honer ◽  
Ian Gaul
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Culturally Responsive ◽  
The United States ◽  
Community Cultural Wealth ◽  
Emotional Needs ◽  
Social Emotional ◽  
Future Directions ◽  
Cultural Wealth ◽  
College And Career

Nearly one of four students enrolled in public school in the United States is of immigrant origin. School counselors are poised to support immigrant-origin students with academic, college and career, and social/emotional needs. This article introduces how community cultural wealth (CCW), a social capital concept focusing on the strengths of immigrant-origin students, brings a culturally responsive lens to multitiered system of supports interventions identified in the school counseling literature. We present case studies highlighting the implementation of CCW and discuss implications and future directions for school counseling practice.

A critical approach to academic, community, and family literacies of first-generation college students in Latin America

2016 ◽  
Author(s):  
◽  
Lina M. Trigos-Carrillo
Keyword(s):  
Higher Education ◽  
College Students ◽  
Latin America ◽  
First Generation ◽  
Literacy Practices ◽  
First Generation College Students ◽  
Community Cultural Wealth ◽  
Cultural Wealth ◽  
The Social ◽  
First Generation College

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] In this study, I investigated the social practices related to reading and writing of first-generation college students and their families and communities in Latin America from a critical sociocultural perspective (Lewis, Enciso and Moje, 2007). This embedded multiple-case study was conducted in Mexico, Colombia, and Costa Rica. Using an ethnographic perspective of data collection (Bernard, 2011; Lillis and Scott, 2007) and the constant comparative method (Heath and Street, 2008), situational analysis (Clarke, 2005), and within and cross-case analysis (Yin, 2014), I analyzed specific literacy events (Heath, 1982) and literacy practices (Street, 2003) in social context. First, I argue that access to the academic discourse and culture is one of the main barriers first-generation college students faced, although they constructed strong social support systems and engaged in rich literacy practices that involved critical action and thinking. Second, I found that, in contrast to the common belief that socially and economically nonmainstream college students were deficient in literacy, these students and their families possessed a literacy capital and engaged in complex and varied literacy practices. Using their literacy capital, first-generation college students and their families and communities procured the preservation of cultural identity, resisted the effects of cultural globalization, served the role of literacy sponsors, and reacted critically to the sociopolitical context. These literacy practices constituted a community cultural wealth for the families and communities of first-generation college students. I argue that a positive approach towards first-generation college students' identities and their community cultural wealth is necessary in curriculum, instruction, and policy if universities are truly committed to provide access to higher education to students from diverse backgrounds. Finally, I investigated first-generation university women's gender identities, discourses, and roles as they navigated the social worlds of the public university and their local communities in Mexico, Colombia, and Costa Rica. While dominant discourses and roles associated with women reproduced the machismo culture in the region, these group of first-generation university women contested, challenged, and resisted those roles, discourses, and identities. From a Latin American feminist perspective, I argue that bonds of solidarity and communal relations are values that resist the negative effects of global capitalism in marginalized bodies. In particular, public universities, women's supporters, emancipatory discourses, and situated critical literacies played a critical role in improving gender equality in higher education in Latin America. This study contributes to a better understanding of the literacy practices in situated social contexts and informs the ways in which more equitable college instruction, policy, and practices can be developed and promoted.

scholarly journals Assessing Empowerment at HSIs: An Adapted Inputs-Environments-Outcomes Model

2018 ◽  
Vol 11 (3) ◽  
pp. 84 ◽  
Author(s):  
Marcela G. Cuellar ◽  
Vanessa Segundo ◽  
Yvonne Muñoz
Keyword(s):  
Critical Race Theory ◽  
Critical Role ◽  
Community Cultural Wealth ◽  
Student Experiences ◽  
Future Research ◽  
Race Theory ◽  
Theoretical Frameworks ◽  
Cultural Wealth ◽  
Postsecondary Access ◽  
Hispanic Serving

Hispanic-Serving Institutions (HSIs) play a critical role in advancing postsecondary access and success for Latinx students. Scholarship has begun to examine how HSIs influence Latinx student experiences and outcomes, yet much remains to be explored. In an effort to inform future research of Latinx students at HSIs, we argue that student experiences and outcomes should be based on notions of empowerment given the historically marginalized status of this group. We propose a model to guide assessment on Latinx empowerment at HSIs, which builds on the Inputs-Environments-Outcomes (IEO) model (Astin & antonio, 2012) and integrates critical theoretical frameworks, namely critical race theory and community cultural wealth. In proposing an adapted IEO model assessing Latinx empowerment, we encourage scholars and practitioners to expand notions of what constitutes success and excellence at HSIs in terms of how they educate and empower Latinx students.

scholarly journals Assets-Based Learning Abroad: First-Generation Latinx College Students Leveraging and Increasing Community Cultural Wealth in Costa Rica

2019 ◽  
Vol 31 (2) ◽  
pp. 63-85
Author(s):  
David Wick ◽  
Tasha Y. Willis ◽  
Jacqueline Rivera ◽  
Evelyn Lueker ◽  
Maria Hernandez
Keyword(s):  
College Students ◽  
Costa Rica ◽  
Qualitative Study ◽  
International Education ◽  
Conceptual Framework ◽  
First Generation ◽  
Integrated Approach ◽  
Student Interaction ◽  
Community Cultural Wealth ◽  
Cultural Wealth

This qualitative study counters deficit narratives about first generation Latinx students by exploring multi ple forms of community cultural wealth (CCW; Yosso, 2005) that 25 students leveraged and increased during service activities and homestays in Costa Rica. Through longitudinal data and with CCW as a conceptual framework, three key themes emerged First, s tudents were able to leverage their linguistic and familial capital to connect quickly and meaningfully with locals. Additionally, students drew upon their linguistic, familial, aspirational, and resistant capital while abroad to deepen their engagement. Finally, student interaction with their forms of CCW appeared to deepen their bicultural identities, strengthen their resistance to injustice, and instill a strong desire to inspire other Latinx students to pursue international education. Implications fo r practice include an integrated approach to recognizing and rewarding students’ CCW related capital in the advising, application and preparation processes. Implications underscore the importance of using strengths based pedagogies in the design of educat ion abroad programs.

(Other)sistering: Black Women Education Leadership Faculty Aligning Identity, Scholarship, and Practice Through Peer Support and Accountability

2022 ◽  
Vol 40 (1) ◽  
pp. 90-113
Author(s):  
Nakia M. Gray-Nicolas ◽  
Marsha E. Modeste ◽  
Angel Miles Nash ◽  
Lolita A. Tabron
Keyword(s):  
Black Women ◽  
Phenomenological Approach ◽  
Black Feminist Thought ◽  
Community Cultural Wealth ◽  
Theoretical Frameworks ◽  
Black Feminist ◽  
Cultural Wealth ◽  
Dynamic Support ◽  
Assistant Professors ◽  
Insight Into

This inquiry offers insight into how Black women assistant professors traverse the challenging journey toward tenure while acknowledging their connection to their students and communities, research, teaching, and service. By employing a phenomenological approach and utilizing Black feminist thought and community cultural wealth as conceptual and theoretical frameworks, this research advances scholarship identifying commonalities across Black women’s experiences. Further, we offer implications for how the academy can support Black women and other professionals from marginalized populations. Findings include how Black women assistant professors develop and create dynamic support systems amongst themselves to combat the multiple marginalizations of their positionality in the academy––a place where they are historically “outsiders.”

Sign in / Sign up

Export Citation Format

Share Document