scholarly journals Creating my village: a narrative study examining the impact of community cultural wealth on the college readiness of first-generation, African American college students

2017 ◽  
Author(s):  
Golden-Battle
Keyword(s):  
College Students ◽  
African American ◽  
College Readiness ◽  
First Generation ◽  
Community Cultural Wealth ◽  
African American College Students ◽  
Cultural Wealth ◽  
Narrative Study ◽  
The Impact

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 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.

Entry Barriers for Academically-Underprepared African American Students at American Institutions

2022 ◽  
pp. 105-124
Author(s):  
John Robert Harrell II
Keyword(s):  
Higher Education ◽  
College Students ◽  
African American ◽  
Education System ◽  
English Language ◽  
Historical Context ◽  
Program Completion ◽  
African American College Students ◽  
Racial Oppression ◽  
The Impact

The impact of systematic racism within the education system has been a web that researchers have aimed at detangling for many years. The myriad effects that racial oppression have had on the education system are numerous; one area of overwhelming concern is the impact on incoming students' readiness to do college-level work in math and English language arts. The purpose of this chapter is to explore the historical implications that race has had on systems of higher education and to describe the perceptions of a subset of African American college students in Texas regarding barriers to college access and program completion during times of crisis. The researcher will use the historical context of racial oppression and the establishment of higher education systems. The demographics shifts to provide a lens through which the perceptions of a sample of African American college students' experiences can be viewed. Ultimately, this chapter aims to share the lived experiences of these students and give voice to college success data.

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