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.

B(l)ack By Popular Demand: An Analysis of Positive Black Male Characters in Television and Audiences’ Community Cultural Wealth

2020 ◽  
pp. 019685992092438
Author(s):  
David L. Stamps
Keyword(s):  
Critical Race Theory ◽  
Cultural Capital ◽  
Black Male ◽  
Community Cultural Wealth ◽  
Race Theory ◽  
Cultural Wealth ◽  
Male Roles ◽  
Male Characters ◽  
Media Research ◽  
Television Characters

Often media research interrogating Black male characters featured in television does so from a deficit-based framework. To shift the conversation and showcase affirmative examples of Black male roles in scripted television, the following essay analyzes portrayals in the series This Is Us (2016–current), Unbreakable Kimmy Schmidt (2015–2019), S.W.A.T. (2017–current), and A Million Little Things (2018–current). This work adopts critical race theory and community cultural wealth as mechanisms to examine depictions of Black male television characters to illustrate how each offers various forms of cultural capital, including aspirational and resistant capital, for minority audiences. The portrayals discussed here demonstrate a shift in depictions of Black men in television as characters express nonaggressive idiosyncrasies, display vulnerability, and engage in social support with other characters.

scholarly journals Converting Capital: The Experiences of Latinas/os in Graduate Health Care Programs

2014 ◽  
Author(s):  
Maristela Zell
Keyword(s):  
Health Care ◽  
Critical Race Theory ◽  
Graduate Program ◽  
Qualitative Content Analysis ◽  
Community Cultural Wealth ◽  
Future Research ◽  
Capital Theory ◽  
Cultural Wealth ◽  
Occupational Outcomes ◽  
Social Forms

This qualitative study combines critical race theory, cultural capital theory, and counter-storytelling to examine the experiences of Latina/o in graduate health care programs. Community cultural wealth provided the framework to investigate the mechanisms by which students converted their sociocultural assets into the kinds of social, cultural, and educational capital needed to succeed in a graduate program and pursue their career goals. A qualitative content analysis was employed to interpret participants’ conversion experiences. The forms of community cultural wealth described by Yosso – aspirational, linguistic, familial, navigational, social, and resistant – intersected and interacted with one another. Aspirational and linguistic forms of capital were converted into occupational attainment; familial capital was converted into educational and occupational outcomes; navigational and social forms of capital were converted into educational outcomes, and resistant capital was converted into civic engagement. Recommendations for practice and future research are discussed.

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.

Advancing Research Within Asian American Psychology Using Asian Critical Race Theory and an Asian Americanist Perspective

2021 ◽  
pp. 002216782110627
Author(s):  
Hyung Chol Yoo ◽  
Abigail K. Gabriel ◽  
Sumie Okazaki
Keyword(s):  
Critical Race Theory ◽  
Asian Americans ◽  
Asian American ◽  
Current Theory ◽  
Future Research ◽  
Critical Race ◽  
Race And Racism ◽  
Race Theory ◽  
American Psychology ◽  
History Of

Research within Asian American psychology continually grows to include a range of topics that expand on the heterogeneity, hybridity, and multiplicity of the Asian American psychological experience. Still, research focused on distinct racialization and psychological processes of Asians in America is limited. To advance scientific knowledge on the study of race and racism in the lives of Asian Americans, we draw on Asian critical race theory and an Asian Americanist perspective that emphasizes the unique history of oppression, resilience, and resistance among Asian Americans. First, we discuss the rationale and significance of applying Asian critical race theory to Asian American psychology. Second, we review the racialized history of Asians in America, including the dissemination of essentialist stereotypes (e.g., perpetual foreigner, model minority, and sexual deviants) and the political formation of an Asian American racial identity beginning in the late 1960s. We emphasize that this history is inextricably linked to how race and racism is understood and studied today in Asian American psychology. Finally, we discuss the implications of Asian critical race theory and an Asian Americanist perspective to research within Asian American psychology and conclude with suggestions for future research to advance current theory and methodology.

scholarly journals The Story of Drama Club: A Contemporary Counternarrative of a Transformative Culture of Teaching and Learning for Disenfranchised Black Youth in the School-to-Prison Pipeline

2015 ◽  
Vol 5 (3) ◽  
pp. 242
Author(s):  
Debra Mayes Pane
Keyword(s):  
Critical Race Theory ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Culturally Responsive Pedagogy ◽  
Black Youth ◽  
Future Research ◽  
Race Theory ◽  
School To Prison Pipeline ◽  
Teachers And Students ◽  
Culture Of Teaching

<p>This study explored a contemporary counternarrative of Drama Club, a transformative culture of teaching and learning for disenfranchised Black youth who had been systematically funneled out of classrooms and into the school-to-prison pipeline.  Auto/biographical and auto/ethnographical data were collected and assembled as a metaphor of the teachers’ and students’ experiences in Drama Club and their understanding of the teaching and learning process and of themselves within it.  The collective story of Drama Club was analyzed through the lens of culturally responsive pedagogy theory and critical race theory in education.  Implications for future research and teacher education that set out to impact disenfranchised students are included.</p>

(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.”

Study-abroad students’ identity and social integration

2018 ◽  
Vol 3 (2) ◽  
pp. 167-190
Author(s):  
Federica Goldoni
Keyword(s):  
Critical Race Theory ◽  
Study Abroad ◽  
Social Integration ◽  
Critical Role ◽  
Target Language ◽  
Race Theory ◽  
Study Abroad Programs ◽  
Content Type ◽  
Race Ethnicity ◽  
Us University

Abstract Students’ experiences abroad can vary a great deal and their identity plays a critical role in shaping their experiences. This study employed sociocultural theory, Critical Race Theory and Bourdieu’s notions of habitus and capital to explore the experiences of four groups of US undergraduates enrolled in four study abroad programs in Spain sponsored by a large US university located in the South East. Findings showed how students’ identity intersected and shaped their journey and impacted their social integration. The examples of Albert, Theresa, and Rebecca, three focal students, allowed for the analysis of how differently students’ identity, notably gender, race, ethnicity, age, social class, and nationality, affected their interactions with locals and perceptions of the target language, culture, and society. Important implications are discussed, including the importance of training study abroad participants before, during and after the trip, and selecting activities that facilitate greater and more sustained social integration.

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