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.

“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.

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 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.

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.

Can You Really Measure That? Combining Critical Race Theory and Quantitative Methods

2018 ◽  
Vol 56 (1) ◽  
pp. 178-203 ◽  
Author(s):  
Jenna R. Sablan
Keyword(s):  
Critical Race Theory ◽  
Students Of Color ◽  
Quantitative Methods ◽  
Educational Opportunity ◽  
Measurement Theory ◽  
Critical Race ◽  
Race Theory ◽  
Cultural Wealth ◽  
Communities Of Color ◽  
Educational Literature

Critical race theory (CRT) has been used in educational literature to emphasize the influence of racism on educational opportunity and the assets of students of color. Quantitative methods appear antithetical to CRT tenets according to some, but this article endeavors to show why this is not the case, based on both historical and contemporary notions. To build this argument, the author presents results from an empirical study that used data from a survey of undergraduates and measurement theory to quantify students’ community cultural wealth, a CRT framework that describes the cultural assets of communities of color. The author concludes with recommendations for incorporating quantitative methods into future CRT studies.

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