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 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 Cultural Wealth

2019 ◽  
Vol 6 (1) ◽  
pp. 62-89
Author(s):  
Sharon leonie Brown
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
Cultural Capital ◽  
Doctoral Students ◽  
Academic Culture ◽  
Doctoral Degree ◽  
Cultural Knowledge ◽  
Survival Strategies ◽  
Diverse Students ◽  
Cultural Wealth

Graduate students who come from a background where neither parent has pursued higher education or specifically, who are Women of Colour (WOC), lack important cultural capital that could otherwise threaten or derail their pursuit of a doctoral degree. Yet, even with this prior familial knowledge, WOC still succeed because they depend on their developed cultural wealth (CW) to navigate through their doctoral studies. To thoroughly analyze this assessment, a theoretical framework that included: critical race theory, cultural capital theory, and Womanist theory was implemented. A six-item structured instrument was utilized to examine the educational experiences of 10 WOC doctoral students who were attending an elite Canadian university. The aim of the survey was to assess how these diverse students cultivated unique forms of CW through the telling of their stories.  An analysis of the data revealed six categories of cultural wealth that were significant and instrumental in graduate student achievement. These elements were: 1) Mother’s Influence, 2) Age Capital, 3) Survival Strategies, 4) Navigating Academic culture or “Know- How” 5) Mentorship, and 6) Spirituality.  The majority of the participants interviewed acquired; grants, publishing and funding opportunities, possessed all six components. Findings of this study suggest that experiential/cultural knowledge of WOC is valuable and important for further research in higher education; and that academic supervisors and administrators should consider using cultural knowledge as a guide and tool for practical mentorship, academic development, and supervision to ensure successful outcomes for current and future diverse students, especially for WOC in doctoral programs.

Critical Evaluation Capital (CEC): A New Tool for Applying Critical Race Theory to the Evaluand

2021 ◽  
pp. 109821402110256
Author(s):  
Alice E. Ginsberg
Keyword(s):  
Critical Race Theory ◽  
Critical Evaluation ◽  
Evaluation Process ◽  
Symbolic Capital ◽  
Evaluation Framework ◽  
Critical Race ◽  
Risk Capital ◽  
Race Theory ◽  
Cultural Wealth ◽  
The Impact

This article presents a new tool called Critical Evaluation Capital (CEC) designed to address issues of equity and social justice in program evaluation. CEC is grounded in the tenants of critical race theory and inspired by Yosso’s work on community cultural wealth which raises critical issues of positionality and access. CEC is a system for identifying, quantifying, and disrupting the impact of different kinds of power and privilege (named here as capital) that influence the evaluation process and may distort its findings and/or alter its impact. CEC is not meant to be an entirely new evaluation framework or approach, but rather it is designed to be used as a “tool” in conjunction with other contemporary evaluation methodologies, specifically those that reposition the role of the evaluation from an “objective” outsider to an engaged stakeholder. I introduce and describe herein seven foundational categories of CEC, including framing capital, identity capital, connectivity capital, inquiry capital, risk capital, symbolic capital, and dissemination capital, along with a series of accompanying critical questions to guide reflective practice for each capital. I also describe how CEC can be applied across the evaluand—both proactively and retrospectively. I conclude with some key opportunities and challenges CEC presents for evaluators and other key stakeholder groups in the evaluand.

scholarly journals “That’s Why I Say Stay in School”: Black Mothers’ Parental Involvement, Cultural Wealth, and Exclusion in Their Son’s Schooling

2017 ◽  
Vol 53 (3) ◽  
pp. 409-435 ◽  
Author(s):  
Quaylan Allen ◽  
Kimberly White-Smith
Keyword(s):  
Critical Race Theory ◽  
Parental Involvement ◽  
Working Class ◽  
Qualitative Interviews ◽  
School Experiences ◽  
Ethnographic Study ◽  
Black Boys ◽  
Black Mothers ◽  
Race Theory ◽  
Cultural Wealth

This study examines parental involvement practices, the cultural wealth, and school experiences of poor and working-class mothers of Black boys. Drawing upon data from an ethnographic study, we examine qualitative interviews with four Black mothers. Using critical race theory and cultural wealth frameworks, we explore the mothers’ approaches to supporting their sons’ education. We also describe how the mothers and their sons experienced exclusion from the school, and how this exclusion limited the mothers’ involvement. We highlight their agency in making use of particular forms of cultural wealth in responding to the school’s failure of their sons.

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.

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