Drawing on Internal Strengths and Creating Spaces for Growth: How Black Science Majors Navigate the Racial Climate at a Predominantly White Institution to Succeed

A participatory action research approach was used to identify the community cultural wealth Black science majors use to navigate the racial climate at a predominantly white institution (PWI). Black science students use their internal strengths to succeed in their majors, and they create spaces where they share support and resources to thrive at a PWI.

Islamic Law Perspective on the Use of Incense in Thanksgiving Events at the Balabe Customs in Kailinese Ethnic

The traditional Balabe or Nolabe in the thanksgiving event is an asset of cultural wealth in Central Sulawesi, Indonesia. The Balebe or Molabe custom is carried out every time there are celebratory activities such as weddings, mourning, childbirth and others. This study aims to provide knowledge and understanding of the process of using incense in the implementation of the Balabe custom and how to review Islamic law on the tradition. This study uses a qualitative approach, namely research procedures that produce descriptive data in the form of written or spoken words from people related to the people in Palupi, especially the Kaili tribe. The data collection techniques used in this research are observation, interview, and documentation techniques. Furthermore, after the data is collected, the data obtained needs to be analyzed in three stages that run in cycles: data reduction, data presentation, and drawing conclusions or verification. The results of this study indicate that basically, the major schools of jurisprudence agree to accept customs as the basis for the formation of law. However, in terms of numbers and details, there are differences of opinion between these schools, so that 'urf is included in the group of disputed arguments among scholars. The research implies that it is hoped that all leaders, the community and local government officials will maintain and preserve the bolabe tradition in order to survive even in the face of today's times.

School psychologists’ supporting American Indian students on the path to academic success: a community cultural wealth approach

Purpose This study involves a content analysis of research published from 2000 to 2018 about American Indian students with the principal aim to identify investigations addressing the supportive factors that contribute to student academic success. Secondary aims involved better understanding the parameters of the investigations, such as sample tribal affiliations and journal outlets. Design/methodology/approach Out of 6,341 total articles published in PsycARTICLES, PsycINFO and Education Resources Information Center over the time period, 86 articles covering the pre-school to college age years were identified, almost evenly distributed between pre-college (n = 42, 48.8%); and college age samples (n = 44, 51.2%). The 86 articles account for a mere 1.4% of all published articles over the 19 year period. A community cultural wealth approach (Yosso, 2005) was used as a framework for understanding the myriad of strengths students bring to their school experiences and was used as a lens for interpreting the study findings. Findings When disaggregated, the most common supports for pre-college age youth were culturally-sensitive schooling, personal/intrinsic qualities along with family and social support. For college age students, the most common supports were university personnel, community-based supports and student intrinsic factors. Further results, study limitations and implications are discussed. Originality/value This research is original.

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

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.”

Bilingual/Bicultural Paraprofessionals as Brokers of English Learners' Family-Teacher Relationships

For over four decades, bilingual/bicultural paraprofessionals have been vital partakers in the education of English learners (ELs). Scholars have underscored school districts' reliance on them for instructional/learning support and their potential as builders of home-school bridges. Moreover, family-teacher relationships are essential to ELs' positive academic and well-being outcomes. Nevertheless, the paraprofessional's role in bridging relationships between teachers and families of ELs is less understood. This chapter presents a research synthesis of the extant peer-reviewed research literature published in the last 30 years on the role of bilingual/bicultural paraprofessionals in promoting more equitable relationships between the families and teachers of ELs. Three main themes emerged, including (a) building trust, (b) connecting families and teachers via linguistic and cultural brokering, and (c) activating biographical community cultural wealth. The findings also highlight the need for positioning relational brokering as equally crucial as linguistic and cultural brokering. Implications for practice and research are addressed.

Reclaiming the Multilingual Narrative of Children in the Borderlands Using a Critical Integration Approach

By joining together different methods and curriculum delivery in an elementary school setting, the author defined a unique critical integration approach to address questions of inclusive multilingual literacy practices. The author encouraged students to build upon their prior knowledge, ways in which to show that knowledge, and specifically, their linguistic cultural wealth, which generated a respect for the linguistic diversity of all students. The author created a collaborative pedagogical space in which the students constructed an innovative curriculum by co-mingling student experiences, their cultural and linguistic resources, and their interpretive frameworks. The teacher-research project involved a Funds of Knowledge orientation, the use of a variety of pedagogical tools influenced by the theory of Multiple Intelligences, gifted strategies, community cultural wealth, emancipatory education, critical and culturally responsive pedagogy, and visual arts aesthetics.

Humanization in Educational Environments; Aspects Necessary for Living in School Today

While it is true, quality has always been measured through statistics and percentages, often forgetting the training of the whole person.Now, when we talk about issues such as humanism and education supported by technology, we can fall into extremes: it is common to label technology as the provider of all the evils of today’s civilization; or the opposite assumption; to argue that incorporating technologies into education would be the panacea for all the problems it faces and finally, to assume that the subject of the humanities is more typical of actions and attitudes of the past than as a current need, giving vitality to any educational process. However, and fortunately for the educational community, today there are global efforts to make the educational task a human action that minimizes inequities and the abysmal differences that exist in countries like ours. Fernando Reimers says: “Equal educational opportunities must be the priority objective of educational policies, the aim of education must be to contribute to creating just societies. This requires improving the learning environments of the poor, but not only along the paths that have been started over the last decade. This aspect pointed out by Reimers is precisely the central aspect that all educational action must contemplate, the educational policies that are implemented in our country must guarantee, above all, the construction of a just and egalitarian society, strengthening the cultural wealth that we have, with respect to to the diversity of people, their past, their present and especially their future”.

“We, as Parents, Do Have a Voice”: Learning from Community-Based Programs Effectively Engaging Parents in Urban Communities

Utilizing Yosso’s community cultural wealth framework as a theoretical lens, we sought to examine how nontraditional, community-based family engagement programs impacted adult family members’ thoughts and actions about engagement with their children's schools. The study drew primarily from the interviews, observations, and document analysis of two nontraditional family engagement programs in urban communities. Findings indicate that program approaches built upon and extended families’ social and navigational capitals. Educational leaders can more meaningfully engage urban families by learning from and incorporating practices implemented by the programs we examine and discuss in this article.

Women of Color Leveraging Community Cultural Wealth to Persist in Computing and Tech Graduate Education: A Qualitative Meta-Synthesis

This paper synthesizes 20 years (1999–2019) of empirical research on women of color (WOC) in computing and tech graduate education. Using complementary theoretical frameworks of social pain and community cultural wealth (CCW), we identify factors in the research literature that affect WOC’s experiences, participation, success, and persistence. This qualitative meta-synthesis employed systematic literature search and selection methods, a hybrid approach to coding and thematic analysis. Findings include the ways in which social pain from isolation, exclusion, and hostility from peers and faculty negatively affected WOC’s experiences in their graduate programs. Often, WOC’s motivation to persist and succeed in computing came from key social actors, such as mentors and families, and from individual and social strategies, such as seeking counterspaces, that leveraged their CCW. This meta-synthesis contributes to the knowledge base about the mechanisms that support and hinder the persistence of WOC in computing graduate programs and provides recommendations for institutions and for further research.