Resilience and Resistance: How First Generation College Students Leverage Community Cultural Wealth and Social Capital to Successfully Transfer from a Community College to a Selective Four-year Institution PDF Download
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Author: Christina Teller
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this study was to gain a better understanding of how first generation college students leverage both traditional forms of social capital and community cultural wealth in the process of transferring from a California community college to a selective four-year institution, using a Critical Race Theory (CRT) paradigm, and a framework including Stanton-Salazar’s (1997) network analytic theory and Yosso’s (2005) community cultural wealth. The current study adds to the literature by critically analyzing the post-secondary education experiences of first generation community college transfer students, focusing on the students’ strengths and gaining a better understanding of what institutional and community based resources they drew on to successfully navigate the transfer pathway. This mixed methods study was situated at UC Berkeley and included 115 survey respondents and 15 individual interviews. All participants were first generation college students who had transferred to UC Berkeley from a California community college. Qualitative analysis was intentionally centered in this study in order to address elements of community cultural wealth that previous survey instruments have not adequately captured. Survey results are presented through descriptive analysis, drawing on a critical quantitative survey design. Findings show that students leveraged a variety of resources including institutionally based support through faculty, counselors and specialized support programs, and community based supports such as family, peers and students’ own online research to navigate the transfer pathway.
Author: Christina Teller
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this study was to gain a better understanding of how first generation college students leverage both traditional forms of social capital and community cultural wealth in the process of transferring from a California community college to a selective four-year institution, using a Critical Race Theory (CRT) paradigm, and a framework including Stanton-Salazar’s (1997) network analytic theory and Yosso’s (2005) community cultural wealth. The current study adds to the literature by critically analyzing the post-secondary education experiences of first generation community college transfer students, focusing on the students’ strengths and gaining a better understanding of what institutional and community based resources they drew on to successfully navigate the transfer pathway. This mixed methods study was situated at UC Berkeley and included 115 survey respondents and 15 individual interviews. All participants were first generation college students who had transferred to UC Berkeley from a California community college. Qualitative analysis was intentionally centered in this study in order to address elements of community cultural wealth that previous survey instruments have not adequately captured. Survey results are presented through descriptive analysis, drawing on a critical quantitative survey design. Findings show that students leveraged a variety of resources including institutionally based support through faculty, counselors and specialized support programs, and community based supports such as family, peers and students’ own online research to navigate the transfer pathway.
Author: Llanet Martin
Publisher:
ISBN:
Category :
Languages : en
Pages : 164
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Book Description
Latinas/os who enter postsecondary education through the community college have high aspirations but low transfer rates. Existing empirical studies that focus on Latina/o transfer issues emphasize academic preparation, financial barriers, and the role of social and cultural capital in successful navigation through postsecondary structures. Most studies associate these factors as deficits related to transfer and degree completion for students of color. Offering an alternative perspective, this dissertation set out to expose an overlooked narrative to those prevalent in educational research, by highlighting the stories of current community college students who participated in the 2013 Summer Intensive Transfer Experience (S.I.T.E.) program. The program focuses on serving low-income, first-generation community college students through a culturally sensitive model and seeks to expose participants to the traditional forms of capital that are valued and exchangeable in higher education, as well as the cultural wealth they posses, in order to better understand how it can be leveraged to navigate the transfer pathway. Two theoretical and conceptual frameworks guided this study: Bourdieu's social and cultural capital, and Yosso's community cultural wealth model. By applying these frameworks, I sought to understand what forms of social and cultural capital participants recognized as useful and exchangeable before, during, and after the S.I.T.E. program. Guided by a participatory action research orientation, a case study method served as the design for this dissertation. An overall sample of eighty-seven participants was represented, with an emphasis on a Latina/o subsample of twelve one-on-one, semi-structured interviews. Findings suggest that participants entered the S.I.T.E. program with a notion that they were deficient in academic preparation and exchangeable capital--reflecting existing narratives that focus on traditional capital. Upon completing the S.I.T.E. program, participants demonstrated an understanding of their community cultural wealth and its role in supporting them through the transfer pathway. The narratives of these Latina/os are not only important, but also critical in providing an alternative and expanded lens of the transfer function for researchers, practitioners, and students alike.
Author: Juana Bordas
Publisher: Berrett-Koehler Publishers
ISBN: 1609941179
Category : Business & Economics
Languages : en
Pages : 258
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Book Description
Tapping the potential of the changing workforce, consumer base, and citizenry requires a leadership approach that resonates with our country's growing diversity. In "Salsa, Soul, and Spirit," Juana Bordas shows how incorporating Latino, African American, and American Indian approaches to leadership into the mainstream has the potential to strengthen leadership practices and inspire today's ethnically rich workforce. Bordas identifies eight core leadership principles common to all three cultures, principles deeply rooted in each culture's values and developed under the most trying conditions. Using a lively blend of personal reflections, interviews, and historical background, she shows how these principles developed and illustrates the creative ways they've been put into practice in these communities (and some forward-looking companies). Bordas brings these principles together into a multicultural leadership model that offers a more flexible and inclusive way to lead and a new vision of the role of the leader in the organization. Multicultural leadership resonates with many cultures and encourages diverse people to actively engage. In a globalized economy, success for leaders in the future will rest on their ability to shift to a multicultural approach. "Salsa, Soul, and Spirit" provides conceptual and practical guidelines for beginning that process.
Author: Pamela K. O’Neal
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 200
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Book Description
Adult learners and first generation students are less likely to persist to graduation than their traditional counterparts, however, some do manage to succeed in college and graduate (McCall et al., 2018; Means & Pyne, 2017). Studies indicate that while both group persist at lower rates, those who have gone on to graduate often cite having resources and personal support to help them achieve their academic goals (Zacharakis et al., 2011). Using narrative inquiry, this study explored the lived experiences of six first generation adult learners who graduated from a public research university. Bridging and bonding social capital was used to examine the stories of three white first generation adult learners. Community cultural wealth offered a useful framework for examining the stories of first generation adult learner students of color. Their stories were unique in many aspects, yet they shared some themes from childhood to graduation. These themes include struggles growing up; doing academically well in both high school and college; difficult life situations; troubles paying for college; and a tenacious attitude toward graduation. The first generation adult learner graduates relied less on bridging social capital than they did on bonding social capital. First generation adult learner students of color used their community cultural wealth in different ways to persist to graduation. Implications for university practitioners include having in depth conversations with students. Implications for university leadership includes a shift away from the university focus on finances to caring about the student. Implications for students include helping students understand their strengths that might not be recognized as such. Developing a strength based test, using the tenants of cultural community wealth for first generation adult learner students of color, could help those students see the strengths they possess and thus, empower them to not only graduate, but be successful students as well.
Author: Dimpal Jain
Publisher: MSU Press
ISBN: 1628953829
Category : Education
Languages : en
Pages : 188
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Book Description
Currently, U.S. community colleges serve nearly half of all students of color in higher education who, for a multitude of reasons, do not continue their education by transferring to a university. For those students who do transfer, often the responsibility for the application process, retention, graduation, and overall success is placed on them rather than their respective institutions. This book aims to provide direction toward the development and maintenance of a transfer receptive culture, which is defined as an institutional commitment by a university to support transfer students of color. A transfer receptive culture explicitly acknowledges the roles of race and racism in the vertical transfer process from a community college to a university and unapologetically centers transfer as a form of equity in the higher education pipeline. The framework is guided by critical race theory in education, which acknowledges the role of white supremacy and its contemporary and historical role in shaping institutions of higher learning.
Author: Lauren Schudde
Publisher: Harvard Education Press
ISBN: 1682539059
Category : Education
Languages : en
Pages : 86
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Book Description
An incisive investigation of the often fraught student-transfer pathways from community colleges to four-year institutions—and a blueprint for process reform
Author: Joseph Romero-Reyes
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
The community college is the primary entry point into higher and postsecondary education for first-generation and low-income Men of Color, making these institutions the most accessible pathway toward obtaining a Baccalaureate degree. Although many of these students enter the community college with transfer aspirations, scholars estimate that less than 30% successfully transfer to a four-year university (Wood & Harris, 2017). This multisite qualitative case study sought to understand the structural barriers experienced by first-generation and low-income Men of Color in community college and the assets and strengths these students bring and activate to navigate the vertical transfer path successfully. By conducting observations and interviews with twenty students and six educators affiliated with Men of Color initiatives at each site, my findings revealed that the multi-level structural and systemic barriers students encountered in community college complicate their transfer aspirations and pathways. However, my findings also shed light on the assets and strengths comprising students' community cultural wealth, which they brought and activated to navigate their transfer journeys successfully. These findings can extend our understanding of the assets and strengths first-generation and low-income Men of Color bring and activate in community college. As well as the pivotal role that community college Men of Color initiatives play in the student experience, especially regarding their transfer aspirations and outcomes.
Author: Victoria Vetro
Publisher:
ISBN:
Category :
Languages : en
Pages : 387
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Book Description
One subset of underrepresented college students is first-generation students, whose parents or legal guardians did not attend college, which may make difficult their transition into college (Cataldi et al., 2018). Mattering, specifically feeling the attention, dependence, and importance of others, forestalls marginality, discourages self-isolation, and broadens academic and social success for students (Schlossberg, 1989). Because first-generation students do not take to their college experience an inherited sense of cultural and social capital that their non-first-generation peers do, other researchers argued that first-generation students are often limited from feeling as if they matter on campus (Katrevich & Arguete, 2017). According to Cataldi et al. (2018), students whose parents have not attended college face significant challenges accessing postsecondary education and then persisting once they do enroll. These challenges can explain the inequities that historically underrepresented students, such as first-generation students, face during their college experiences, challenges currently exacerbated by the COVID-19 pandemic. Therefore, the researcher interviewed eleven first-generation students at a midsized, suburban community college in the Northeast to discover how their sense of mattering with professors, peers, and other college agents in the midst of a pandemic contributed to their persistence. Through narrative re-storying of the students' lived experiences, the researcher uncovered four overarching themes, including the students' resilience, self-determination, self-efficacy, and burden of being first that informed the students' sense of mattering so that they were determined to complete their degrees even in the midst of a most unprecedented and chaotic time.
Author: John C. Smart
Publisher: Springer Science & Business Media
ISBN: 1402045123
Category : Education
Languages : en
Pages : 648
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Book Description
Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor, and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on twelve general areas that encompass the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.
Author: Angel Torres
Publisher:
ISBN: 9781303207259
Category : Children of immigrants
Languages : en
Pages : 196
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Book Description
Abstract: The cultural capital of first generation community college students is crucial to their college persistence. Research that underscores cultural wealth is often overlooked in higher education research. Contrary to a deficit oriented approach that focuses mainly on what first-generation students' lack, this study concentrated on the strengths, knowledge, abilities, and skills students possess to succeed in college. The purpose of this study was to explore the role of family, institutions, and people in helping first-generation students use and build cultural capital to meet their personal, career, and academic goals. A convenient sample of 15 first-generation student participants and 1 advisor from a southern California community college was used. Semi-structured interviews were conducted, transcribed, and analyzed. Transcript analysis produced 5 major themes: (a) Pushing Agents, (b) Accountability Promotes Student Persistence, (c) Career Aspirations, and (d) Pivotal Programs and People in High School. The most salient finding, Pushing Agents detailed the far-reaching affect that family, institutions, and people had on the participants' higher education experience. Pushing agents were a positive factor that frequently, constantly, and intimately pushed participants to carry out their aspirations. In conclusion, participant interviews revealed numerous strengths, assets, and abilities that allowed them to accomplish their personal, career, and academic goals.
