Using the Community Cultural Wealth Model for Success: Students of Color Activating Familial Capital

• In Event: From Pitfalls to Pathways: Reexamining the Social Context of Learning in Nontraditional Spaces and Times

Abstract

College preparatory pipeline programs that put low-income, students of Color in high-achieving, predominantly White institutions aim to offer educational opportunity. However, students contend with navigating a deficit-based culture that views them as “in need” of something that only White institutions can offer. However, these students bring resources and strengths to these programs and their subsequent schools. Shifting from a deficit-model to an asset-based perspective can better inform the way pipeline programs and predominantly White institutions support students. Drawing upon Yosso’s community cultural wealth model, we analyze interviews with 37 alumni of a program aimed at readying talented, low-income students of Color for placement into elite high schools. We find that the activation of familial capital was critical to students’ perseverance.

Authors

• Danielle V. Lewis, University at Buffalo - SUNY

• Ryan Taughrin, University at Buffalo - SUNY

• Megan Holland Iantosca, University at Buffalo - SUNY