Fostering Ventajas y Conocimientos: A Strengths-Based Qualitative Exploration of Latinx Undergraduates Navigating Higher Education

• In Event: Cultivating Inclusive Learning Spaces for Latinx Students: Centering Cultural Strengths in Transforming Educational Contexts

Abstract

Objective
This qualitative study explores the experiences of Latinx students in higher education by utilizing an asset-based framework and strengths-based approach.

Theoretical Framework
Yosso's (2005) Community Cultural Wealth (CCW) model challenges the mainstream rhetoric of the academic achievement of Communities of Color. For example, supporters of cultural capital argue that Students of Color are failing in school because they lack the requisite cultural capital to be successful in school. However, the CCW model proposes that this is a limited explanation because their particular types of cultural capital are not recognized and validated by the school system (Yosso, 2005). Using the CCW framework, this study examines the strengths Latinx students bring to campus that help them navigate the demands of higher education. Additionally, this study looks at students' ventajas and conocimientos or assets and personal resources they possess.

Data and Methods
The current qualitative study sought to understand students' perspectives about their college experience by leveraging students' strengths, specifically exploring the ventajas (assets), conocimientos (knowledge), and cultural wealth of Latinx college students. In-depth semi-structured interviews were used to learn about the experiences of nine self-identifying Latinx students at a Hispanic-Serving Institution in Southern California. Canonical research methods fail to address the fullness of the experience of People of Color. Qualitative methods hold a unique promise that can advance multicultural psychology relative to Latinx populations with the overlay of critical perspectives (Hall et al., 2016; Ojeda et al., 2011; Solórzano & Bernal, 2001). Further, qualitative methods can empower Latinx populations by providing a platform for the unheard and often silenced voices of Latinx populations to emerge through their own words (Delgado-Romero et al., 2018).

Results
Several salient themes emerged, providing insight into the forms of ventajas (assets) and conocimientos (knowledge) Latinx college students utilized. All nine Latinx students mentioned the six forms of capital outlined by Yosso (2005) and three additional forms of capital. The three additional forms of capital include ganas/determination, spiritual capital, and entre mundos. Students also mentioned the structural and institutional barriers they must navigate, such as a White curriculum, hidden curriculum, and lack of representation in higher education. Two of the nine mentioned structural barriers, such as not having proper documentation and securing Deferred Action for Childhood Arrivals (DACA) status. Seven of the nine students shared the ganas and determination that fuel their pursuits.

Significance
This study advances previous research by providing further insight into the various capitals that Latinx students possess and how they are used to persevere in their academic journeys. One of the significant tenants of LatCrit is a call for action based on the understandings and knowledge created and fostered through storytelling and counter-storytelling (Pérez Huber, 2009). The experiences shared by students in this study highlight the need for educators to be conscious of how they can perpetuate racist and deficit perspectives in education.

Author

• Lizette Ruiz, California State University - Fullerton
  Presenting Author