42.046 - Funds of Knowledge in Higher Education

Session Type: Symposium

Abstract

This session utilizes the Funds of Knowledge (FofK) conceptual framework (Moll, Amanti, Neff, & González, 1992) to re-examine contexts and practices in higher education. Each of the papers in this session aims to: a) advance the success of underrepresented students across a variety of contexts in higher education; and b) challenge deficit approaches to studying the educational trajectories of underrepresented students, which predominantly place blame on students’ individual deficiencies to explain failure. In addition to extending the original FofK framework into the context of higher education by using it to study college transitions, persistence, resistance, aspiration, and pedagogy, this session also examines its relationship to other critical frameworks in education, including forms of capital, critical race theory, and critical pedagogy.

Sub Unit

• Division J - Postsecondary Education / Division J - Section 2b: College Student Success and Outcomes

Chairs

• Judy Marquez Kiyama, University of Denver

• Cecilia Rios Aguilar, University of California - Los Angeles

Papers

• La Loteria and Creative Resistance: A Funds of Knowledge Approach to Art Education - Luis Genaro Garcia, Los Angeles Unified School District

• "Hacerle la Lucha": Hard Work as Funds of Knowledge of Undocumented, Mexican Ivy League Students - Gloria Itzel Montiel, Claremont Graduate University

• College and Career Aspiration: A Funds of Knowledge Approach to Reimagining Career and Technical Education - Rebecca Colina Neri, University of California - Los Angeles

• Funds of Knowledge, Community Cultural Wealth, and Critical Race Theory in the Prison-to-College Pipeline - Luis Giraldo, Claremont Graduate University

• Aligning Practice With Pedagogy: Funds of Knowledge for Community College Teaching - Juana Maria Mora, Claremont Graduate University