Exploring an Asset-Based Approach to Aspirational Capital Among Undocumented Latinx College Students

Shelton, Leslie Jo; Thompson, Charles J.

doi:10.1353/csd.2023.0001

Cited by 6 publications

(4 citation statements)

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“…Bañuelos (2021) also concurs that aspirational capital centers a student's motivation to succeed as a way to "'pay back' their families, and 'pay it forward' by helping other underrepresented students" (p. 7). This also aligns with Shelton and Thompson (2023), who describe aspirational capital in their study of the experiences of undocumented Latinx students as centered on "being future-oriented despite uncertainty and barriers" (p. 55).…”

Section: Aspirational Capitalsupporting

confidence: 74%

Latinx institutional agents: a narrative inquiry of how they employ their community cultural wealth at hispanic-serving community colleges in New England

Morales-Diaz

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Latinx institutional agents' contribution to the development of a student-ready and relationship-centered campus environment is integral to the academic success of Hispanic-Serving Institutions in general, and for this study, Hispanic-Serving community colleges. The presence of Latinx institutional agents is a reflection of an institutional culture that is committed to working with, supporting, and serving the increasing Latinx student population on their campus. Furthermore, the ability of the Latinx institutional agents to employ their community cultural wealth during their interactions with students help improve an institution's retention, persistence, and completion rate of this student population. More importantly, Latinx institutional agents' use of their community cultural wealth as well as support for their work signals that the HSI federal designation is more than a moniker, but that it emphasizes its identity as a serving institution. This study will focus on how, when and where Latinx institutional agents employ their community cultural wealth, an act that is often unconscious, yet rooted in their own experiences. It is does experiences that provide Latinx students access to the resources and acquisition of the tools and knowledge needed to navigate social institutions with which they are not familiar.

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Section: Aspirational Capitalsupporting

confidence: 74%

Latinx institutional agents: a narrative inquiry of how they employ their community cultural wealth at hispanic-serving community colleges in New England

Morales-Diaz

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“…Regarding implications for research, scholars working with, and alongside undocumented students should use more asset-based theories and methodologies to highlight the experiences of Black undocumented students in higher education (see Santa-Ramirez, 2021Shelton & Thompson, 2023). Sharpe's (2016) wake work demonstrated how Kevin used studying abroad as a way to escape the weight of his precarious status in an anti-Black and anti-immigrant society.…”

Section: Discussionmentioning

confidence: 99%

“…• Scholars working with, and alongside undocumented students should use more asset-based theories and methodologies to highlight the experiences of Black undocumented students in higher education (see Santa-Ramirez, 2021Shelton & Thompson, 2023).…”

Section: Practical Takeawaysmentioning

confidence: 99%

Living in and working through the wake: A Black undocumented student's study abroad experience

Hall

2023

New Drctns Hghr Edu

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Using Sharpe's (2016) wake work theory, this paper highlights how one Black undocumented student used a study abroad experience to negotiate his dis/comfort and take up ontological space a liminal space. I argue that choosing to study abroad while risking uncertain access back in the United States is wake work. Escaping the wake, albeit short, was an intentional move to resist his liminal space, given his Blackness and immigration status. Findings reveal wake work occurred through (1) Movement: The beginning, (2) The escape, and (3) The return: Re‐entering the wake.Practical Takeaways Study abroad programs should assess how they are being inclusive in engaging undocumented students about these programs and identify successful practices and approaches to support those interested. Universities should partner with schools and independent organizations that provide study abroad opportunities for undocumented students. For example, the California‐Mexico Studies provides three academic programs for undocumented students 21 years and older to study abroad for 4 weeks in Mexico. Because DACA is a renewable program under the Obama‐era, no new students can apply for DACA which means more students entering higher education will be undocumented without DACA. As we enter a post DACA era, universities and study abroad programs will need to create and implement global learning programs and opportunities for undocumented students. Scholars working with, and alongside undocumented students should use more asset‐based theories and methodologies to highlight the experiences of Black undocumented students in higher education (see Santa‐Ramirez, 2021, 2022; Shelton & Thompson, 2023).

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“…Lee & Zhou, 2014; Zhou & Lee, 2017). Meanwhile, studies of Latino/a immigrant students tend to focus mainly on barriers to college graduation (Baum & Flores, 2011; Pérez et al, 2010) as well as the importance of aspirational capital from family members on college attendance (Bohon et al, 2006; Carpenter, 2008; Shelton & Thompson, 2023). Research on immigrant students often does not include the perspectives of Black immigrant students, and when they do, they often compare the experiences of Black immigrant students with Black American students rather than with other immigrant student groups (Massey et al, 2007; Mwangi & English, 2017).…”

Section: Educational Attainment As a Crucial Factor For Upward Mobilitymentioning

confidence: 99%

Facilitators and barriers in the college pathways of working-class immigrant-origin youth of color in New York City.

Prasai,

Mogami,

Lee

et al. 2024

Journal of Diversity in Higher Education

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Exploring an Asset-Based Approach to Aspirational Capital Among Undocumented Latinx College Students

Cited by 6 publications

References 0 publications

Latinx institutional agents: a narrative inquiry of how they employ their community cultural wealth at hispanic-serving community colleges in New England

Latinx institutional agents: a narrative inquiry of how they employ their community cultural wealth at hispanic-serving community colleges in New England

Living in and working through the wake: A Black undocumented student's study abroad experience

Facilitators and barriers in the college pathways of working-class immigrant-origin youth of color in New York City.

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