Fostering Social and Cultural Capital in Urban Youth: A Programmatic Approach to Promoting College Success

Sommerfeld, Amanda K.; Bowen, Paul

doi:10.1177/002205741319300106

Cited by 13 publications

(5 citation statements)

References 16 publications

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“…Studies estimate that 1.2 million students drop out of school every year in the United States (Porowski & Passa, 2011; Radcliffe & Bos, 2011). This staggering dropout rate comes at a time when higher education and college degrees are critically important for future employment and career (Sondergeld, Fischer, Samel, & Knaggs, 2013; Sommerfeld & Bowen, 2013). Unemployment rates are increasing at a greater rate for individuals who did not attend college.…”

mentioning

confidence: 99%

Youth Perceptions of a School-Based Mentoring Program

Weiss

Harder

Bratiotis

et al. 2017

Education and Urban Society

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Academic mentoring programs promote high school completion for at-risk youth. The purpose of this study was to hear the voice of youth in order to inform program services and develop best practices for meeting their academic needs. Using a grounded theory approach, we conducted 14 focus groups to examine high school students’ perceptions and experiences in the Avenue Scholars Foundation program. This study supported previous findings: students’ comments reflected on the importance of the relationships built in the program, the knowledge they gained, and their experiences regarding higher education and careers. The students shared that these experiences were increasingly meaningful because of the relationship built with their Talent Advisor and classmates. These relationships instilled hope for the future, created a pathway to college and career, and confirmed a belief that the students could accomplish their goals.

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confidence: 99%

Youth Perceptions of a School-Based Mentoring Program

Weiss

Harder

Bratiotis

et al. 2017

Education and Urban Society

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show abstract

“…STEM culture and curriculum have been dominated by Eurocentric ways of knowing, which marginalizes the contributions of scientists and engineers of color and serves as a barrier to students of color pursuing STEM courses and careers [19]. Limited social and cultural capital represents another barrier to underrepresented students' pursuit of careers in STEM [20]. Nevertheless, there are opportunities to leverage digital technologies to promote more culturally relevant pedagogies within STEM classrooms.…”

Section: Collaborative Technologies To Promote Social Connections and Culturally Relevant Educationmentioning

confidence: 99%

Exploring How Secondary STEM Teachers and Undergraduate Mentors Adapt Digital Technologies to Promote Culturally Relevant Education during COVID-19

Kier

Johnson

2022

Education Sciences

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The COVID-19 global pandemic presented unprecedented challenges to K-16 educators, including the closing of educational agencies and the abrupt transition to online teaching and learning. Educators sought to adapt in-person learning activities to teach in remote and hybrid online settings. This study explores how a partnership between middle and high school teachers in an urban school district and undergraduate STEM mentors of color leveraged digital tools and collaborative pedagogies to teach science, technology, and engineering during a global pandemic. We used a qualitative multi-case study to describe three cases of teachers and undergraduate mentors. We then offer a cross-case analysis to interpret the diverse ways in which partners used technologies, pedagogy, and content to promote equitable outcomes for students, both in remote and hybrid settings. We found that the partnership and technologies led to rigorous and connected learning for students. Teachers and undergraduates carefully scaffolded technology use and content applications while providing ongoing opportunities for students to receive feedback and reflect on their learning. Findings provide implications for community partnerships and digital tools to promote collaborative and culturally relevant STEM learning opportunities in the post-pandemic era.

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“…Research has also investigated nonacademic factors related to college transitions among underrepresented students initially enrolled at community colleges, notably the influence of noneconomic forms of capital on the affective and behavioral outcomes related to persistence and completion (Sandoval-Lucero, Maes, & Klingsmith, 2014;Sommerfeld & Bowen, 2013;Wells, 2008). Evidence suggests that forms of cultural and social capital positively influences a sense of belonging, particularly for underrepresented students attending traditionally White institutions (Davidson & Wilson, 2017;Rosenbaum, Deil-Amen, & Person, 2006;Strayhorn, 2012a).…”

Section: Relevant Literaturementioning

confidence: 99%

“Living in the Along”: Validating Experiences Among Urban Community College Students in a College Transition Program

Baber

2018

Community College Review

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Objective: Despite significant attention from federal and state policy makers, postsecondary completion rates in the United States remain stratified across race and socioeconomic background. This study examines a community-based college readiness program for underrepresented students from low-resource neighborhoods in Chicago, Illinois. Method: This qualitative study utilized validation theory to consider the experiences of program participants. During the Summer of 2014, I collected data through six focus groups with participants who successfully completed the college readiness program between 2010 and 2014. Results: Aligning with phrases from Chicago poet and activist Gwendolyn Brooks, I describe major themes that reflect the validating experiences of program participants. Overall, participants indicate that program experiences affirmed existing motivations that drive postsecondary aspirations and persistence. Participants felt most when their existing strengths were consistently recognized as an important factor for college transitions. Contributions: Findings offers further evidence for the critical role of validation in supporting the postsecondary pursuits among students from underrepresented backgrounds. Participant insights also offer critical observations about unintended consequences when successful programs grow rapidly to satisfy external constituents.

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Fostering Social and Cultural Capital in Urban Youth: A Programmatic Approach to Promoting College Success

Cited by 13 publications

References 16 publications

Youth Perceptions of a School-Based Mentoring Program

Youth Perceptions of a School-Based Mentoring Program

Exploring How Secondary STEM Teachers and Undergraduate Mentors Adapt Digital Technologies to Promote Culturally Relevant Education during COVID-19

“Living in the Along”: Validating Experiences Among Urban Community College Students in a College Transition Program

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