(Re)creating family and reinforcing pedagogies of the home: How familial capital manifests for Students of Color pursuing STEM majors

Fernández, Estéban; Rincón, Blanca E.; Hinojosa, Juanita K.

doi:10.1080/13613324.2021.1997971

Cited by 11 publications

(12 citation statements)

References 33 publications

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“…40 Importantly, these studies show that youth of color approach the development of relationships and accessing resources from a community-based perspective that offers opportunities for self-advocacy. 33,40,41 This collectivist orientation differs from the typical framing of social capital in social mobility scholarship, which centers more on how individuals benefit from and deploy resources for personal advancement. Yosso's 10 community cultural wealth framework is particularly instructive in addressing the shortcomings of traditional notions of social capital.…”

Section: Limitations Of Traditional Conceptions Of Social Capitalmentioning

confidence: 94%

“…However, contemporary research belies this deficit narrative. For example, studies reveal that youth of color can marshal resources in unique ways, such as through “patchworking” information from multiple sources 33 and recreating family relationships with college peers, staff, and faculty to assist with college success 40 . Importantly, these studies show that youth of color approach the development of relationships and accessing resources from a community‐based perspective that offers opportunities for self‐advocacy 33,40,41 .…”

Section: Introductionmentioning

confidence: 99%

“…For example, studies reveal that youth of color can marshal resources in unique ways, such as through “patchworking” information from multiple sources 33 and recreating family relationships with college peers, staff, and faculty to assist with college success 40 . Importantly, these studies show that youth of color approach the development of relationships and accessing resources from a community‐based perspective that offers opportunities for self‐advocacy 33,40,41 . This collectivist orientation differs from the typical framing of social capital in social mobility scholarship, which centers more on how individuals benefit from and deploy resources for personal advancement.…”

Section: Introductionmentioning

confidence: 99%

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“We're gonna get you through it”: The role of bonding social capital in the development of bridging social capital

Iantosca,

Kimelberg,

Lewis

et al. 2024

Sociological Forum

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Many programs that place low‐income students of color in high‐achieving college preparatory high schools seek to nurture bridging social capital, connections across class lines that provide leverage in the process of “getting ahead.” Bonding social capital, which focuses more on emotional support and “getting by,” is frequently characterized as less useful for social mobility. Drawing upon in‐depth interviews with alumni from one such program, we challenge the notion of bridging and bonding social capital as discrete, countervailing forms of social capital, and demonstrate how the two may complement each other. Specifically, we find that bonding social capital served as a critical resource that students drew upon as they navigated their elite high schools in the face of racism and classism. In doing so, this bonding social capital ultimately facilitated the development of bridging social capital by encouraging student persistence at these institutions. Our findings support critiques of traditional accounts of social capital that devalue the capital possessed by marginalized communities and fuel deficit ideologies. Furthermore, they highlight the personal costs that youth may face in the pursuit of bridging capital, complicating the narrative of social mobility as an unmitigated good.

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Section: Limitations Of Traditional Conceptions Of Social Capitalmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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“We're gonna get you through it”: The role of bonding social capital in the development of bridging social capital

Iantosca,

Kimelberg,

Lewis

et al. 2024

Sociological Forum

View full text Add to dashboard Cite

show abstract

“…Occasionally, research has focused on a singular component of the CCW framework (i.e., aspirational, familial, navigational, or resistant capital) to understand student experience in STEM contexts (Denton & Borrego, 2021; Fernández et al, 2021; Listman & Dingus‐Eason, 2018; Revelo & Baber, 2018; Sausner & Pitarresi, 2024). Such empirical focus has been rare, however, and has left many components of CCW understudied.…”

Section: Background Literaturementioning

confidence: 99%

“I know what I need to learn”: The intersection of aspirational and navigational capitals for marginalized‐identity STEM students

Sausner,

Wentzel,

Pitarresi

2024

J of Engineering Edu

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BackgroundThe community cultural wealth (CCW) theoretical framework recognizes the assets of oppressed communities. Within the framework, aspirational capital refers to the hope to achieve in the face of systemic barriers, while navigational capital includes tactics engaged to progress within institutions that were not designed for equitable achievement. This study explores where aspirational capital and navigational capital overlap (a frequent and theoretically relevant occurrence) for marginalized‐identity (MI) STEM (science, technology, engineering, and mathematics) students.PurposeThis study provides insight into the experiences of higher education for MI students. Understanding students' deployment of navigational and aspirational capitals can direct change within institutions.Design/MethodThis analysis draws on 51 semi‐structured interviews with 26 participants. Multiple rounds of qualitative coding and shared meaning‐making among authors support the present findings.ResultsWhen aspirational capital and navigational capital overlap in student experience, three themes emerge. First, MI students use individualized actions to meet their goals; their extreme self‐reliance and engagement of priorities and milestones are key. Second, intrinsic motivators echoing meritocratic narratives encourage students. These narratives emphasize the value of hard work and taking advantage of opportunities. Finally, external forces, including institutionally based experts and culture, reflect aspirational and navigational capital engagement that support the individual's approaches and mindsets. Each finding includes nuance based on demographic categories.ConclusionsMI students draw on aspirational and navigational capital for support in postsecondary education. Recognition of CCW components and strategies shifts the responsibility of equitable student experiences and academic success to institutions and stakeholders in STEM higher education.

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“…A consequence of individual success is the obligation and opportunity to return those gains in equal measure. Rather than individual rewards, the by-products of mentoring are reinvested in the community: social capital, navigational capital, resilience capital, and so forth (Fernández et al, 2021). Metaphorically, academic mentoring can be represented as moving up the rungs of a ladder to reach a prize (Lunsford, 2016).…”

Section: Introductionmentioning

confidence: 99%

Mentoring science educators for equity‐centered futures

Settlage

2022

Science Education

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(Re)creating family and reinforcing pedagogies of the home: How familial capital manifests for Students of Color pursuing STEM majors

Cited by 11 publications

References 33 publications

“We're gonna get you through it”: The role of bonding social capital in the development of bridging social capital

“We're gonna get you through it”: The role of bonding social capital in the development of bridging social capital

“I know what I need to learn”: The intersection of aspirational and navigational capitals for marginalized‐identity STEM students

Mentoring science educators for equity‐centered futures

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