Education Commons^™

Is Proximity Enough? A Case Study Examining A College Access Program On The Grounds Of Public Housing On The West Coast, Nicole S. Berry

Theses and Dissertations

The issue of college access for students from low-income communities has been a longstanding challenge in American higher education. Despite numerous efforts to address the gaps in college attendance and graduation rates between students from low-income and more affluent communities, the problem remains present. This has led to a need for an in-depth analysis of college access programming explicitly tailored to low-income communities, particularly those residing in public housing authorities. The Department of Housing and Urban Development (HUD, 2016) has recognized this need by funding and piloting college access programs in several public housing authorities around the United States. These …

Transforming Land And Home Ownership: Emergent Strategy And Community Cultural Wealth In Developing Community Land Trusts, Ahmed Naguib

University of the Pacific Theses and Dissertations

This dissertation investigates the transformative potential of Community Land Trusts (CLTs) in reimagining land and homeownership within the context of capitalist real estate markets. Utilizing a qualitative research framework that combines narrative inquiry with Emergent Strategy and Community Cultural Wealth theories, this study explores the intricacies of developing CLTs as a counter-narrative to traditional models of property ownership. Through extensive narrative analysis of four distinct CLTs in California, this research highlights the complex challenges and innovative strategies employed to scale CLTs in competitive urban markets. The findings reveal how CLTs leverage emergent strategy and community cultural wealth to navigate and …

Embracing Identities And Affirming Agency: Exploring Effective Mentorship For Women Doctoral Students In Engineering Disciplines Using An Intersectional Lens, Jennifer Brown

All Dissertations

Positive mentoring experiences are crucial for retaining and advancing those who hold marginalized identities in STEM, as they foster a greater sense of belonging and self-efficacy that encourage these students to persist in their fields. Marginalized identities in STEM include, but are not limited to, women, BIPOC (Black, Indigenous, and People of Color), low-income, first-generation, neurodivergent, and members of the LGBTQ+ community. Oftentimes, these identities intersect, introduce additional nuance in interactions within engineering spaces, and affect the mentoring support that both mentees and their mentors require.

Prior research has shown the reciprocal value that is created when graduate students are …

The Race, Social Class, And Place-Based Gap In Rural Turnaround Policy: A Policy Brief, Karynecia E. Conner

Journal of Multicultural Affairs

Abstract: For teachers, leaders, and policymakers To understand the factors that contribute to the successful implementation of rural school turnaround, there is a need to understand how turnaround leadership implements school improvement in different types of communities of color (Wright, 2019). Studies examining the implications of school turnaround in minoritized educational contexts have solely examined urban school contexts to exclude rural contexts (Mette & Stanoch, 2018). Rural schools of color undergoing turnaround face the fundamental unique educational challenges of rural schools and the education debt that has accumulated over time for people of color (Ladson-Billings, 2006). There is a greater …

An Analysis Of Puerto Rican Testimonios Of Oppression And Resistance In Postsecondary Education, Juan M. Ruiz-Hau

Doctoral Dissertations

College enrollment rates for Puerto Ricans in the United States and in the Commonwealth of Puerto Rico have been steadily increasing over the last twenty years; however, enrollment rates for 18- to 24-year-old Latinos remain low compared to whites of the same age groups. The rationale for this gap often portrays Latinos as deficient, using terms such as “academic underachievement” and “at-risk.” This framing—centered on the individual—shifts the focus away from systemic barriers, such as limited financial resources for Latinos, culturally relevant pedagogy, intergenerational transfer of disadvantage, and systemic racism, among other factors explored this this study. This study contributes …

The “Other” Nil And Sportcrit: Narrative Identity And Liminality Of Black Gendered Scholar-Athletes, Joseph L. Herman Ii

Journal of Athlete Development and Experience

The purpose of this conceptual manuscript is to advance a new integrated model: the Narrative Identity (NI), and Liminality Model (NILM). The NILM advances narrative as an intervention tool for Black gendered scholar-athletes (BGSAs) by integrating NI theory (Adler et al., 2017) with the Community Cultural Wealth (CCW) model (Yosso, 2005) for positive outcomes intra-intercollegiate career. The developmental characteristic of sense-making of one’s life via the life story model and life stage phases (McAdams, 1985, 2011) are paramount to BGSAs’ articulation and development during their liminal condition (Sutton, 2017) as athletes in their orientation to sport. More specifically, orienting the …

Braiding Hearts/Corazones: The Healing Of Intergenerational Stories, Nicole A. Buchanan, Glendy V. Alvarez

Master's Theses

This field project incorporates the practice of fluid desire into the context of migration educational spaces within spaces such as the University of San Francisco Migration Studies Program (MIMS) and nonprofit organization Ayudando Latinos A Soñar (ALAS). Our research objective is to explore the importance of educational spaces for communities who are impacted by migration and how these spaces may allow these communities to be authentically themselves and embody fluid desire. We articulate fluid desire as a practice and state of being that encompasses complementary work from various scholars who focus on one or more components: (1) desire-centered; (2) advocacy …

¡Puedes Hacerlo! A Qualitative Case Study Exploring The Experience Of Latina Community College Students With Aspirations To Transfer, Sandra Pizano

Graduate Research Theses & Dissertations

This dissertation examined the motivation and source of support for first-generation Latina community college students who aspire to transfer to a four-year institution. The study is informed by Yosso’s Community Cultural Wealth model, to explore how participants navigate their school environment and the vertical transfer process through an asset-based lens. The study aims to dismantle the deficit narrative that is many times told about communities of color. Eight students who self-identify as first-generation community college Latinas, plan on completing an associate degree within 1-2 semesters of the interviews, and have identified a transfer four-year institution were interviewed for this study. …

Critical Aspirations: Disability, Education, And Community Cultural Wealth In A Sanctuary City, Chelsea Stinson

Dissertations - ALL

This study explores the needs and experiences of refugee parents of emergent bilingual students labeled as disabled (EB/LADs) and their networks of interpreters and community-based educators. This investigation focuses on the relationships (and disconnects) within these networks related to language, migration, culture, race, disability, and special education experiences in formal and community-based schooling contexts. The bulk of extant scholarship regarding parental experiences in special education typically centers school-based experiences rather than community- and home-based experiences, such as daily acts of nurturing and communication (e.g., Cioè-Peña, 2018). However, school-based spaces, processes, and resources are in many ways inaccessible to EB/LAD families …

Black Families Matter: Exploring The Sociocultural Impacts Of Race And Class On Parental Engagement, Keneisha Harrington

All Dissertations

Across diverse educational spaces, parental engagement is regarded as a critical factor in determining student academic achievement. However, dominant narratives of low-income African American parent (LIAAP) disengagement have been perpetuated in scholarship and practice, adding to the centuries of misuse and maltreatment Black families have experienced historically by way of educational institutions in the United States. Therefore, to counter these narratives and better understand parental engagement from the perspectives of LIAAP, in this three-article dissertation, I explored the impacts of race and social class on LIAAP engagement. Through a Critical Race Theory (CRT) lens and a phenomenological Community-Based Participatory …

Black Beyond Measure: An Antideficit Exploration Of Cultural Capital Within A National Society Of Black Engineers (Nsbe) Chapter At A Predominantly White Institution (Pwi), Rhonda Harley

Dissertations

Historically, Black students have been excluded from Predominately White institutions (PWI) longer than welcomed to attend and matriculate (Harper et al., 2009). Due to this lack of inclusion, African American students' educational experiences often center on academic disparities, inequality of opportunity, and under-preparedness in career planning within the American education system. While there has been a fair amount of research on the lack of representation of Black students in the engineering disciplines, the heavy focus on quantitative data offers little insight into the unique ways students succeed and overcome institutional and systemic barriers in pursuit of their degree. Undergraduate experiences, …

Does The Use Of Digital Storytelling Affect The Self-Efficacy And Writing Ability Of Long-Term English Learners?, Theresa Gonzales

Electronic Theses, Projects, and Dissertations

When a student enters the public system and speaks a language other than English at home, this student becomes classified as an English Learner (EL). In order to reclassify out of that designation, a student must pass an English proficiency test at the end of the school year, as well as meet the other requirements for that specific district. If a student in the school system has an EL designation for more than seven years, they become classified a Long-Term English Learner (LTEL) student with very specific academic needs. Within the United States, schools will fail to reclassify 30-50% of …

He Needs To Be In A Learning Community – Learning Community, A Place Of Respite And Brotherhood While Persisting In College, Ngozi Taffe

Journal of College Access

Black males encounter significant microaggressions and race related challenges as students in Predominantly White Institutions. These encounters negatively impact their college learning and social experiences. In the face of these challenges, college retention rate of Black males falls behind those of other racial and gender groups (Toldson, 2012). Notwithstanding, statistics point to the success and persistence of Black male students in such oppressive environments and the role of learning communities in fostering successful outcomes for students. Using the Community Cultural Wealth (Yosso, 2005) framework, this qualitative study explores the experiences of eight Black males living in a same race same …

Cultural Wealth: A Legacy To Actualize College Goals And Aspirations For Black First-Generation College Students From African Or Caribbean Immigrant Homes, Amina Gordon

Theses and Dissertations

National data reveals that college access is most challenging for traditionally underrepresented students, including minoritized, first-generation college attendees and students from low-income families (Gibbons & Borders, 2010). The purpose of this phenomenological study was to understand how Black first-generation college students (FGCS) from African or Caribbean immigrant families capitalized on Yosso’s (2005) community cultural wealth (CCW) to create and pursue college goals and aspirations. Participants were recent graduates from a suburban school district outside of the metropolitan area on the east coast and who were enrolled in their first or second year in college. The researcher answered the main research …

Climbing The Broken Ladder: A Narrative Exploration Of How Racially And Economically Minoritized Students Successfully Navigate The College Pathway, Sugeni A. Pérez-Sadler

Theses and Dissertations

Sixty six years after Brown v. Board of Education’s (1954), disparities in educational opportunity and outcomes continue to be a major civil rights issue that threatens the well-being of our society (Chetty et al,., 2018; Farmer-Hinton, 2008a). Despite the often-explored systemic barriers and oppressive forces, many do enroll in college and persist (Harper et al., 2018). This research applied the frameworks of Critical Race Theory (CRT) and Yosso’s Community Cultural Wealth Model (CCW) to explore the barriers low-income Black and Latinx students face in accessing higher education and examine what these students might have in the way of personal assets …

Community Cultural Wealth Within New Latinx Destinations: Mexican American Narratives Of College Completion In Oregon, Anthony Villarreal

CGU Theses & Dissertations

With dramatic population growth and redistribution, Latinx are becoming increasingly dispersed across the country, particularly in states that previously had very few Latinx residents. Considering this phenomenon, there is a need for educational research that does not attempt to operate under the same assumptions within regions where the Latinx presence is long-standing, but rather carefully examines educational outcomes and experiences within the new Latinx destination context. This study explores the college access experiences of 20 Mexican American students within Oregon through a Community Cultural Wealth framework (Yosso, 2005). Participants were recruited through a purposeful sampling approach, accompanied with snowball sampling, …

Con Ilusión Y Ganas: Advancing The Transfer Rates Of Latino Male Scholars, Abraham Madrigal Barajas

University of the Pacific Theses and Dissertations

California Community Colleges (CCC) are the largest post-secondary higher education systems in the nation, with an enrollment of over 2 million at a given year. They are also the most affordable and accessible for students after completing K-12 education. With California having the largest Latinx residents (39%), they overwhelmingly makeup 45% of the student population enrolled in CCC. Although Latinx students are pursuing higher education and enrolling in high numbers in CCC’s, they still fall short when it comes to student success outcomes, particularly transfer, when compared with their peers. Only 10 % of Latinx students transfer in two years, …

A Community Cultural Wealth Perspective: Black And Latino Families' Experiences In Nyc Gifted Programs, Jennifer Cosme

Theses and Dissertations

Black and Latino K-12 students are largely underrepresented and underperform on standardized assessments in gifted programs compared to their White and Asian peers. The reasons for these differences in recruitment and retention of Black and Latino K-12 students have been attributed to a culturally biased admissions process and the lack of a culturally responsive curriculum framework for students of color. Nevertheless, a small minority of Black and Latino students are successful in K-12 gifted programs. Yet, little is understood about the factors that account for their success and the degree to which families are involved in their child’s success. Using …

Engaging The Disengaged: The Zone Of Proximal Distance Between Deliberately Silenced Educators And Preferably Unheard Latino Immigrant Parents, Jose Antonio Velazquez

Open Access Theses & Dissertations

The five Latino parents in the three ethnographic case studies presented in this document were experienced with stepping into third space zones of discomfort as undocumented immigrants unwelcome to the United States. They could have chosen to remain silent and invisible. Instead, they entered third space visibility that amplified their presence and voice as immigration reform activists. They recognized and accepted the risks of amplified outspoken visibility: possible deportation and family separation. They also acknowledged the risks of silent submission and invisibility: vulnerability to exploitation and generational disempowerment. They created disruptive third space forms of civic engagement that synergistically produced …

Testimonios Of Cultural Wealth: Racial And Ethnic Identity Development For Latinx Youth In Historically White High Schools, Amanda Montez

Master's Theses

My goal for this study was to study the experiences of Latina/o/x youth as they transition from a middle school that serves Communities of Color to Historically White High Schools. I wanted to know how the change of community impacted participants’ understanding of their racial and ethnic identity. Through testimonios, the five participants question the nuances of race and ethnicity, convey the need for educators to challenge existing structures of oppression, and recognize their moral obligation to be part of the movement for racial justice. Utilizing the frameworks of Community Cultural Wealth and Critical Race Theory, I center the lived …

Para La Comunidad: Centralizing Latinx Scholars At An Emerging Hispanic-Serving Institution, Valerie Mora

M.A. in Higher Education Leadership: Action Research Projects

This study highlights Latinx student experiences, through storytelling, to identify existing services and resources aiding Latinx academic success at the University of San Diego (USD), while also exploring what additional resources are needed to aid Latinx scholars’ belonging and mattering at a Catholic, predominantly White institution (PWI). Latinx student enrollment rates at colleges and universities have increased nationwide, leading institutions to consider the Hispanic -serving Institution (HSI) federal designation to gain access to discretionary grant opportunities. For HSI designation, institutions must have at least 25% of their student population categorized as Hispanic, and 50% of Hispanic students must be Pell …

We Gon' Be Alright: A Narrative Inquiry With Black Male Doctoral Students, Lashaun D. Limbrick

UNLV Theses, Dissertations, Professional Papers, and Capstones

This dissertation study aspired to examine the stories of what internal and external supports lead Black men to pursue, and persist through, doctoral degree programs at predominately white institutions (PWIs). Arguably, advancing one’s education towards a doctoral degree, involves several years of rigorous coursework, a comprehensive examination, degree benchmarks, and a formal dissertation study, which could provide guaranteed economic and social stability. There is a disproportionately that exists among the number of Black men being awarded doctoral degrees yearly as compared to white men. This study will examine Black males’ stories of support along the doctoral trajectory.

The study utilizes …

Effect Of Transcendental Meditation On The Social Emotional Well-Being Of Bilingual Teacher Leaders, Margaret Peterson

Doctoral Dissertations

Teaching is one of the most stressful professions in the human service industry (Curry & O’Brien, 2012; Fisher, 2011; Herman et al., 2018; Martin, et al., 2012; Montgomery & Rupp, 2005; Schonert-Reichl, 2017). Stress and burnout have been shown to contribute to the attrition of teachers (Darling-Hammond, 2001; Fisher, 2011; Johnson et al., 2005; Klingbeil & Renshaw, 2018; Winchester, 2020). While there are shortages across many disciplines, the bilingual teacher shortage has been documented as the most severe (Swanson & Mason, 2017). This study utilized Community Cultural Wealth as a theoretical framework to investigate how bilingual teacher leaders experience stress …

Plantando Semillas De Liderazgo: A Phenomenological Study About Latino Parent Leadership, Sussan Ortega

Electronic Theses, Projects, and Dissertations

The purpose of this study was to explore factors that contribute to the development of Latino parental leadership. The research project was a qualitative phenomenological study with semi-structured interviews and further triangulated through archival data and a focus group interview through the theoretical framework of community cultural wealth. Themes emerged listening to parent testimonios, themes such as Identidad (Identity), Capacitarme (Equipping myself), Ganas de Aprender (Willingness to learn), and Soy el vehiculo de mi Comunidad (I am the vessel of my community). The findings conclude Latino parent leadership derives out of necessity to support their children in their educational …

Community Cultural Wealth In The Community College: A Systematic Review Of Latinx Student Engagement, Amity Butler, Erik Engstrom, Gena Lusk, Shurla Rogers-Thibou

Educational and Organizational Learning and Leadership Dissertations

This study is a systematic review of existing research literature dealing with Yosso’s (2005) community cultural wealth model and its influence on practices of student engagement for Latinx community college students in the United States. Inclusion criteria was limited to peer-reviewed studies and doctoral dissertations published between January 2014 and December 2019. A total of 21 studies were discovered, data extracted, and synthesized using methods of qualitative data collection and analysis.

Study findings included two to four practices for each of the six forms of capital in Yosso’s theoretical framework. Practices such as mentoring, goal-setting, program mapping, storytelling/testimonios, and an …

In Their Own Voices: The First-Year College Experiences Of Upward Bound Alumni At Four-Year Postsecondary Institutions, Norma Romero

LMU/LLS Theses and Dissertations

Upward Bound (UB) projects provide educational support services to high school students in order to address inequalities in college access for low-income (LI) and first-generation students (FGS). However, access alone does not eradicate systemic barriers to positive collegiate experiences and degree attainment. As a federally funded program, UB regularly collects mandated outcome data; however, little is known about the specific academic, social, and emotional supports these programs provide. Especially lacking are in-depth qualitative studies that follow students into college and focus on students’ own stories. To address this gap in research, this study used in-depth interviews to capture the stories …

Familia First! A Qualitiative Study On The Impact Of Latinx First-Generation College Students' Degree Completion On Their Family In A U.S.-Mexico Border Community, Luis Jaime Mendez

Open Access Theses & Dissertations

Completing a bachelor's degree is a major milestone. The achievement can further be heightened by those who are the first in their families to graduate. By the same token, the attainment of a degree by first-generation Latinx students, who have statistically low percentages of education as compared to other ethnic groups, is crucial.

The purpose of this qualitative study was to examine the familial impact of Latinx first-generation degree completion. The primary research question directing the study was: How does degree completion impact families of Latinx first-generation college students in a U.S.-Mexico border community? Yosso's Community Cultural Wealth (CCW) model …

Factors Influencing The Retention And Graduation Of Latino Male Students: Four-Year Hispanic-Serving Institutions, Freddie Sánchez

CGU Theses & Dissertations

This qualitative dissertation explores factors that contribute to first-generation Latino male retention and graduation at California State Universities (CSU) that are also designated as Hispanic-Serving Institutions (HSI). This study is informed by the main research question: How do Latino males use their own Community Cultural Wealth for their retention while enrolled at southern California CSUs designated as Hispanic-Serving Institutions? Utilizing Yosso (2005) Community Cultural Wealth model as the Theoretical framework guiding the research study, the study explores how participants used the various forms of capital: Aspirational, Familial, Linguistic, Navigational, Resistant and Social to successfully graduate. A phenomenological design was used …

Minority Child Care Providers' Perspectives Of Barriers To Timely Associate Degree Completion, Sonia G. Pruneda-Hernandez

Walden Dissertations and Doctoral Studies

The problem this basic qualitative study sought to address was the length of time it takes minority childcare providers (MCCPs) seeking an associate of applied science degree in early childhood (EC) education to graduate from a community college. For MCCPs to acquire a degree and meet educational requirements, they often work full time to complete the degree, which may result in loss of employment, closure of their family child care homes, demotion in positions, or decreased salaries. The purpose of this study was to explore the perspectives of MCCPs on the barriers to timely degree completion of an associate degree …

Dancing Our Way To College: A Case Study Of Community Based Folklórico Fostering Community Cultural Wealth To Influence The Post Secondary Aspirations, Pathways And Transferable Skills Of Latinas, Jenna Aguirre

Electronic Theses, Projects, and Dissertations

Within the broader context of the representation of Latinas in higher education, the purpose of this study is to investigate the post-secondary aspirations of Latinas who were involved in a community-based folklórico program. In addition, this study seeks to understand how participating in folklórico programs can influence the college and career aspirations of Latinas, if at all. Finally, this study examines the skills developed by participating in folklórico programs that are transferable to education and career goals or life in general.

The theoretical framework of this study was Yosso’s (2005) concept of community cultural wealth and included the expansion of …