In this presentation, I will discuss the Community Cultural Wealth (CCW) model as an asset-based framework for understanding student experiences and the various forms of capital that they bring to educational experiences. I will illustrate the use of CCW in the context of a research study investigating the experiences of physics graduate students in bridge programs. The participants interviewed in this study self-identified as Black, African American, Hispanic, Latino, Chicano, and Xicano Rican. The participants interviewed self-identified in terms of sex/gender as female, male, man, and non binary. Participants participated in bridge programs across 4 different institutions. In this presentation, I will share the preliminary results of this study.
Resources: I've included two papers the seminal work 1) article where Yosso introduces the model of community cultural wealth and 2) study where CCW in understanding the experiences of Mexican American PhDs.
- Yosso*, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race ethnicity and education, 8(1), 69-91.
- Espino, M. M. (2014). Exploring the role of community cultural wealth in graduate school access and persistence for Mexican American PhDs. American Journal of Education, 120(4), 545-574.