Equity Institutes
Dr. Gina Ann Garcia
Dr. Tia Brown McNair
Whose culture has capital? A critical race theory discussion of community cultural wealth
YWCA: What's the difference between an ally and accomplice?
EAB | Barriers to Student Success
Tricia Rosado Keynote Slides - Fall 2023
Valencia, R. R. (Ed.). (1997). The evolution of deficit thinking: Educational thought and practice. The Falmer Press/Taylor & Francis.
Garcia, G. A., Núñez, A. M., & Sansone, V. A. (2019). Toward a multidimensional conceptual framework for understanding “servingness” in Hispanic-serving institutions: A synthesis of the research. Review of Educational Research, 89(5), 745-784.
Vargas, N., & Villa-Palomino, J. (2019). Racing to serve or race-ing for money? Hispanic-serving institutions and the colorblind allocation of racialized federal funding. Sociology of Race and Ethnicity, 5(3), 401-415.
Lynda Duran, Ph.D. 2024 Equity Institute
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Community Cultural Wealth Co-Constructed Praxis Guide
A presentation and guide co-created with the instructor and participants in the 2024 CMC Summer Equity Institute.
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Community Cultural Wealth Guide
A bibliography prepared by Lynda Duran, Ph.D. for the Colorado Mountain College 2024 Summer Equity Institute. Articles and resources relating to Community Cultural Wealth are included.
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Green Chile Epistemology: Evolving Praxis to Embrace Community Cultural Wealth
A slide deck describing community cultural wealth and how it can inform and disrupt deficit-based approaches to teaching and engagement.
Bibliography of Resources from the 2024 Summer Equity Institute
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This article builds upon a community cultural wealth framework (Yosso, 2005) to discuss how strategies for school persistence are articulated, cultivated and employed through individual aspirations and practices.
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This article focuses on the extent to which devalued forms of capital along with limited access to valued cultural capital facilitated the access and persistence of 33 Mexican American PhDs who earned their doctorates in a variety of disciplines at 15 universities across the United States.
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This book contains an evaluation and strategy to create genuine change in urban public-school systems.
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The authors discuss how a model of community cultural wealth, which is comprised of different forms of cultural capital, can promote school improvement and the development of teacher-student information networks. The role of critical race theory in school-based power dynamics is commented on.
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This qualitative study provides rich narratives on how Latino students used community cultural wealth, including knowledge, skills, abilities and networks, to excel in educational settings and overcome obstacles.
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Discourse about Latino male college students centers on their low enrollment, persistence, and graduation rates. Two asset-based theoretical frameworks were used to understand how 21 Latino males’ academic determination was nurtured and sustained by cultural wealth at selective institutions.
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Background Community cultural wealth, or the types of cultural capital that students of color employ, has been used to understand the persistence of students of color in engineering. The assets-based theory of community cultural wealth helps identify the cultural resources that these students develop in their families and communities and bring to engineering.
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This article conceptualizes community cultural wealth as a critical race theory (CRT) challenge to traditional interpretations of cultural capital. CRT shifts the research lens away from a deficit view of Communities of Color as places full of cultural poverty disadvantages, and instead focuses on and learns from the array of cultural knowledge, skills, abilities and contacts possessed by socially marginalized groups that often go unrecognized and unacknowledged.
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A research brief from the Center for Critical Race Studies at UCLA exploring and refining the CRT frameworks.