CMC Libraries: Faculty Resources: Equity Institutes

Equity Institutes

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.

From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education

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.

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.
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
Burciaga, R., & Erbstein, N. (2012). Latina/o dropouts: Generating community cultural wealth. Association of Mexican American Educators Journal, 6(1).
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.
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
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.
Ladson-Billings, G. (2008). Yes, but how do we do it?”: Practicing culturally relevant pedagogy. City kids, city schools: More reports from the front row, 162-177
This book contains an evaluation and strategy to create genuine change in urban public-school systems.
Liou, D. D., Antrop-González, R., & Cooper, R. (2009). Unveiling the promise of community cultural wealth to sustaining Latina/o students’ college-going information networks. Educational Studies, 45(6), 534-555.
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.
Luna, N. A., & Martinez Ph D, M. (2013). A qualitative study using community cultural wealth to understand the educational experiences of Latino college students
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.
Pérez II, D. (2017). In pursuit of success: Latino male college students exercising academic determination and community cultural wealth. Journal of College Student Development, 58(2), 123-140.
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.
Samuelson, C. C., & Litzler, E. (2016). Community cultural wealth: An assets‐based approach to persistence of engineering students of color. Journal of Engineering Education, 105(1), 93-117.
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.
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.
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.
Yosso, T. J., & Burciaga, R. (2016). Reclaiming our histories, recovering community cultural wealth. Center for Critical Race Studies at UCLA Research Brief, 5.
A research brief from the Center for Critical Race Studies at UCLA exploring and refining the CRT frameworks.