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ERIC Number: EJ1454582
Record Type: Journal
Publication Date: 2025
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1534-8431
EISSN: EISSN-1532-771X
First Generation Latine Students' Use of Community Cultural Wealth in the Transition to University Education
Tess Cononelos
Journal of Latinos and Education, v24 n1 p250-263 2025
This study uses the Community Cultural Wealth (CCW) paradigm to describe the experiences of ten first-generation Latine students who transitioned from high school to a four-year Hispanic- Serving Institution. It enhances our comprehension of these learners' educational journeys by centering their descriptions of challenges faced in the transition process and how they used their CCW to address and overcome those challenges. Findings indicate that students utilized all six types of cultural capital that comprise CCW, though social capital emerged as central. Relationships with both school personnel and extended family members provided access to the skills and resources necessary to complete the transition process and increased participants' aspirational capital. Familial support in the form of encouragement to persist led to greater aspirational capital and assisted students in overcoming self-doubt. The use of linguistic capital was closely linked to resistant capital and students' desires to disrupt racist and sexist social structures affecting themselves and their communities. The importance of cultural capital in the transition to higher education indicates the need for university administrators, faculty, and staff to understand and nurture first-generation Latine learners' CCW as a step toward serving them more successfully.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A