Exploring an Asset-Based Approach to Aspirational Capital among Undocumented Latinx College Students

Autor/inn/en	Shelton, Leslie Jo; Thompson, Charles J.
Titel	Exploring an Asset-Based Approach to Aspirational Capital among Undocumented Latinx College Students
Quelle	In: Journal of College Student Development, 64 (2023) 1, S.48-63 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	Undocumented Immigrants; Hispanic American Students; College Students; Cultural Capital; Persistence; Academic Aspiration; Occupational Aspiration; Altruism; Coping; Barriers; Student Needs; Student Characteristics; Student Experience; Religion + Suchen Sie Ihr Suchwort? Illegaler Aufenthalt; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Collegestudent; Ausdauer; Berufsneigung; Berufsziel; Altruistic behavior; Altruismus; Bewältigung; Studienerfahrung
Abstract	To inform higher education and student affairs (HESA) professionals who work with college students outside of the classroom, we asked the research question: How do undocumented Latinx college students use aspirational capital to navigate higher education? Aspirational capital is the ability to maintain hopes and dreams for the future in the face of real and perceived barriers and is one form of community cultural wealth (CCW), which offers an assets-based understanding of how Students of Color in educational settings share knowledge accumulated within their communities (Yosso, 2005). We analyzed data from semi-structured interviews with 16 undocumented Latinx college students from four-year institutions of higher education throughout the US. Participant narratives reflected aspirational capital in their future orientation despite the extreme uncertainty they faced regarding immigration status-related challenges. Participants demonstrated a sense of purpose through perseverance, faith, and helping others, and they exhibited high educational and career aspirations focused on giving back to others. Implications provide insight for HESA educators to proactively serve undocumented students, including building knowledge communities and networks and updating graduate preparation programs. These recommendations can help HESA educators explore ways to support undocumented college students with a focus on their aspirational capital. (As Provided).
Anmerkungen	Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: https://www.press.jhu.edu/journals/list
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01