The Distribution of Collegiate Cultural Wealth to Black and Hispanic Students

Autor/inn/en	Foster-Irizarry, Toni; Birringer-Haig, Joan
Titel	The Distribution of Collegiate Cultural Wealth to Black and Hispanic Students
Quelle	In: Journal for Leadership and Instruction, 22 (2023) 1, S.21-25 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2475-6032
Schlagwörter	Two Year College Students; Community Colleges; Urban Schools; Cultural Capital; African American Students; Hispanic American Students; Critical Race Theory; College Faculty; Teacher Student Relationship; Student Experience; Student Motivation; Positive Reinforcement; Emotional Response; New York (New York) + Suchen Sie Ihr Suchwort? Community college; Community College; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Studienerfahrung; Schulische Motivation; Emotionales Verhalten
Abstract	The current phenomenological study explored the emotion-based perceptions of eight Black and Hispanic students' experiences in developmental education classes at two urban community colleges. The researcher utilized a theoretical framework comprised of Critical Race Theory (CRT) with a focus on emotions and Yosso's (2005) model of cultural wealth. The prevalent themes in the study demonstrated the positive impacts of faculty members: (1) individualizing interactions with students; (2) motivating students through encouragement and praise; and (3) using emotional awareness. The study also highlighted the negative effects of deficit of thinking. (As Provided).
Anmerkungen	SCOPE Education Services. 100 Lawrence Avenue, Smithtown, NY 11787. Tel: 631-360-0834; Fax: 631-360-8489; e-mail: contact@scopeonline.us; Web site: http://scopeonline.us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01