Exploring the Role of Community Cultural Wealth in Graduate School Access and Persistence for Mexican American PhDs

Autor/in	Espino, Michelle M.
Titel	Exploring the Role of Community Cultural Wealth in Graduate School Access and Persistence for Mexican American PhDs
Quelle	In: American Journal of Education, 120 (2014) 4, S.545-574 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/676911
Schlagwörter	Mexican Americans; Access to Education; Academic Persistence; Cultural Capital; Doctoral Degrees; Graduate Study; Social Capital; Socialization; Graduate Students; Hispanic American Students; Personal Narratives + Suchen Sie Ihr Suchwort? Hispanoamerikaner; Education; Access; Bildung; Zugang; Bildungszugang; Doctoral degree; Doktorgrad; Aufbaustudium; Graduiertenstudium; Hauptstudium; Sozialkapital; Socialisation; Sozialisation; Graduate Study; Student; Students; Studentin; Hispanic; Hispanic Americans; Schüler; Schülerin; Erlebniserzählung
Abstract	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. Using the framework of community cultural wealth, this study uncovered and contextualized the ways that Mexican American PhDs activated navigational capital, resistant capital, social capital, aspirational capital, and legitimated forms of cultural capital in order to access graduate school. In order to persevere in their doctoral studies, however, participants were often reminded that cultural capital was necessary for gaining access to socialization processes and support mechanisms that would lead to funding opportunities and faculty careers. This study illustrates the extent to which participants' forms of capital (including cultural capital) were valued within hegemonic and oppressive institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10