Community Cultural Wealth and Immigrant Latino Parents

Autor/inn/en	Guzmán, Bianca L.; Kouyoumdjian, Claudia; Medrano, Jasmine A.; Bernal, Ireri
Titel	Community Cultural Wealth and Immigrant Latino Parents
Quelle	In: Journal of Latinos and Education, 20 (2021) 1, S.78-92 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2018.1541801
Schlagwörter	Immigrants; Parents; Parent Attitudes; Children; Elementary School Students; Middle School Students; Hispanic Americans; Urban Areas; Low Income; Community Resources; Family Relationship; Spanish Speaking; Resistance (Psychology); Social Capital; Social Networks; Cultural Capital; Emotional Intelligence; Academic Persistence; Academic Aspiration; Parent Role; California (Los Angeles) + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Eltern; Elternverhalten; Child; Kind; Kinder; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Hispanic; Hispanoamerikaner; Urban area; Stadtregion; Niedriglohn; Resistenz; Sozialkapital; Social network; Soziales Netzwerk; Emotionale Intelligenz; Parental role; Elternrolle
Abstract	We examined the accounts of Latino immigrant parent's perceptions of the contributions they made to their children's educational persistence. A community cultural wealth model was used and our results indicated that aspirational capital was the most common form of capital reported, while parents frequently demonstrated linguistic capital for themselves and their children. Parents utilized their familial and social capital to gain educational resources for their children. Parents exhibited emotional intelligence capital, a capital previously not described in the literature. Parents used emotional intelligence capital to navigate educational challenges and stressful situations to resolve issues in a positive and productive manner. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01