{"id":179,"date":"2024-04-19T14:37:49","date_gmt":"2024-04-19T14:37:49","guid":{"rendered":"https:\/\/eccser.org\/seamypath\/?p=179"},"modified":"2024-05-02T22:43:27","modified_gmt":"2024-05-02T22:43:27","slug":"my-cultural-capital","status":"publish","type":"post","link":"https:\/\/eccser.org\/seamypath\/2024\/04\/19\/my-cultural-capital\/","title":{"rendered":"My Community Cultural Wealth"},"content":{"rendered":"\n

The following is a student activity is entitled My Community Cultural Wealth<\/em>. The activity provides students with an opportunity to share with others the community cultural wealth they bring with them to the college environment and how it helps them navigate the institution where they have matriculated.<\/p>\n\n\n\n

Cultural Wealth<\/strong>

Cultural wealth is the reservoir of personal and community resources an individual may have beyond their income or accumulated financial wealth. Many examples of cultural wealth derive from an individual\u2019s experience navigating or resisting bias and inequities, including traits such as resilience, social justice orientation, and social networks. Cultural wealth illuminates an individual\u2019s abilities and assets rather than calling attention to their supposed lack of skills. The concept of cultural wealth was first proposed in 2005 by Dr. Tara Yosso, then Associate Professor in the Department of Chicana and Chicano Studies at the University of California, Santa Barbara in the article, “Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth.” Rather than focusing on how a person\u2019s race or ethnicity might give them less of the cultural capital that a predominantly white and middle-class environment values, Yosso instead focuses on the wealth of cultural capital that is being undervalued. Identifying cultural wealth necessarily de centers dominant perspectives.

Identifying cultural wealth necessarily de-centers dominant perspectives. For example, a student may have code-switching skills or experience acting as the family translator. Identifying and beginning to work with those assets shifts traditional questions about a student\u2019s college readiness to questions about the college\u2019s readiness for the student. In this way, cultural wealth pedagogy strives to reduce equity barriers for Black, Latino, Indigenous, poverty-affected, and first-generation students by theorizing and investigating innovative educational practices. <\/em>
<\/p>everylearner – Cultural Wealth in Higher Education: Putting Assets-Based Perspectives into Practice<\/cite><\/blockquote><\/figure>\n\n\n\n

For faculty, an understanding of their student’s community cultural wealth will allow them to find avenues for giving historically minoritized students a voice and creating an equitable learning environment. <\/p>\n\n\n\n

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