Community Cultural Wealth

Page

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Version 27

resource	rdf:resource	https://scalar.usc.edu/works/first-generation-college-student-/community-cultural-wealth.27
versionnumber	ov:versionnumber	27
title	dcterms:title	Community Cultural Wealth
description	dcterms:description	Embracing & Appreciating Your Experiences
content	sioc:content	Dr. Yosso’s Cultural Wealth Model  examines six forms of cultural capital that help students of color experience college from an appreciative standpoint: aspirational, linguistic, familial, social, navigational, and resistance. This model explores the talents, strengths, and experiences that students of color bring with them to their college environment.  Aspirational Capital Is the ability to maintain hope and dreams for the future in the face of real and perceived barriers. For FGCS the aspiration of education is a space of financial mobility despite barriers of inequality.   Tip:  Center yourself. Spend some time exploring what you've always dreamt of becoming. Grab some magazines or just a blank sheet of paper to create a vision board or map out your college journey. What experiences do you want to have? Will you study abroad? How about a summer internship? Maybe become a member of an organization? How about joining student senate?  Maybe write for the school paper? Maybe start your own club? When you need help, do you know who to turn to?      Linguistic Capital Is the ability for students to develop communication skills through various experiences. For students who act as an interpreter for members of their family as well as the culture being based in storytelling, linguistic capital may enhance a student's ability for "memorization, attention to detail, dramatic pauses, comedic timing, facial affect, vocal tone, volume, rhythm and rhyme.” (p. 79) Tip: For all the times you've told the same story over again and so has your cousin, aunt, uncle, guardian or friend, yet you still want to hear it again and again. See that experience as an exchange of oral history or your ability to captivate an audience. That is a skill and don't you forget it! Harness your ability to pay attention to detail and have people hanging on your every word.  Remember those skills as you present in class, engage in extra curricular activities, or when you are advocating for your needs. Use your voice! Familial Capital Is recognizing and utilizing extended family and community members to enhance social and personal human resources that will assist you as you navigate to and through college.  Tip: Think about what makes your community yours and recreate it at your institution. Have you joined any student organizations? Is there a First Gen student group you can join? Have you connected with your roommate or floor mates? How about the Multicultural Center, Pride Center, or Women's Center? Did you participate in any pre-orientation programs?  Have you gone to your professors office hours? How about grabbing a bite to eat with someone in your class to get to know them better? Remember you are not in this alone. There are people throughout your college career who will help you in your transition. BUILD YOUR COLLECTIVE!  Social Capital Is the network of people and community resources that provide both emotional and advice on how to navigate institutions of oppression both within higher education and in the larger society   Tip:  Think back to your community at home. Who supported you through your K-12 experience? Which teachers, staff, community, and/or family members showed you that they cared? Are you still in contact with them?  Have you found those types of people on campus? Seek them out! Connect with people who will help you on your educational journey.  Navigational Capital Refers to a student's ability to navigate "social institutions", where "navigational capital empowers them to maneuver within unsupportive or hostile environments" (Yosso, 2005)   Tip: Seek out your community. Make sure it is comprised of all those who care about you and will challenge and support you on your journey. Do not be scared to question your experiences. Create change if you feel uncomfortable. Find your safe spaces on campus and speak your truth!  Resistance Capital Your resistance is passed down from generation to generation. It is the ability for marginalized populations to persist and resist in the face of oppression and opposition to become empowered. Your legacy of resistance will assist you as navigate your institution and create change in you community and campus community.    Tip: How will you share your knowledge with your community?  How will return to your community as a change agent?  Recall the moments that got you here. How will you continue the legacy and lift as you climb?
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Version 26

resource	rdf:resource	https://scalar.usc.edu/works/first-generation-college-student-/community-cultural-wealth.26
versionnumber	ov:versionnumber	26
title	dcterms:title	Community Cultural Wealth
description	dcterms:description	Embracing & Appreciating Your Experiences
content	sioc:content	Dr. Yosso’s Cultural Wealth Model  examines six forms of cultural capital that help students of color experience college from an appreciative standpoint: aspirational, linguistic, familial, social, navigational, and resistance. This model explores the talents, strengths, and experiences that students of color bring with them to their college environment.  Aspirational Capital Is the ability to maintain hope and dreams for the future in the face of real and perceived barriers. For FGCS the aspiration of education is a space of financial mobility despite barriers of inequality.   Tip:  Center yourself. Spend some time exploring what you've always dreamt of becoming. Grab some magazines or just a blank sheet of paper to create a vision board or map out your college journey. What experiences do you want to have? Will you study abroad? How about a summer internship? Maybe become a member of an organization? How about joining student senate?  Maybe write for the school paper? Maybe start your own club? When you need help, do you know who to turn to?      Linguistic Capital Is the ability for students to develop communication skills through various experiences. For students who act as an interpreter for members of their family as well as the culture being based in storytelling, linguistic capital may enhance a student's ability for "memorization, attention to detail, dramatic pauses, comedic timing, facial affect, vocal tone, volume, rhythm and rhyme.” (p. 79) Tip: For all the times you've told the same story over again and so has your cousin, aunt, uncle, guardian or friend, yet you still want to hear it again and again. See that experience as an exchange of oral history or your ability to captivate an audience. That is a skill and don't you forget it! Harness your ability to pay attention to detail and have people hanging on your every word.  Remember those skills as you present in class, engage in extra curricular activities, or when you are advocating for your needs. Use your voice! Familial Capital Is recognizing and utilizing extended family and community members to enhance social and personal human resources that will assist you as you navigate to and through college.  Tip: Think about what makes your community yours and recreate it at your institution. Have you joined any student organizations? Connected with you roommate or floor mates?  Is there a First Gen student group you can join? Connected with the Multicultural Center, Pride Center, Women Center? Did you participate in any pre-orientation programs?  Have you gone to your professors office hours?  How about grabbing a bite to eat with someone in your class to get to know them better. Remember you are not in this alone, there are people throughout your college who will help you in your transition.  BUILD YOUR COLLECTIVE!  Social Capital Is the network of people and community resources that provide both emotional and advice on how to navigate institutions of oppression both within higher education and in the larger society   Tip:  Think back to your community at home. Who supported you through your K-12 experience? Which teachers, staff, community, and/or family members showed you that they cared? Are you still in contact with them?  Have you found those types of people on campus? Seek them out! Connect with people who will help you on your educational journey.  Navigational Capital Refers to a student's ability to navigate "social institutions", where "navigational capital empowers them to maneuver within unsupportive or hostile environments" (Yosso, 2005)   Tip: Seek out your community. Make sure it is comprised of all those who care about you and will challenge and support you on your journey. Do not be scared to question your experiences. Create change if you feel uncomfortable. Find your safe spaces on campus and speak your truth!  Resistance Capital Your resistance is passed down from generation to generation. It is the ability for marginalized populations to persist and resist in the face of oppression and opposition to become empowered. Your legacy of resistance will assist you as navigate your institution and create change in you community and campus community.    Tip: How will you share your knowledge with your community?  How will return to your community as a change agent?  Recall the moments that got you here. How will you continue the legacy and lift as you climb?
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Version 25

resource	rdf:resource	https://scalar.usc.edu/works/first-generation-college-student-/community-cultural-wealth.25
versionnumber	ov:versionnumber	25
title	dcterms:title	Community Cultural Wealth
description	dcterms:description	Embracing & Appreciating Your Experiences
content	sioc:content	Dr. Yosso’s Cultural Wealth Model  examines six forms of cultural capital that student of color experience college from an appreciative standpoint: aspirational, linguistic, familial, social, navigational, and resistance. This model explores the talents, strengths and experiences that students of color bring with them to their college environment.  Aspirational capital Is the ability to maintain hope and dreams for the future in the face of real and perceived barriers. For FGCS the aspiration of education a space of financial mobility despite barriers of inequality.   Tip:  Center yourself, spend sometime exploring what you've always dreamt of becoming, grab some magazines or just a blank sheet of paper to create a vision board or map out your college journey. What experience do you want to have... Will you study abroad? How about a summer internship? Maybe become a member of an organization? How about joining student senate?  Maybe write fo rthe school paper? Maybe start your own club? When you need help do you know who to turn to?      Linguistic capital Is the ability for students to develop communication skills through various experiences. For students who act as an interrupter for members of their family, as well as the cultural being based in storytelling may enhances students ability to "memorization, attention to detail, dramatic pauses, comedic timing, facial affect, vocal tone, volume, rhythm and rhyme.” (p. 79) Tip: For all the times you've told the same story  over again and so has your cousin, aunt, uncle, guardian or friend yet you still want to hear it again and again. See that experience the exchange of oral history, your ability to captivate an audience. That is a skill and  don't you forget it! Harness your ability to pay attention to detail, have people hanging on your every word.  Remember those skills as you present in class, or engage in extra curricular activities and when you are advocating for your needs. Use your voice! Familial capital Recognizing and utilizing extended family and community to enhance social and personal human resources to assist in their navigation to and through college.  Tip: Think about what makes your community yours and recreate it at your institution. Have you joined any student organizations? Connected with you roommate or floor mates?  Is there a First Gen student group you can join? Connected with the Multicultural Center, Pride Center, Women Center? Did you participate in any pre-orientation programs?  Have you gone to your professors office hours?  How about grabbing a bite to eat with someone in your class to get to know them better. Remember you are not in this alone, there are people throughout your college who will help you in your transition.  BUILD YOUR COLLECTIVE!  Social capital Is the network of people and community resources that provide both emotional and advice on how to navigate institutions of oppression both within higher education and in the larger society   Tip:  Think back to your community at home, who supported through your K-12 experience, which teachers, staff, community  and family members showed you that they cared? Are you still in contact with them?  Have you found those people on campus? seek them out! connect with people who will help you on your journey .  Navigational capital Refers to students ability to navigate "social institutions"  which can "navigational capital empowers them to maneuver within unsupportive or hostile environments" ( Yosso, 2005)   Tip: Seek out your community, make sure it is comprised of all those who care, challenge and support you on your journey. Do not be scared to question your experience, create change if you feel uncomfortable find your safe spaces on campus and speak your truth!  Resistance capital Your resistance is passed down from generation to generation, the ability for marginalized populations to  persist and resist in the face of oppression and opposition is empowering. Your legacy of resistance will assist you as navigate your institution and create change in you community and campus community.    Tip: How will you share your knowledge with your community?  How will return to your community as a change agent?  Recall the moments that got you here, how will you continue the legacy and lift as you climb?
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Version 24

resource	rdf:resource	https://scalar.usc.edu/works/first-generation-college-student-/community-cultural-wealth.24
versionnumber	ov:versionnumber	24
title	dcterms:title	Community Cultural Wealth
description	dcterms:description	Embracing & Appreciating Your Experiences
content	sioc:content	Dr. Yosso’s Cultural Wealth Model  examines six forms of cultural capital that student of color experience college from an appreciative standpoint: aspirational, linguistic, familial, social, navigational, and resistance. This model explores the talents, strengths and experiences that students of color bring with them to their college environment.  Aspirational capital Is the ability to maintain hope and dreams for the future in the face of real and perceived barriers. For FGCS the aspiration of education a space of financial mobility despite barriers of inequality.   Tip:  Center yourself, spend sometime exploring what you've always dreamt of becoming, grab some magazines or just a blank sheet of paper to create a vision board or map out your college journey. What experience do you want to have... Will you study abroad? How about a summer internship? Maybe become a member of an organization? How about joining student senate?  Maybe write fo rthe school paper? Maybe start your own club? When you need help do you know who to turn to?      Linguistic capital Is the ability for students to develop communication skills through various experiences. For students who act as an interrupter for members of their family, as well as the cultural being based in storytelling may enhances students ability to "memorization, attention to detail, dramatic pauses, comedic timing, facial affect, vocal tone, volume, rhythm and rhyme.” (p. 79) Tip: For all the times you've told the same story  over again and so has your cousin, aunt, uncle, guardian or friend yet you still want to hear it again and again. See that experience the exchange of oral history, your ability to captivate an audience. That is a skill and  don't you forget it! Harness your ability to pay attention to detail, have people hanging on your every word.  Remember those skills as you present in class, or engage in extra curricular activities and when you are advocating for your needs. Use your voice! Familial capital Recognizing and utilizing extended family and community to enhance social and personal human resources to assist in their navigation to and through college.  Tip: Think about what makes your community yours and recreate it at your institution. Have you joined any student organizations? Connected with you roommate or floor mates?  Is there a First Gen student group you can join? Connected with the Multicultural Center, Pride Center, Women Center? Did you participate in any pre-orientation programs?  Have you gone to your professors office hours?  How about grabbing a bite to eat with someone in your class to get to know them better. Remember you are not in this alone, there are people throughout your college who will help you in your transition.  BUILD YOUR COLLECTIVE!  Social capital Is the network of people and community resources that provide both emotional and advice on how to navigate institutions of oppression both within higher education and in the larger society   Tip:  Think back to your community at home, who supported through your K-12 experience, which teachers, staff, community  and family members showed you that they cared? Are you still in contact with them?  Have you found those people on campus? seek them out! connect with people who will help you on your journey .  Navigational capital Refers to students ability to navigate "social institutions"  which can "navigational capital empowers them to maneuver within unsupportive or hostile environments" ( Yosso, 2005)   Tip: Seek out your community, make sure it is comprised of all those who care, challenge and support you on your journey. Do not be scared to question your experience, create change if you feel uncomfortable find your safe spaces on campus and speak your truth!  Resistance capital Your resistance is passed down from generation to generation, the ability for marginalized populations to  persist and resist in the face of oppression and opposition is empowering. Your legacy of resistance will assist you as navigate your institution and create change in you community and campus community.    Tip: How will you share your knowledge with your community?  How will return to your community as a change agent?  Recall the moments that got you here, how will you continue the legacy and lift as you climb?
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Version 23

resource	rdf:resource	https://scalar.usc.edu/works/first-generation-college-student-/community-cultural-wealth.23
versionnumber	ov:versionnumber	23
title	dcterms:title	Community Cultural Wealth
description	dcterms:description	Embracing & Appreciating Your Experiences
content	sioc:content	Dr. Yosso’s Cultural Wealth Model  examines six forms of cultural capital that student of color experience college from an appreciative standpoint: aspirational, linguistic, familial, social, navigational, and resistance. This model explores the talents, strengths and experiences that students of color bring with them to their college environment.  Aspirational capital Is the ability to maintain hope and dreams for the future in the face of real and perceived barriers. For FGCS the aspiration of education a space of financial mobility despite barriers of inequality.   Tip:  Center yourself, spend sometime exploring what you've always dreamt of becoming, grab some magazines or just a blank sheet of paper to create a vision board or map out your college journey. What experience do you want to have... Will you study abroad? How about a summer internship? Maybe become a member of an organization? How about joining student senate?  Maybe write fo rthe school paper? Maybe start your own club? When you need help do you know who to turn to?      Linguistic capital Is the ability for students to develop communication skills through various experiences. For students who act as an interrupter for members of their family, as well as the cultural being based in storytelling may enhances students ability to "memorization, attention to detail, dramatic pauses, comedic timing, facial affect, vocal tone, volume, rhythm and rhyme.” (p. 79) Tip: For all the times you've told the same story  over again and so has your cousin, aunt, uncle, guardian or friend yet you still want to hear it again and again. See that experience the exchange of oral history, your ability to captivate an audience. That is a skill and  don't you forget it! Harness your ability to pay attention to detail, have people hanging on your every word.  Remember those skills as you present in class, or engage in extra curricular activities and when you are advocating for your needs. Use your voice! Familial capital Recognizing and utilizing extended family and community to enhance social and personal human resources to assist in their navigation to and through college.  Tip: Think about what makes your community yours and recreate it at your institution. Have you joined any student organizations? Connected with you roommate or floor mates?  Is there a First Gen student group you can join? Connected with the Multicultural Center, Pride Center, Women Center? Did you participate in any pre-orientation programs?  Have you gone to your professors office hours?  How about grabbing a bite to eat with someone in your class to get to know them better. Remember you are not in this alone, there are people throughout your college who will help you in your transition.  BUILD YOUR COLLECTIVE!  Social capital Is the network of people and community resources that provide both emotional and advice on how to navigate institutions of oppression both within higher education and in the larger society   Tip:  Think back to your community at home, who supported through your K-12 experience, which teachers, staff, community  and family members showed you that they cared? Are you still in contact with them?  Have you found those people on campus? seek them out! connect with people who will help you on your journey .  Navigational capital Refers to students ability to navigate "social institutions"  which can "navigational capital empowers them to maneuver within unsupportive or hostile environments" ( Yosso, 2005)   Tip: Seek out your community, make sure it is comprised of all those who care, challenge and support you on your journey. Do not be scared to question your experience, create change if you feel uncomfortable find your safe spaces on campus and speak your truth!  Resistance capital Your resistance is passed down from generation to generation, the ability for marginalized populations to  persist and resist in the face of oppression and opposition is empowering. Your legacy of resistance will assist you as navigate your institution and create change in you community and campus community.    Tip: How will you share your knowledge with your community?  How will return to your community as a change agent?  Recall the moments that got you here, how will you continue the legacy and lift as you climb?
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Version 22

resource	rdf:resource	https://scalar.usc.edu/works/first-generation-college-student-/community-cultural-wealth.22
versionnumber	ov:versionnumber	22
title	dcterms:title	Community Cultural Wealth
description	dcterms:description	Embracing & Appreciating Your Experiences
content	sioc:content	Dr. Yosso’s Cultural Wealth Model  examines six forms of cultural capital that student of color experience college from an appreciative standpoint: aspirational, linguistic, familial, social, navigational, and resistance. This model explores the talents, strengths and experiences that students of color bring with them to their college environment.  Aspirational capital Is the ability to maintain hope and dreams for the future in the face of real and perceived barriers. For FGCS the aspiration of education a space of financial mobility despite barriers of inequality.   Tip:  Center yourself, spend sometime exploring what you've always dreamt of becoming, grab some magazines or just a blank sheet of paper to create a vision board or map out your college journey. What experience do you want to have... Will you study abroad? How about a summer internship? Maybe become a member of an organization? How about joining student senate?  Maybe write fo rthe school paper? Maybe start your own club? When you need help do you know who to turn to?      Linguistic capital Is the ability for students to develop communication skills through various experiences. For students who act as an interrupter for members of their family, as well as the cultural being based in storytelling may enhances students ability to "memorization, attention to detail, dramatic pauses, comedic timing, facial affect, vocal tone, volume, rhythm and rhyme.” (p. 79) Tip: For all the times you've told the same story  over again and so has your cousin, aunt, uncle, guardian or friend yet you still want to hear it again and again. See that experience the exchange of oral history, your ability to captivate an audience. That is a skill and  don't you forget it! Harness your ability to pay attention to detail, have people hanging on your every word.  Remember those skills as you present in class, or engage in extra curricular activities and when you are advocating for your needs. Use your voice! Familial capital Recognizing and utilizing extended family and community to enhance social and personal human resources to assist in their navigation to and through college.  Tip: Think about what makes your community yours and recreate it at your institution. Have you joined any student organizations? Connected with you roommate or floor mates?  Is there a First Gen student group you can join? Connected with the Multicultural Center, Pride Center, Women Center? Did you participate in any pre-orientation programs?  Have you gone to your professors office hours?  How about grabbing a bite to eat with someone in your class to get to know them better. Remember you are not in this alone, there are people throughout your college who will help you in your transition.  BUILD YOUR COLLECTIVE!  Social capital Is the network of people and community resources that provide both emotional and advice on how to navigate institutions of oppression both within higher education and in the larger society   Tip:  Think back to your community at home, who supported through your K-12 experience, which teachers, staff, community  and family members showed you that they cared? Are you still in contact with them?  Have you found those people on campus? seek them out! connect with people who will help you on your journey .  Navigational capital Refers to students ability to navigate "social institutions"  which can "navigational capital empowers them to maneuver within unsupportive or hostile environments" ( Yosso, 2005)   Tip: Seek out your community, make sure it is comprised of all those who care, challenge and support you on your journey. Do not be scared to question your experience, create change if you feel uncomfortable find your safe spaces on campus and speak your truth!  Resistance capital Your resistance is passed down from generation to generation, the ability for marginalized populations to  persist and resist in the face of oppression and opposition is empowering. Your legacy of resistance will assist you as navigate your institution and create change in you community and campus community.    Tip: How will you share your knowledge with your community?  How will return to your community as a change agent?  Recall the moments that got you here, how will you continue the legacy and lift as you climb?
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created	dcterms:created	2015-11-24T01:38:16-08:00
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Version 21

resource	rdf:resource	https://scalar.usc.edu/works/first-generation-college-student-/community-cultural-wealth.21
versionnumber	ov:versionnumber	21
title	dcterms:title	Community Cultural Wealth
description	dcterms:description	Embracing Educational Trailblazers
content	sioc:content	Dr. Yosso’s Cultural Wealth Model  examines six forms of cultural capital that student of color experience college from an appreciative standpoint: aspirational, linguistic, familial, social, navigational, and resistance. This model explores the talents, strengths and experiences that students of color bring with them to their college environment.  Aspirational capital Is the ability to maintain hope and dreams for the future in the face of real and perceived barriers. For FGCS the aspiration of education a space of financial mobility despite barriers of inequality.   Tip:  Center yourself, spend sometime exploring what you've always dreamt of becoming, grab some magazines or just a blank sheet of paper to create a vision board or map out your college journey. What experience do you want to have... Will you study abroad? How about a summer internship? Maybe become a member of an organization? How about joining student senate?  Maybe write fo rthe school paper? Maybe start your own club? When you need help do you know who to turn to?      Linguistic capital Is the ability for students to develop communication skills through various experiences. For students who act as an interrupter for members of their family, as well as the cultural being based in storytelling may enhances students ability to "memorization, attention to detail, dramatic pauses, comedic timing, facial affect, vocal tone, volume, rhythm and rhyme.” (p. 79) Tip: For all the times you've told the same story  over again and so has your cousin, aunt, uncle, guardian or friend yet you still want to hear it again and again. See that experience the exchange of oral history, your ability to captivate an audience. That is a skill and  don't you forget it! Harness your ability to pay attention to detail, have people hanging on your every word.  Remember those skills as you present in class, or engage in extra curricular activities and when you are advocating for your needs. Use your voice! Familial capital Recognizing and utilizing extended family and community to enhance social and personal human resources to assist in their navigation to and through college.  Tip: Think about what makes your community yours and recreate it at your institution. Have you joined any student organizations? Connected with you roommate or floor mates?  Is there a First Gen student group you can join? Connected with the Multicultural Center, Pride Center, Women Center? Did you participate in any pre-orientation programs?  Have you gone to your professors office hours?  How about grabbing a bite to eat with someone in your class to get to know them better. Remember you are not in this alone, there are people throughout your college who will help you in your transition.  BUILD YOUR COLLECTIVE!  Social capital Is the network of people and community resources that provide both emotional and advice on how to navigate institutions of oppression both within higher education and in the larger society   Tip:  Think back to your community at home, who supported through your K-12 experience, which teachers, staff, community  and family members showed you that they cared? Are you still in contact with them?  Have you found those people on campus? seek them out! connect with people who will help you on your journey .  Navigational capital Refers to students ability to navigate "social institutions"  which can "navigational capital empowers them to maneuver within unsupportive or hostile environments" ( Yosso, 2005)   Tip: Seek out your community, make sure it is comprised of all those who care, challenge and support you on your journey. Do not be scared to question your experience, create change if you feel uncomfortable find your safe spaces on campus and speak your truth!  Resistance capital Your resistance is passed down from generation to generation, the ability for marginalized populations to  persist and resist in the face of oppression and opposition is empowering. Your legacy of resistance will assist you as navigate your institution and create change in you community and campus community.    Tip: How will you share your knowledge with your community?  How will return to your community as a change agent?  Recall the moments that got you here, how will you continue the legacy and lift as you climb?
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created	dcterms:created	2015-11-24T01:37:36-08:00
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Version 20

resource	rdf:resource	https://scalar.usc.edu/works/first-generation-college-student-/community-cultural-wealth.20
versionnumber	ov:versionnumber	20
title	dcterms:title	Community Cultural Wealth
description	dcterms:description	Embracing Educational Trailblazers
content	sioc:content	Dr. Yosso’s Cultural Wealth Model  examines six forms of cultural capital that student of color experience college from an appreciative standpoint: aspirational, linguistic, familial, social, navigational, and resistance. This model explores the talents, strengths and experiences that students of color bring with them to their college environment.  Aspirational capital Is the ability to maintain hope and dreams for the future in the face of real and perceived barriers. For FGCS the aspiration of education a space of financial mobility despite barriers of inequality.   Tip:  Center yourself, spend sometime exploring what you've always dreamt of becoming, grab some magazines or just a blank sheet of paper to create a vision board or map out your college journey. What experience do you want to have... Will you study abroad? How about a summer internship? Maybe become a member of an organization? How about joining student senate?  Maybe write fo rthe school paper? Maybe start your own club? When you need help do you know who to turn to?      Linguistic capital Is the ability for students to develop communication skills through various experiences. For students who act as an interrupter for members of their family, as well as the cultural being based in storytelling may enhances students ability to "memorization, attention to detail, dramatic pauses, comedic timing, facial affect, vocal tone, volume, rhythm and rhyme.” (p. 79) Tip: For all the times you've told the same story  over again and so has your cousin, aunt, uncle, guardian or friend yet you still want to hear it again and again. See that experience the exchange of oral history, your ability to captivate an audience. That is a skill and  don't you forget it! Harness your ability to pay attention to detail, have people hanging on your every word.  Remember those skills as you present in class, or engage in extra curricular activities and when you are advocating for your needs. Use your voice! Familial capital Recognizing and utilizing extended family and community to enhance social and personal human resources to assist in their navigation to and through college.  Tip: Think about what makes your community yours and recreate it at your institution. Have you joined any student organizations? Connected with you roommate or floor mates?  Is there a First Gen student group you can join? Connected with the Multicultural Center, Pride Center, Women Center? Did you participate in any pre-orientation programs?  Have you gone to your professors office hours?  How about grabbing a bite to eat with someone in your class to get to know them better. Remember you are not in this alone, there are people throughout your college who will help you in your transition.  BUILD YOUR COLLECTIVE!  Social capital Is the network of people and community resources that provide both emotional and advice on how to navigate institutions of oppression both within higher education and in the larger society   Tip:  Think back to your community at home, who supported through your K-12 experience, which teachers, staff, community  and family members showed you that they cared? Are you still in contact with them?  Have you found those people on campus? seek them out! connect with people who will help you on your journey .  Navigational capital Refers to students ability to navigate "social institutions"  which can "navigational capital empowers them to maneuver within unsupportive or hostile environments" ( Yosso, 2005)   Tip: Seek out your community, make sure it is comprised of all those who care, challenge and support you on your journey. Do not be scared to question your experience, create change if you feel uncomfortable find your safe spaces on campus and speak your truth!  Resistance capital Your resistance is passed down from generation to generation, the ability for marginalized populations to  persist and resist in the face of oppression and opposition is empowering. Your legacy of resistance will assist you as navigate your institution and create change in you community and campus community.    Tip: How will you share your knowledge with your community?  How will return to your community as a change agent?  Recall the moments that got you here, how will you continue the legacy and lift as you climb?
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Version 19

resource	rdf:resource	https://scalar.usc.edu/works/first-generation-college-student-/community-cultural-wealth.19
versionnumber	ov:versionnumber	19
title	dcterms:title	Community Cultural Wealth
description	dcterms:description	Embracing Educational Trailblazers
content	sioc:content	Dr. Yosso’s Cultural Wealth Model  examines six forms of cultural capital that student of color experience college from an appreciative standpoint: aspirational, linguistic, familial, social, navigational, and resistance. This model explores the talents, strengths and experiences that students of color bring with them to their college environment.  Aspirational capital Is the ability to maintain hope and dreams for the future in the face of real and perceived barriers. For FGCS the aspiration of education a space of financial mobility despite barriers of inequality.   Tip:  Center yourself, spend sometime exploring what you've always dreamt of becoming, grab some magazines or just a blank sheet of paper to create a vision board or map out your college journey. What experience do you want to have... Will you study abroad? How about a summer internship? Maybe become a member of an organization? How about joining student senate?  Maybe write fo rthe school paper? Maybe start your own club? When you need help do you know who to turn to?      Linguistic capital Is the ability for students to develop communication skills through various experiences. For students who act as an interrupter for members of their family, as well as the cultural being based in storytelling may enhances students ability to "memorization, attention to detail, dramatic pauses, comedic timing, facial affect, vocal tone, volume, rhythm and rhyme.” (p. 79) Tip: For all the times you've told the same story  over again and so has your cousin, aunt, uncle, guardian or friend yet you still want to hear it again and again. See that experience the exchange of oral history, your ability to captivate an audience. That is a skill and  don't you forget it! Harness your ability to pay attention to detail, have people hanging on your every word.  Remember those skills as you present in class, or engage in extra curricular activities and when you are advocating for your needs. Use your voice! Familial capital Recognizing and utilizing extended family and community to enhance social and personal human resources to assist in their navigation to and through college.  Tip: Think about what makes your community yours and recreate it at your institution. Have you joined any student organizations? Connected with you roommate or floor mates?  Is there a First Gen student group you can join? Connected with the Multicultural Center, Pride Center, Women Center? Did you participate in any pre-orientation programs?  Have you gone to your professors office hours?  How about grabbing a bite to eat with someone in your class to get to know them better. Remember you are not in this alone, there are people throughout your college who will help you in your transition.  BUILD YOUR COLLECTIVE!  Social capital Is the network of people and community resources that provide both emotional and advice on how to navigate institutions of oppression both within higher education and in the larger society   Tip:  Think back to your community at home, who supported through your K-12 experience, which teachers, staff, community  and family members showed you that they cared? Are you still in contact with them?  Have you found those people on campus? seek them out! connect with people who will help you on your journey .  Navigational capital Refers to students ability to navigate "social institutions"  which can "navigational capital empowers them to maneuver within unsupportive or hostile environments" ( Yosso, 2005)   Tip: Seek out your community, make sure it is comprised of all those who care, challenge and support you on your journey. Do not be scared to question your experience, create change if you feel uncomfortable find your safe spaces on campus and speak your truth!  Resistance capital Your resistance is passed down from generation to generation, the ability for marginalized populations to  persist and resist in the face of oppression and opposition is empowering. Your legacy of resistance will assist you as navigate your institution and create change in you community and campus community.    Tip: How will you share your knowledge with your community?  How will return to your community as a change agent?  Recall the moments that got you here, how will you continue the legacy and lift as you climb?
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Version 18

resource	rdf:resource	https://scalar.usc.edu/works/first-generation-college-student-/community-cultural-wealth.18
versionnumber	ov:versionnumber	18
title	dcterms:title	Community Cultural Wealth
description	dcterms:description	Embracing Educational Trailblazers
content	sioc:content	Dr. Yosso’s Cultural Wealth Model  examines six forms of cultural capital that student of color experience college from an appreciative standpoint: aspirational, linguistic, familial, social, navigational, and resistance. This model explores the talents, strengths and experiences that students of color bring with them to their college environment.  Aspirational capital Is the ability to maintain hope and dreams for the future in the face of real and perceived barriers. For FGCS the aspiration of education a space of financial mobility despite barriers of inequality.   Tip:  Center yourself, spend sometime exploring what you've always dreamt of becoming, grab some magazines or just a blank sheet of paper to create a vision board or map out your college journey. What experience do you want to have... Will you study abroad? How about a summer internship? Maybe become a member of an organization? How about joining student senate?  Maybe write fo rthe school paper? Maybe start your own club? When you need help do you know who to turn to?      Linguistic capital Is the ability for students to develop communication skills through various experiences. For students who act as an interrupter for members of their family, as well as the cultural being based in storytelling may enhances students ability to "memorization, attention to detail, dramatic pauses, comedic timing, facial affect, vocal tone, volume, rhythm and rhyme.” (p. 79) Tip: For all the times you've told the same story  over again and so has your cousin, aunt, uncle, guardian or friend yet you still want to hear it again and again. See that experience the exchange of oral history, your ability to captivate an audience. That is a skill and  don't you forget it! Harness your ability to pay attention to detail, have people hanging on your every word.  Remember those skills as you present in class, or engage in extra curricular activities and when you are advocating for your needs. Use your voice! Familial capital Recognizing and utilizing extended family and community to enhance social and personal human resources to assist in their navigation to and through college.  Tip: Think about what makes your community yours and recreate it at your institution. Have you joined any student organizations? Connected with you roommate or floor mates?  Is there a First Gen student group you can join? Connected with the Multicultural Center, Pride Center, Women Center? Did you participate in any pre-orientation programs?  Have you gone to your professors office hours?  How about grabbing a bite to eat with someone in your class to get to know them better. Remember you are not in this alone, there are people throughout your college who will help you in your transition.  BUILD YOUR COLLECTIVE!  Social capital Is the network of people and community resources that provide both emotional and advice on how to navigate institutions of oppression both within higher education and in the larger society   Tip:  Think back to your community at home, who supported through your K-12 experience, which teachers, staff, community  and family members showed you that they cared? Are you still in contact with them?  Have you found those people on campus? seek them out! connect with people who will help you on your journey .  Navigational capital Refers to students ability to navigate "social institutions"  which can "navigational capital empowers them to maneuver within unsupportive or hostile environments" ( Yosso, 2005)   Tip: Seek out your community, make sure it is comprised of all those who care, challenge and support you on your journey. Do not be scared to question your experience, create change if you feel uncomfortable find your safe spaces on campus and speak your truth!  Resistance capital Your resistance is passed down from generation to generation, the ability for marginalized populations to  persist and resist in the face of oppression and opposition is empowering. Your legacy of resistance will assist you as navigate your institution and create change in you community and campus community.    Tip: How will you share your knowledge with your community?  How will return to your community as a change agent?  Recall the moments that got you here, how will you continue the legacy and lift as you climb? References Yosso, T.J. (2005). Whose culture has capital? Race, Ethnicity and Education, 8(1), pp. 69–91
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Version 17

resource	rdf:resource	https://scalar.usc.edu/works/first-generation-college-student-/community-cultural-wealth.17
versionnumber	ov:versionnumber	17
title	dcterms:title	Community Cultural Wealth
description	dcterms:description	Embracing Educational Trailblazers
content	sioc:content	Dr. Yosso’s Cultural Wealth Model  examines six forms of cultural capital that student of color experience college from an appreciative standpoint: aspirational, linguistic, familial, social, navigational, and resistance. This model explores the talents, strengths and experiences that students of color bring with them to their college environment.  Aspirational capital Is the ability to maintain hope and dreams for the future in the face of real and perceived barriers. For FGCS the aspiration of education a space of financial mobility despite barriers of inequality.   Tip:  Center yourself, spend sometime exploring what you've always dreamt of becoming, grab some magazines or just a blank sheet of paper to create a vision board or map out your college journey. What experience do you want to have... Will you study abroad? How about a summer internship? Maybe become a member of an organization? How about joining student senate?  Maybe write fo rthe school paper? Maybe start your own club? When you need help do you know who to turn to?      Linguistic capital Is the ability for students to develop communication skills through various experiences. For students who act as an interrupter for members of their family, as well as the cultural being based in storytelling may enhances students ability to "memorization, attention to detail, dramatic pauses, comedic timing, facial affect, vocal tone, volume, rhythm and rhyme.” (p. 79) Tip: For all the times you've told the same story  over again and so has your cousin, aunt, uncle, guardian or friend yet you still want to hear it again and again. See that experience the exchange of oral history, your ability to captivate an audience. That is a skill and  don't you forget it! Harness your ability to pay attention to detail, have people hanging on your every word.  Remember those skills as you present in class, or engage in extra curricular activities and when you are advocating for your needs. Use your voice! Familial capital Recognizing and utilizing extended family and community to enhance social and personal human resources to assist in their navigation to and through college.  Tip: Think about what makes your community yours and recreate it at your institution. Have you joined any student organizations? Connected with you roommate or floor mates?  Is there a First Gen student group you can join? Connected with the Multicultural Center, Pride Center, Women Center? Did you participate in any pre-orientation programs?  Have you gone to your professors office hours?  How about grabbing a bite to eat with someone in your class to get to know them better. Remember you are not in this alone, there are people throughout your college who will help you in your transition.  BUILD YOUR COLLECTIVE!  Social capital Is the network of people and community resources that provide both emotional and advice on how to navigate institutions of oppression both within higher education and in the larger society   Tip:  Think back to your community at home, who supported through your K-12 experience, which teachers, staff, community  and family members showed you that they cared? Are you still in contact with them?  Have you found those people on campus? seek them out! connect with people who will help you on your journey .  Navigational capital Refers to students ability to navigate "social institutions"  which can "navigational capital empowers them to maneuver within unsupportive or hostile environments" ( Yosso, 2005)   Tip: Seek out your community, make sure it is comprised of all those who care, challenge and support you on your journey. Do not be scared to question your experience, create change if you feel uncomfortable find your safe spaces on campus and speak your truth!  Resistance capital Your resistance is passed down from generation to generation, the ability for marginalized populations to  persist and resist in the face of oppression and opposition is empowering. Your legacy of resistance will assist you as navigate your institution and create change in you community and campus community.    Tip: How will you share your knowledge with your community?  How will return to your community as a change agent?  Recall the moments that got you here, how will you continue the legacy and lift as you climb? References Yosso, T.J. (2005). Whose culture has capital? Race, Ethnicity and Education, 8(1), pp. 69–91
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Version 16

resource	rdf:resource	https://scalar.usc.edu/works/first-generation-college-student-/community-cultural-wealth.16
versionnumber	ov:versionnumber	16
title	dcterms:title	Community Cultural Wealth
description	dcterms:description	Embracing Educational Trailblazers
content	sioc:content	Dr. Yosso’s Cultural Wealth Model  examines six forms of cultural capital that student of color experience college from an appreciative standpoint: aspirational, linguistic, familial, social, navigational, and resistance. This model explores the talents, strengths and experiences that students of color bring with them to their college environment.  Aspirational capital Is the ability to maintain hope and dreams for the future in the face of real and perceived barriers. For FGCS the aspiration of education a space of financial mobility despite barriers of inequality.   Tip:  Center yourself, spend sometime exploring what you've always dreamt of becoming, grab some magazines or just a blank sheet of paper to create a vision board or map out your college journey. What experience do you want to have... Will you study abroad? How about a summer internship? Maybe become a member of an organization? How about joining student senate?  Maybe write fo rthe school paper? Maybe start your own club? When you need help do you know who to turn to?      Linguistic capital Is the ability for students to develop communication skills through various experiences. For students who act as an interrupter for members of their family, as well as the cultural being based in storytelling may enhances students ability to "memorization, attention to detail, dramatic pauses, comedic timing, facial affect, vocal tone, volume, rhythm and rhyme.” (p. 79) Tip: For all the times you've told the same story  over again and so has your cousin, aunt, uncle, guardian or friend yet you still want to hear it again and again. See that experience the exchange of oral history, your ability to captivate an audience. That is a skill and  don't you forget it! Harness your ability to pay attention to detail, have people hanging on your every word.  Remember those skills as you present in class, or engage in extra curricular activities and when you are advocating for your needs. Use your voice! Familial capital Recognizing and utilizing extended family and community to enhance social and personal human resources to assist in their navigation to and through college.  Tip: Think about what makes your community yours and recreate it at your institution. Have you joined any student organizations? Connected with you roommate or floor mates?  Is there a First Gen student group you can join? Connected with the Multicultural Center, Pride Center, Women Center? Did you participate in any pre-orientation programs?  Have you gone to your professors office hours?  How about grabbing a bite to eat with someone in your class to get to know them better. Remember you are not in this alone, there are people throughout your college who will help you in your transition.  BUILD YOUR COLLECTIVE!  Social capital Is the network of people and community resources that provide both emotional and advice on how to navigate institutions of oppression both within higher education and in the larger society   Tip:  Think back to your community at home, who supported through your K-12 experience, which teachers, staff, community  and family members showed you that they cared? Are you still in contact with them?  Have you found those people on campus? seek them out! connect with people who will help you on your journey .  Navigational capital Refers to students ability to navigate "social institutions"  which can "navigational capital empowers them to maneuver within unsupportive or hostile environments" ( Yosso, 2005)   Tip: Seek out your community, make sure it is comprised of all those who care, challenge and support you on your journey. Do not be scared to question your experience, create change if you feel uncomfortable find your safe spaces on campus and speak your truth!  Resistance capital Your resistance is passed down from generation to generation, the ability for marginalized populations to  persist and resist in the face of oppression and opposition is empowering. Your legacy of resistance will assist you as navigate your institution and create change in you community and campus community.    Tip: How will you share your knowledge with your community?  How will return to your community as a change agent?  Recall the moments that got you here, how will you continue the legacy and lift as you climb? References Yosso, T.J. (2005). Whose culture has capital? Race, Ethnicity and Education, 8(1), pp. 69–91
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Version 15

resource	rdf:resource	https://scalar.usc.edu/works/first-generation-college-student-/community-cultural-wealth.15
versionnumber	ov:versionnumber	15
title	dcterms:title	Community Cultural Wealth
description	dcterms:description	Embracing Educational Trailblazers
content	sioc:content	Dr. Yosso’s Cultural Wealth Model  examines six forms of cultural capital that student of color experience college from an appreciative standpoint: aspirational, linguistic, familial, social, navigational, and resistance. This model explores the talents, strengths and experiences that students of color bring with them to their college environment.  Aspirational capital Is the ability to maintain hope and dreams for the future in the face of real and perceived barriers. For FGCS the aspiration of education a space of financial mobility despite barriers of inequality.   Tip:  Center yourself, spend sometime exploring what you've always dreamt of becoming, grab some magazines or just a blank sheet of paper to create a vision board or map out your college journey. What experience do you want to have... Will you study abroad? How about a summer internship? Maybe become a member of an organization? How about joining student senate?  Maybe write fo rthe school paper? Maybe start your own club? When you need help do you know who to turn to?      Linguistic capital Is the ability for students to develop communication skills through various experiences. For students who act as an interrupter for members of their family, as well as the cultural being based in storytelling may enhances students ability to "memorization, attention to detail, dramatic pauses, comedic timing, facial affect, vocal tone, volume, rhythm and rhyme.” (p. 79) Tip: For all the times you've told the same story  over again and so has your cousin, aunt, uncle, guardian or friend yet you still want to hear it again and again. See that experience the exchange of oral history, your ability to captivate an audience. That is a skill and  don't you forget it! Harness your ability to pay attention to detail, have people hanging on your every word.  Remember those skills as you present in class, or engage in extra curricular activities and when you are advocating for your needs. Use your voice! Familial capital Recognizing and utilizing extended family and community to enhance social and personal human resources to assist in their navigation to and through college.  Tip: Think about what makes your community yours and recreate it at your institution. Have you joined any student organizations? Connected with you roommate or floor mates?  Is there a First Gen student group you can join? Connected with the Multicultural Center, Pride Center, Women Center? Did you participate in any pre-orientation programs?  Have you gone to your professors office hours?  How about grabbing a bite to eat with someone in your class to get to know them better. Remember you are not in this alone, there are people throughout your college who will help you in your transition.  BUILD YOUR COLLECTIVE!  Social capital Is the network of people and community resources that provide both emotional and advice on how to navigate institutions of oppression both within higher education and in the larger society   Tip:  Think back to your community at home, who supported through your K-12 experience, which teachers, staff, community  and family members showed you that they cared? Are you still in contact with them?  Have you found those people on campus? seek them out! connect with people who will help you on your journey .  Navigational capital Refers to students ability to navigate "social institutions"  which can "navigational capital empowers them to maneuver within unsupportive or hostile environments" ( Yosso, 2005)   Tip: Seek out your community, make sure it is comprised of all those who care, challenge and support you on your journey. Do not be scared to question your experience, create change if you feel uncomfortable find your safe spaces on campus and speak your truth!  Resistance capital Your resistance is passed down from generation to generation, the ability for marginalized populations to  persist and resist in the face of oppression and opposition is empowering. Your legacy of resistance will assist you as navigate your institution and create change in you community and campus community.   the sources of this form of capital come from parents, community members and an historical legacy of engaging in social justice. This historical legacy of resistance leaves students of color particularly well-positioned to leverage their higher education training to enter society prepared to solve challenging problems regarding equitable health, educational and other social outcomes. Questions to consider are: · How do we support students who are committed to engaging in and serving their home communities (however they define these)? · What opportunities do we provide students in and outside of the classroom to prepare them for participation in a diverse democracy? Tip: References Yosso, T.J. (2005). Whose culture has capital? Race, Ethnicity and Education, 8(1), pp. 69–91
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Version 14

resource	rdf:resource	https://scalar.usc.edu/works/first-generation-college-student-/community-cultural-wealth.14
versionnumber	ov:versionnumber	14
title	dcterms:title	Community Cultural Wealth
description	dcterms:description	Embracing Educational Trailblazers
content	sioc:content	Dr. Yosso’s Cultural Wealth Model  examines six forms of cultural capital that student of color experience college from an appreciative standpoint: aspirational, linguistic, familial, social, navigational, and resistance. This model explores the talents, strengths and experiences that students of color bring with them to their college environment.  Aspirational capital Is the ability to maintain hope and dreams for the future in the face of real and perceived barriers. For FGCS the aspiration of education a space of financial mobility despite barriers of inequality.   Tip:  Center yourself, spend sometime exploring what you've always dreamt of becoming, grab some magazines or just a blank sheet of paper to create a vision board or map out your college journey. What experience do you want to have... Will you study abroad? How about a summer internship? Maybe become a member of an organization? How about joining student senate?  Maybe write fo rthe school paper? Maybe start your own club? When you need help do you know who to turn to?      Linguistic capital Is the ability for students to develop communication skills through various experiences. For students who act as an interrupter for members of their family, as well as the cultural being based in storytelling may enhances students ability to "memorization, attention to detail, dramatic pauses, comedic timing, facial affect, vocal tone, volume, rhythm and rhyme.” (p. 79) Tip: For all the times you've told the same story  over again and so has your cousin, aunt, uncle, guardian or friend yet you still want to hear it again and again. See that experience the exchange of oral history, your ability to captivate an audience. That is a skill and  don't you forget it! Harness your ability to pay attention to detail, have people hanging on your every word.  Remember those skills as you present in class, or engage in extra curricular activities and when you are advocating for your needs. Use your voice! Familial capital Recognizing and utilizing extended family and community to enhance social and personal human resources to assist in their navigation to and through college.  Tip: Think about what makes your community yours and recreate it at your institution. Have you joined any student organizations? Connected with you roommate or floor mates?  Is there a First Gen student group you can join? Connected with the Multicultural Center, Pride Center, Women Center? Did you participate in any pre-orientation programs?  Have you gone to your professors office hours?  How about grabbing a bite to eat with someone in your class to get to know them better. Remember you are not in this alone, there are people throughout your college who will help you in your transition.   Social capital Is the network of people and community resources that provide both emotional and advice on how to navigate institutions of oppression both within higher education and in the larger society   Tip:  Think back to your community at home, who supported through your K-12 experience, which teachers, staff, community  and family members showed you that they cared? Are you still in contact with them?  Have you found those people on campus? seek them out! connect with people who will help you on your journey .  Navigational capital Refers to students ability to navigate "social institutions"  which can "navigational capital empowers them to maneuver within unsupportive or hostile environments" ( Yosso, 2005)   Tip: Seek out your community, make sure it is comprised of all those who care, challenge and support you on your journey. Do not be scared to question your experience, create change if you feel uncomfortable find your safe spaces on campus and speak your truth!  Resistance capital has its foundations in the experiences of communities of color in securing equal rights and collective freedom. According to Yosso, the sources of this form of capital come from parents, community members and an historical legacy of engaging in social justice. This historical legacy of resistance leaves students of color particularly well-positioned to leverage their higher education training to enter society prepared to solve challenging problems regarding equitable health, educational and other social outcomes. Questions to consider are: · How do we support students who are committed to engaging in and serving their home communities (however they define these)? · What opportunities do we provide students in and outside of the classroom to prepare them for participation in a diverse democracy? References Yosso, T.J. (2005). Whose culture has capital? Race, Ethnicity and Education, 8(1), pp. 69–91
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Version 13

resource	rdf:resource	https://scalar.usc.edu/works/first-generation-college-student-/community-cultural-wealth.13
versionnumber	ov:versionnumber	13
title	dcterms:title	Community Cultural Wealth
description	dcterms:description	Embracing Educational Trailblazers
content	sioc:content	Dr. Yosso’s Cultural Wealth Model  examines six forms of cultural capital that student of color experience college from an appreciative standpoint: aspirational, linguistic, familial, social, navigational, and resistance. This model explores the talents, strengths and experiences that students of color bring with them to their college environment.  Aspirational capital Is the ability to maintain hope and dreams for the future in the face of real and perceived barriers. For FGCS the aspiration of education a space of financial mobility despite barriers of inequality.   Tip:  Center yourself, spend sometime exploring what you've always dreamt of becoming, grab some magazines or just a blank sheet of paper to create a vision board or map out your college journey. What experience do you want to have... Will you study abroad? How about a summer internship? Maybe become a member of an organization? How about joining student senate?  Maybe write fo rthe school paper? Maybe start your own club? When you need help do you know who to turn to?      Linguistic capital Is the ability for students to develop communication skills through various experiences. For students who act as an interrupter for members of their family, as well as the cultural being based in storytelling may enhances students ability to "memorization, attention to detail, dramatic pauses, comedic timing, facial affect, vocal tone, volume, rhythm and rhyme.” (p. 79) Tip: For all the times you've told the same story  over again and so has your cousin, aunt, uncle, guardian or friend yet you still want to hear it again and again. See that experience the exchange of oral history, your ability to captivate an audience. That is a skill and  don't you forget it! Harness your ability to pay attention to detail, have people hanging on your every word.  Remember those skills as you present in class, or engage in extra curricular activities and when you are advocating for your needs. Use your voice! Familial capital Recognizing and utilizing extended family and community to enhance social and personal human resources to assist in their navigation to and through college.  Tip: Think about what makes your community yours and recreate it at your institution. Have you joined any student organizations? Connected with you roommate or floor mates?  Is there a First Gen student group you can join? Connected with the Multicultural Center, Pride Center, Women Center? Did you participate in any pre-orientation programs?  Have you gone to your professors office hours?  How about grabbing a bite to eat with someone in your class to get to know them better. Remember you are not in this alone, there are people throughout your college who will help you in your transition.   Social capital Is the network of people and community resources that provide both emotional and advice on how to navigate institutions of oppression both within higher education and in the larger society   Tip:  Think back to your community at home , who supported through that experience Navigational capital refers to students’ skills and abilities to navigate “social institutions,” including educational spaces. Yosso further explains that students’ navigational capital empowers them to maneuver within unsupportive or hostile environments. Questions to consider are: · How do we help students navigate our institutions? Interactions with teachers/faculty? Interactions with student-support staff? Their peers? · How willing are we to acknowledge that our institutions, both their structures and cultures, have a history of, and may still in many ways be unsupportive and/or hostile to our students and their communities? Resistance capital has its foundations in the experiences of communities of color in securing equal rights and collective freedom. According to Yosso, the sources of this form of capital come from parents, community members and an historical legacy of engaging in social justice. This historical legacy of resistance leaves students of color particularly well-positioned to leverage their higher education training to enter society prepared to solve challenging problems regarding equitable health, educational and other social outcomes. Questions to consider are: · How do we support students who are committed to engaging in and serving their home communities (however they define these)? · What opportunities do we provide students in and outside of the classroom to prepare them for participation in a diverse democracy? References Yosso, T.J. (2005). Whose culture has capital? Race, Ethnicity and Education, 8(1), pp. 69–91
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Version 12

resource	rdf:resource	https://scalar.usc.edu/works/first-generation-college-student-/community-cultural-wealth.12
versionnumber	ov:versionnumber	12
title	dcterms:title	Community Cultural Wealth
description	dcterms:description	Embracing Educational Trailblazers
content	sioc:content	Dr. Yosso’s Cultural Wealth Model  examines six forms of cultural capital that student of color experience college from an appreciative standpoint: aspirational, linguistic, familial, social, navigational, and resistance. This model explores the talents, strengths and experiences that students of color bring with them to their college environment.  Aspirational capital Is the ability to maintain hope and dreams for the future in the face of real and perceived barriers. For FGCS the aspiration of education a space of financial mobility despite barriers of inequality.   Tip:  Center yourself, spend sometime exploring what you've always dreamt of becoming, grab some magazines or just a blank sheet of paper to create a vision board or map out your college journey. What experience do you want to have... Will you study abroad? How about a summer internship? Maybe become a member of an organization? How about joining student senate?  Maybe write fo rthe school paper? Maybe start your own club? When you need help do you know who to turn to?      Linguistic capital Is the ability for students to develop communication skills through various experiences. For students who act as an interrupter for members of their family, as well as the cultural being based in storytelling may enhances students ability to "memorization, attention to detail, dramatic pauses, comedic timing, facial affect, vocal tone, volume, rhythm and rhyme.” (p. 79) Tip: For all the times you've told the same story  over again and so has your cousin, aunt, uncle, guardian or friend yet you still want to hear it again and again. See that experience the exchange of oral history, your ability to captivate an audience. That is a skill and  don't you forget it! Harness your ability to pay attention to detail, have people hanging on your every word.  Remember those skills as you present in class, or engage in extra curricular activities and when you are advocating for your needs. Use your voice! Familial capital Recognizing and utilizing extended family and community to enhance social and personal human resources to assist in their navigation to and through college.  Tip: Think about what makes your community yours and recreate it at your institution. Have you joined any student organizations? Connected with you roommate or floor mates?  Connected with the Multicultural Center, Pride Center, Women Center? Did you participate in any pre-orientation programs?  Have you gone to your professors office hours? How about grabbing a bite to eat with someone in your class to get to know them better. Remember  you are not in this alone, there are people throughout your college who will help you in your transition.   social and personal human resources students have in their precollege environment, drawn from their extended familial and community networks. Yosso explains that students’ pre-college experiences within a communal environment come with knowledge that campuses can help students leverage in to positive experiences in college. Consider: · How do we recognize and help students draw on wisdom, values and stories from their home communities? 2 · How do we create environments that honor and invite families to participate? Social capital is a form of capital that Yosso defines as students’ “peers and other social contacts” and emphasizes how students utilize these contacts to gain access to college and navigate other social institutions. Questions to consider: · How do we help students stay connected to the communities and individuals instrumental in their previous educational success? · How do we engage with likely individuals and community-based organizations about admissions and selection processes and the types of supports successful students need? Navigational capital refers to students’ skills and abilities to navigate “social institutions,” including educational spaces. Yosso further explains that students’ navigational capital empowers them to maneuver within unsupportive or hostile environments. Questions to consider are: · How do we help students navigate our institutions? Interactions with teachers/faculty? Interactions with student-support staff? Their peers? · How willing are we to acknowledge that our institutions, both their structures and cultures, have a history of, and may still in many ways be unsupportive and/or hostile to our students and their communities? Resistance capital has its foundations in the experiences of communities of color in securing equal rights and collective freedom. According to Yosso, the sources of this form of capital come from parents, community members and an historical legacy of engaging in social justice. This historical legacy of resistance leaves students of color particularly well-positioned to leverage their higher education training to enter society prepared to solve challenging problems regarding equitable health, educational and other social outcomes. Questions to consider are: · How do we support students who are committed to engaging in and serving their home communities (however they define these)? · What opportunities do we provide students in and outside of the classroom to prepare them for participation in a diverse democracy? References Yosso, T.J. (2005). Whose culture has capital? Race, Ethnicity and Education, 8(1), pp. 69–91
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Version 11

resource	rdf:resource	https://scalar.usc.edu/works/first-generation-college-student-/community-cultural-wealth.11
versionnumber	ov:versionnumber	11
title	dcterms:title	Community Cultural Wealth
description	dcterms:description	Embracing Educational Trailblazers
content	sioc:content	Dr. Yosso’s Cultural Wealth Model  examines six forms of cultural capital that student of color experience college from an appreciative standpoint: aspirational, linguistic, familial, social, navigational, and resistance. Yosso model explores the talents, strengths and experiences that students of color bring with them to their college environment.  Aspirational capital Is the ability to maintain hope and dreams for the future in the face of real and perceived barriers. For FGCS the aspiration of education a space of financial mobility despite barriers of inequality.   Tip: Linguistic capital Is the ability for students to develop communication skills through various experiences. For students who act as an interrupter for members of their family, as well as the cultural being based in storytelling may enhances students ability to "memorization, attention to detail, dramatic pauses, comedic timing, facial affect, vocal tone, volume, rhythm and rhyme.” (p. 79) Tip: Familial capital Recognizing and utilizing extended family and community to enhance social and personal human resources to assist in their navigation to and through college.  Tip: Think about what makes your community yours and recreate it at your institution. Have you joined any student organizations? Connected with you roommate or floor mates?  Connected with the Multicultural Center, Pride Center, Women Center? Did you participate in any pre-orientation programs?  Have you gone to your professors office hours? How about grabbing a bite to eat with someone in your class to get to know them better. Remember  you are not in this alone, there are people throughout your college who will help you in your transition.   social and personal human resources students have in their precollege environment, drawn from their extended familial and community networks. Yosso explains that students’ pre-college experiences within a communal environment come with knowledge that campuses can help students leverage in to positive experiences in college. Consider: · How do we recognize and help students draw on wisdom, values and stories from their home communities? 2 · How do we create environments that honor and invite families to participate? Social capital is a form of capital that Yosso defines as students’ “peers and other social contacts” and emphasizes how students utilize these contacts to gain access to college and navigate other social institutions. Questions to consider: · How do we help students stay connected to the communities and individuals instrumental in their previous educational success? · How do we engage with likely individuals and community-based organizations about admissions and selection processes and the types of supports successful students need? Navigational capital refers to students’ skills and abilities to navigate “social institutions,” including educational spaces. Yosso further explains that students’ navigational capital empowers them to maneuver within unsupportive or hostile environments. Questions to consider are: · How do we help students navigate our institutions? Interactions with teachers/faculty? Interactions with student-support staff? Their peers? · How willing are we to acknowledge that our institutions, both their structures and cultures, have a history of, and may still in many ways be unsupportive and/or hostile to our students and their communities? Resistance capital has its foundations in the experiences of communities of color in securing equal rights and collective freedom. According to Yosso, the sources of this form of capital come from parents, community members and an historical legacy of engaging in social justice. This historical legacy of resistance leaves students of color particularly well-positioned to leverage their higher education training to enter society prepared to solve challenging problems regarding equitable health, educational and other social outcomes. Questions to consider are: · How do we support students who are committed to engaging in and serving their home communities (however they define these)? · What opportunities do we provide students in and outside of the classroom to prepare them for participation in a diverse democracy? References Yosso, T.J. (2005). Whose culture has capital? Race, Ethnicity and Education, 8(1), pp. 69–91
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created	dcterms:created	2015-11-23T23:43:42-08:00
type	rdf:type	http://scalar.usc.edu/2012/01/scalar-ns#Version

Version 10

resource	rdf:resource	https://scalar.usc.edu/works/first-generation-college-student-/community-cultural-wealth.10
versionnumber	ov:versionnumber	10
title	dcterms:title	Community Cultural Wealth
description	dcterms:description	Embracing Educational Trailblazers
content	sioc:content	Dr. Yosso’s Cultural Wealth Model  examines six forms of cultural capital that student of color experience college from an appreciative standpoint: aspirational, linguistic, familial, social, navigational, and resistance. Yosso model explores the talents, strengths and experiences that students of color bring with them to their college environment.  Aspirational capital Is the ability to maintain hope and dreams for the future in the face of real and perceived barriers. For FGCS the aspiration of education a space of financial mobility despite barriers of inequality.   Linguistic capital Is the ability for students to develop communication skills through various experiences. For students who act as an interrupter for members of their family, as well as the cultural being based in storytelling may enhances students ability to "memorization, attention to detail, dramatic pauses, comedic timing, facial affect, vocal tone, volume, rhythm and rhyme.” (p. 79) Familial capital refers to the social and personal human resources students have in their precollege environment, drawn from their extended familial and community networks. Yosso explains that students’ pre-college experiences within a communal environment come with knowledge that campuses can help students leverage in to positive experiences in college. Consider: · How do we recognize and help students draw on wisdom, values and stories from their home communities? 2 · How do we create environments that honor and invite families to participate? Social capital is a form of capital that Yosso defines as students’ “peers and other social contacts” and emphasizes how students utilize these contacts to gain access to college and navigate other social institutions. Questions to consider: · How do we help students stay connected to the communities and individuals instrumental in their previous educational success? · How do we engage with likely individuals and community-based organizations about admissions and selection processes and the types of supports successful students need? Navigational capital refers to students’ skills and abilities to navigate “social institutions,” including educational spaces. Yosso further explains that students’ navigational capital empowers them to maneuver within unsupportive or hostile environments. Questions to consider are: · How do we help students navigate our institutions? Interactions with teachers/faculty? Interactions with student-support staff? Their peers? · How willing are we to acknowledge that our institutions, both their structures and cultures, have a history of, and may still in many ways be unsupportive and/or hostile to our students and their communities? Resistance capital has its foundations in the experiences of communities of color in securing equal rights and collective freedom. According to Yosso, the sources of this form of capital come from parents, community members and an historical legacy of engaging in social justice. This historical legacy of resistance leaves students of color particularly well-positioned to leverage their higher education training to enter society prepared to solve challenging problems regarding equitable health, educational and other social outcomes. Questions to consider are: · How do we support students who are committed to engaging in and serving their home communities (however they define these)? · What opportunities do we provide students in and outside of the classroom to prepare them for participation in a diverse democracy? References Yosso, T.J. (2005). Whose culture has capital? Race, Ethnicity and Education, 8(1), pp. 69–91
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Version 9

resource	rdf:resource	https://scalar.usc.edu/works/first-generation-college-student-/community-cultural-wealth.9
versionnumber	ov:versionnumber	9
title	dcterms:title	Community Cultural Wealth
description	dcterms:description	Embracing Educational Trailblazers
content	sioc:content	Dr. Yosso’s Cultural Wealth Model  examines six forms of cultural capital that student of color experience college from an appreciative standpoint: aspirational, linguistic, familial, social, navigational, and resistance. Yosso model explores the talents, strengths and experiences that students of color bring with them to their college environment.  Aspirational capital Is the ability to maintain hope and dreams for the future in the face of real and perceived barriers. For FGCS the aspiration of education a space of financial mobility despite barriers of inequality.   Linguistic capital Is the ability for students to develop communication skills through various experiences. For students who act as an interrupter for members of their family, as well as the cultural being based in storytelling may enhances students ability to "memorization, attention to detail, dramatic pauses, comedic timing, facial affect, vocal tone, volume, rhythm and rhyme.” (p. 79) Familial capital refers to the social and personal human resources students have in their precollege environment, drawn from their extended familial and community networks. Yosso explains that students’ pre-college experiences within a communal environment come with knowledge that campuses can help students leverage in to positive experiences in college. Consider: · How do we recognize and help students draw on wisdom, values and stories from their home communities? 2 · How do we create environments that honor and invite families to participate? Social capital is a form of capital that Yosso defines as students’ “peers and other social contacts” and emphasizes how students utilize these contacts to gain access to college and navigate other social institutions. Questions to consider: · How do we help students stay connected to the communities and individuals instrumental in their previous educational success? · How do we engage with likely individuals and community-based organizations about admissions and selection processes and the types of supports successful students need? Navigational capital refers to students’ skills and abilities to navigate “social institutions,” including educational spaces. Yosso further explains that students’ navigational capital empowers them to maneuver within unsupportive or hostile environments. Questions to consider are: · How do we help students navigate our institutions? Interactions with teachers/faculty? Interactions with student-support staff? Their peers? · How willing are we to acknowledge that our institutions, both their structures and cultures, have a history of, and may still in many ways be unsupportive and/or hostile to our students and their communities? Resistance capital has its foundations in the experiences of communities of color in securing equal rights and collective freedom. According to Yosso, the sources of this form of capital come from parents, community members and an historical legacy of engaging in social justice. This historical legacy of resistance leaves students of color particularly well-positioned to leverage their higher education training to enter society prepared to solve challenging problems regarding equitable health, educational and other social outcomes. Questions to consider are: · How do we support students who are committed to engaging in and serving their home communities (however they define these)? · What opportunities do we provide students in and outside of the classroom to prepare them for participation in a diverse democracy? References Yosso, T.J. (2005). Whose culture has capital? Race, Ethnicity and Education, 8(1), pp. 69–91
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Version 8

resource	rdf:resource	https://scalar.usc.edu/works/first-generation-college-student-/community-cultural-wealth.8
versionnumber	ov:versionnumber	8
title	dcterms:title	Community Cultural Wealth
description	dcterms:description	Embracing Educational Trailblazers
content	sioc:content	Dr. Yosso’s Cultural Wealth Model  examines six forms of cultural capital that student of color experience college from an appreciative standpoint: aspirational, linguistic, familial, social, navigational, and resistance. Yosso model explores the talents, strengths and experiences that students of color bring with them to their college environment.  Aspirational capital “hopes and dreams” students have. She explains that African American and Latina/o students and their families continue to have high educational aspirations despite persistent education inequities. Questions to consider: · How are we supporting the maintenance and growth of students’ aspirations? · What assumptions do we have about our students’ aspirations? Linguistic capital refers to the various language and communication skills students bring with them to their college environment. Yosso further defines this form of capital by discussing the role of storytelling, particularly for students of color. She argues that because storytelling is a part of students’ lives before them arrive on college campuses, they bring with them “skills [that] may include memorization, attention to detail, dramatic pauses, comedic timing, facial affect, vocal tone, volume, rhythm and rhyme.” (p. 79). These are all skills that instructors and students affairs staff can use as a solid foundation for academic success. Questions to consider: · How are we supporting the language and communication strengths of our students? · To what degree do courses utilize inclusive pedagogical practices? Familial capital refers to the social and personal human resources students have in their precollege environment, drawn from their extended familial and community networks. Yosso explains that students’ pre-college experiences within a communal environment come with knowledge that campuses can help students leverage in to positive experiences in college. Consider: · How do we recognize and help students draw on wisdom, values and stories from their home communities? 2 · How do we create environments that honor and invite families to participate? Social capital is a form of capital that Yosso defines as students’ “peers and other social contacts” and emphasizes how students utilize these contacts to gain access to college and navigate other social institutions. Questions to consider: · How do we help students stay connected to the communities and individuals instrumental in their previous educational success? · How do we engage with likely individuals and community-based organizations about admissions and selection processes and the types of supports successful students need? Navigational capital refers to students’ skills and abilities to navigate “social institutions,” including educational spaces. Yosso further explains that students’ navigational capital empowers them to maneuver within unsupportive or hostile environments. Questions to consider are: · How do we help students navigate our institutions? Interactions with teachers/faculty? Interactions with student-support staff? Their peers? · How willing are we to acknowledge that our institutions, both their structures and cultures, have a history of, and may still in many ways be unsupportive and/or hostile to our students and their communities? Resistance capital has its foundations in the experiences of communities of color in securing equal rights and collective freedom. According to Yosso, the sources of this form of capital come from parents, community members and an historical legacy of engaging in social justice. This historical legacy of resistance leaves students of color particularly well-positioned to leverage their higher education training to enter society prepared to solve challenging problems regarding equitable health, educational and other social outcomes. Questions to consider are: · How do we support students who are committed to engaging in and serving their home communities (however they define these)? · What opportunities do we provide students in and outside of the classroom to prepare them for participation in a diverse democracy? References Yosso, T.J. (2005). Whose culture has capital? Race, Ethnicity and Education, 8(1), pp. 69–91
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Version 7

resource	rdf:resource	https://scalar.usc.edu/works/first-generation-college-student-/community-cultural-wealth.7
versionnumber	ov:versionnumber	7
title	dcterms:title	Community Cultural Wealth
description	dcterms:description	Embracing Educational Trailblazers
content	sioc:content	Dr. Yosso’s Cultural Wealth Model  examines six forms of cultural capital that student of color experience college from an appreciative standpoint: aspirational, linguistic, familial, social, navigational, and resistance. Yosso model explores the talents, strengths and experiences that students of color bring with them to their college environment.  Aspirational capital “hopes and dreams” students have. She explains that African American and Latina/o students and their families continue to have high educational aspirations despite persistent education inequities. Questions to consider: · How are we supporting the maintenance and growth of students’ aspirations? · What assumptions do we have about our students’ aspirations? Linguistic capital refers to the various language and communication skills students bring with them to their college environment. Yosso further defines this form of capital by discussing the role of storytelling, particularly for students of color. She argues that because storytelling is a part of students’ lives before them arrive on college campuses, they bring with them “skills [that] may include memorization, attention to detail, dramatic pauses, comedic timing, facial affect, vocal tone, volume, rhythm and rhyme.” (p. 79). These are all skills that instructors and students affairs staff can use as a solid foundation for academic success. Questions to consider: · How are we supporting the language and communication strengths of our students? · To what degree do courses utilize inclusive pedagogical practices? Familial capital refers to the social and personal human resources students have in their precollege environment, drawn from their extended familial and community networks. Yosso explains that students’ pre-college experiences within a communal environment come with knowledge that campuses can help students leverage in to positive experiences in college. Consider: · How do we recognize and help students draw on wisdom, values and stories from their home communities? 2 · How do we create environments that honor and invite families to participate? Social capital is a form of capital that Yosso defines as students’ “peers and other social contacts” and emphasizes how students utilize these contacts to gain access to college and navigate other social institutions. Questions to consider: · How do we help students stay connected to the communities and individuals instrumental in their previous educational success? · How do we engage with likely individuals and community-based organizations about admissions and selection processes and the types of supports successful students need? Navigational capital refers to students’ skills and abilities to navigate “social institutions,” including educational spaces. Yosso further explains that students’ navigational capital empowers them to maneuver within unsupportive or hostile environments. Questions to consider are: · How do we help students navigate our institutions? Interactions with teachers/faculty? Interactions with student-support staff? Their peers? · How willing are we to acknowledge that our institutions, both their structures and cultures, have a history of, and may still in many ways be unsupportive and/or hostile to our students and their communities? Resistance capital has its foundations in the experiences of communities of color in securing equal rights and collective freedom. According to Yosso, the sources of this form of capital come from parents, community members and an historical legacy of engaging in social justice. This historical legacy of resistance leaves students of color particularly well-positioned to leverage their higher education training to enter society prepared to solve challenging problems regarding equitable health, educational and other social outcomes. Questions to consider are: · How do we support students who are committed to engaging in and serving their home communities (however they define these)? · What opportunities do we provide students in and outside of the classroom to prepare them for participation in a diverse democracy? References Yosso, T.J. (2005). Whose culture has capital? Race, Ethnicity and Education, 8(1), pp. 69–91
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created	dcterms:created	2015-11-23T22:53:50-08:00
type	rdf:type	http://scalar.usc.edu/2012/01/scalar-ns#Version

Version 6

resource	rdf:resource	https://scalar.usc.edu/works/first-generation-college-student-/community-cultural-wealth.6
versionnumber	ov:versionnumber	6
title	dcterms:title	Community Cultural Wealth
description	dcterms:description	Embracing Educational Trailblazers
content	sioc:content	Dr. Yosso’s six-part Cultural Wealth Model includes six types of capital that educational leaders may use to frame their interactions with students. This may be particularly useful to educators committed to increasing the number of students who remain in the p-20 academic pipeline. The six forms of cultural capital are: aspirational, linguistic, familial, social, navigational, and resistance. Yosso argues that all forms of capital can be used to empower individuals. Yosso designed this model to capture the talents, strengths and experiences that students of color bring with them to their college environment. The Yosso Cultural Wealth Model represents a framework to understand how students of color access and experience college from a strengthsbased perspective. Below we summarize Yosso’s definition of each form of capital and pose questions to consider in determining how a program, school, college, or other institution can promote each specific type of capital. Aspirational capital is defined by Yosso as the “hopes and dreams” students have. She explains that African American and Latina/o students and their families continue to have high educational aspirations despite persistent education inequities. Questions to consider: · How are we supporting the maintenance and growth of students’ aspirations? · What assumptions do we have about our students’ aspirations? Linguistic capital refers to the various language and communication skills students bring with them to their college environment. Yosso further defines this form of capital by discussing the role of storytelling, particularly for students of color. She argues that because storytelling is a part of students’ lives before them arrive on college campuses, they bring with them “skills [that] may include memorization, attention to detail, dramatic pauses, comedic timing, facial affect, vocal tone, volume, rhythm and rhyme.” (p. 79). These are all skills that instructors and students affairs staff can use as a solid foundation for academic success. Questions to consider: · How are we supporting the language and communication strengths of our students? · To what degree do courses utilize inclusive pedagogical practices? Familial capital refers to the social and personal human resources students have in their precollege environment, drawn from their extended familial and community networks. Yosso explains that students’ pre-college experiences within a communal environment come with knowledge that campuses can help students leverage in to positive experiences in college. Consider: · How do we recognize and help students draw on wisdom, values and stories from their home communities? 2 · How do we create environments that honor and invite families to participate? Social capital is a form of capital that Yosso defines as students’ “peers and other social contacts” and emphasizes how students utilize these contacts to gain access to college and navigate other social institutions. Questions to consider: · How do we help students stay connected to the communities and individuals instrumental in their previous educational success? · How do we engage with likely individuals and community-based organizations about admissions and selection processes and the types of supports successful students need? Navigational capital refers to students’ skills and abilities to navigate “social institutions,” including educational spaces. Yosso further explains that students’ navigational capital empowers them to maneuver within unsupportive or hostile environments. Questions to consider are: · How do we help students navigate our institutions? Interactions with teachers/faculty? Interactions with student-support staff? Their peers? · How willing are we to acknowledge that our institutions, both their structures and cultures, have a history of, and may still in many ways be unsupportive and/or hostile to our students and their communities? Resistance capital has its foundations in the experiences of communities of color in securing equal rights and collective freedom. According to Yosso, the sources of this form of capital come from parents, community members and an historical legacy of engaging in social justice. This historical legacy of resistance leaves students of color particularly well-positioned to leverage their higher education training to enter society prepared to solve challenging problems regarding equitable health, educational and other social outcomes. Questions to consider are: · How do we support students who are committed to engaging in and serving their home communities (however they define these)? · What opportunities do we provide students in and outside of the classroom to prepare them for participation in a diverse democracy? References Yosso, T.J. (2005). Whose culture has capital? Race, Ethnicity and Education, 8(1), pp. 69–91
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Version 5

resource	rdf:resource	https://scalar.usc.edu/works/first-generation-college-student-/community-cultural-wealth.5
versionnumber	ov:versionnumber	5
title	dcterms:title	Community Cultural Wealth
description	dcterms:description	Embracing Educational Trailblazers
content	sioc:content	Dr. Yosso’s six-part Cultural Wealth Model includes six types of capital that educational leaders may use to frame their interactions with students. This may be particularly useful to educators committed to increasing the number of students who remain in the p-20 academic pipeline. The six forms of cultural capital are: aspirational, linguistic, familial, social, navigational, and resistance. Yosso argues that all forms of capital can be used to empower individuals. Yosso designed this model to capture the talents, strengths and experiences that students of color bring with them to their college environment. The Yosso Cultural Wealth Model represents a framework to understand how students of color access and experience college from a strengthsbased perspective. Below we summarize Yosso’s definition of each form of capital and pose questions to consider in determining how a program, school, college, or other institution can promote each specific type of capital. Aspirational capital is defined by Yosso as the “hopes and dreams” students have. She explains that African American and Latina/o students and their families continue to have high educational aspirations despite persistent education inequities. Questions to consider: · How are we supporting the maintenance and growth of students’ aspirations? · What assumptions do we have about our students’ aspirations? Linguistic capital refers to the various language and communication skills students bring with them to their college environment. Yosso further defines this form of capital by discussing the role of storytelling, particularly for students of color. She argues that because storytelling is a part of students’ lives before them arrive on college campuses, they bring with them “skills [that] may include memorization, attention to detail, dramatic pauses, comedic timing, facial affect, vocal tone, volume, rhythm and rhyme.” (p. 79). These are all skills that instructors and students affairs staff can use as a solid foundation for academic success. Questions to consider: · How are we supporting the language and communication strengths of our students? · To what degree do courses utilize inclusive pedagogical practices? Familial capital refers to the social and personal human resources students have in their precollege environment, drawn from their extended familial and community networks. Yosso explains that students’ pre-college experiences within a communal environment come with knowledge that campuses can help students leverage in to positive experiences in college. Consider: · How do we recognize and help students draw on wisdom, values and stories from their home communities? 2 · How do we create environments that honor and invite families to participate? Social capital is a form of capital that Yosso defines as students’ “peers and other social contacts” and emphasizes how students utilize these contacts to gain access to college and navigate other social institutions. Questions to consider: · How do we help students stay connected to the communities and individuals instrumental in their previous educational success? · How do we engage with likely individuals and community-based organizations about admissions and selection processes and the types of supports successful students need? Navigational capital refers to students’ skills and abilities to navigate “social institutions,” including educational spaces. Yosso further explains that students’ navigational capital empowers them to maneuver within unsupportive or hostile environments. Questions to consider are: · How do we help students navigate our institutions? Interactions with teachers/faculty? Interactions with student-support staff? Their peers? · How willing are we to acknowledge that our institutions, both their structures and cultures, have a history of, and may still in many ways be unsupportive and/or hostile to our students and their communities? Resistance capital has its foundations in the experiences of communities of color in securing equal rights and collective freedom. According to Yosso, the sources of this form of capital come from parents, community members and an historical legacy of engaging in social justice. This historical legacy of resistance leaves students of color particularly well-positioned to leverage their higher education training to enter society prepared to solve challenging problems regarding equitable health, educational and other social outcomes. Questions to consider are: · How do we support students who are committed to engaging in and serving their home communities (however they define these)? · What opportunities do we provide students in and outside of the classroom to prepare them for participation in a diverse democracy? References Yosso, T.J. (2005). Whose culture has capital? Race, Ethnicity and Education, 8(1), pp. 69–91
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Version 4

resource	rdf:resource	https://scalar.usc.edu/works/first-generation-college-student-/community-cultural-wealth.4
versionnumber	ov:versionnumber	4
title	dcterms:title	Community Cultural Wealth
description	dcterms:description	Embracing Educational Trailblazers
content	sioc:content	Dr. Yosso’s six-part Cultural Wealth Model includes six types of capital that educational leaders may use to frame their interactions with students. This may be particularly useful to educators committed to increasing the number of students who remain in the p-20 academic pipeline. The six forms of cultural capital are: aspirational, linguistic, familial, social, navigational, and resistance. Yosso argues that all forms of capital can be used to empower individuals. Yosso designed this model to capture the talents, strengths and experiences that students of color bring with them to their college environment. The Yosso Cultural Wealth Model represents a framework to understand how students of color access and experience college from a strengthsbased perspective. Below we summarize Yosso’s definition of each form of capital and pose questions to consider in determining how a program, school, college, or other institution can promote each specific type of capital. Aspirational capital is defined by Yosso as the “hopes and dreams” students have. She explains that African American and Latina/o students and their families continue to have high educational aspirations despite persistent education inequities. Questions to consider: · How are we supporting the maintenance and growth of students’ aspirations? · What assumptions do we have about our students’ aspirations? Linguistic capital refers to the various language and communication skills students bring with them to their college environment. Yosso further defines this form of capital by discussing the role of storytelling, particularly for students of color. She argues that because storytelling is a part of students’ lives before them arrive on college campuses, they bring with them “skills [that] may include memorization, attention to detail, dramatic pauses, comedic timing, facial affect, vocal tone, volume, rhythm and rhyme.” (p. 79). These are all skills that instructors and students affairs staff can use as a solid foundation for academic success. Questions to consider: · How are we supporting the language and communication strengths of our students? · To what degree do courses utilize inclusive pedagogical practices? Familial capital refers to the social and personal human resources students have in their precollege environment, drawn from their extended familial and community networks. Yosso explains that students’ pre-college experiences within a communal environment come with knowledge that campuses can help students leverage in to positive experiences in college. Consider: · How do we recognize and help students draw on wisdom, values and stories from their home communities? 2 · How do we create environments that honor and invite families to participate? Social capital is a form of capital that Yosso defines as students’ “peers and other social contacts” and emphasizes how students utilize these contacts to gain access to college and navigate other social institutions. Questions to consider: · How do we help students stay connected to the communities and individuals instrumental in their previous educational success? · How do we engage with likely individuals and community-based organizations about admissions and selection processes and the types of supports successful students need? Navigational capital refers to students’ skills and abilities to navigate “social institutions,” including educational spaces. Yosso further explains that students’ navigational capital empowers them to maneuver within unsupportive or hostile environments. Questions to consider are: · How do we help students navigate our institutions? Interactions with teachers/faculty? Interactions with student-support staff? Their peers? · How willing are we to acknowledge that our institutions, both their structures and cultures, have a history of, and may still in many ways be unsupportive and/or hostile to our students and their communities? Resistance capital has its foundations in the experiences of communities of color in securing equal rights and collective freedom. According to Yosso, the sources of this form of capital come from parents, community members and an historical legacy of engaging in social justice. This historical legacy of resistance leaves students of color particularly well-positioned to leverage their higher education training to enter society prepared to solve challenging problems regarding equitable health, educational and other social outcomes. Questions to consider are: · How do we support students who are committed to engaging in and serving their home communities (however they define these)? · What opportunities do we provide students in and outside of the classroom to prepare them for participation in a diverse democracy? References Yosso, T.J. (2005). Whose culture has capital? Race, Ethnicity and Education, 8(1), pp. 69–91
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created	dcterms:created	2015-11-23T22:36:23-08:00
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Version 3

resource	rdf:resource	https://scalar.usc.edu/works/first-generation-college-student-/community-cultural-wealth.3
versionnumber	ov:versionnumber	3
title	dcterms:title	Community Cultural Wealth
description	dcterms:description	Embracing Educational Trailblazers
content	sioc:content	Dr. Yosso’s six-part Cultural Wealth Model includes six types of capital that educational leaders may use to frame their interactions with students. This may be particularly useful to educators committed to increasing the number of students who remain in the p-20 academic pipeline. The six forms of cultural capital are: aspirational, linguistic, familial, social, navigational, and resistance. Yosso argues that all forms of capital can be used to empower individuals. Yosso designed this model to capture the talents, strengths and experiences that students of color bring with them to their college environment. The Yosso Cultural Wealth Model represents a framework to understand how students of color access and experience college from a strengthsbased perspective. Below we summarize Yosso’s definition of each form of capital and pose questions to consider in determining how a program, school, college, or other institution can promote each specific type of capital. Aspirational capital is defined by Yosso as the “hopes and dreams” students have. She explains that African American and Latina/o students and their families continue to have high educational aspirations despite persistent education inequities. Questions to consider: · How are we supporting the maintenance and growth of students’ aspirations? · What assumptions do we have about our students’ aspirations? Linguistic capital refers to the various language and communication skills students bring with them to their college environment. Yosso further defines this form of capital by discussing the role of storytelling, particularly for students of color. She argues that because storytelling is a part of students’ lives before them arrive on college campuses, they bring with them “skills [that] may include memorization, attention to detail, dramatic pauses, comedic timing, facial affect, vocal tone, volume, rhythm and rhyme.” (p. 79). These are all skills that instructors and students affairs staff can use as a solid foundation for academic success. Questions to consider: · How are we supporting the language and communication strengths of our students? · To what degree do courses utilize inclusive pedagogical practices? Familial capital refers to the social and personal human resources students have in their precollege environment, drawn from their extended familial and community networks. Yosso explains that students’ pre-college experiences within a communal environment come with knowledge that campuses can help students leverage in to positive experiences in college. Consider: · How do we recognize and help students draw on wisdom, values and stories from their home communities? 2 · How do we create environments that honor and invite families to participate? Social capital is a form of capital that Yosso defines as students’ “peers and other social contacts” and emphasizes how students utilize these contacts to gain access to college and navigate other social institutions. Questions to consider: · How do we help students stay connected to the communities and individuals instrumental in their previous educational success? · How do we engage with likely individuals and community-based organizations about admissions and selection processes and the types of supports successful students need? Navigational capital refers to students’ skills and abilities to navigate “social institutions,” including educational spaces. Yosso further explains that students’ navigational capital empowers them to maneuver within unsupportive or hostile environments. Questions to consider are: · How do we help students navigate our institutions? Interactions with teachers/faculty? Interactions with student-support staff? Their peers? · How willing are we to acknowledge that our institutions, both their structures and cultures, have a history of, and may still in many ways be unsupportive and/or hostile to our students and their communities? Resistance capital has its foundations in the experiences of communities of color in securing equal rights and collective freedom. According to Yosso, the sources of this form of capital come from parents, community members and an historical legacy of engaging in social justice. This historical legacy of resistance leaves students of color particularly well-positioned to leverage their higher education training to enter society prepared to solve challenging problems regarding equitable health, educational and other social outcomes. Questions to consider are: · How do we support students who are committed to engaging in and serving their home communities (however they define these)? · What opportunities do we provide students in and outside of the classroom to prepare them for participation in a diverse democracy? References Yosso, T.J. (2005). Whose culture has capital? Race, Ethnicity and Education, 8(1), pp. 69–91
default view	scalar:defaultView	plain
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created	dcterms:created	2015-11-23T22:23:57-08:00
type	rdf:type	http://scalar.usc.edu/2012/01/scalar-ns#Version

Version 2

resource	rdf:resource	https://scalar.usc.edu/works/first-generation-college-student-/community-cultural-wealth.2
versionnumber	ov:versionnumber	2
title	dcterms:title	Community Cultural Wealth
description	dcterms:description	Add it here
default view	scalar:defaultView	plain
was attributed to	prov:wasAttributedTo	https://scalar.usc.edu/works/first-generation-college-student-/users/7444
created	dcterms:created	2015-11-23T18:43:14-08:00
type	rdf:type	http://scalar.usc.edu/2012/01/scalar-ns#Version

Version 1

resource	rdf:resource	https://scalar.usc.edu/works/first-generation-college-student-/community-cultural-wealth.1
versionnumber	ov:versionnumber	1
title	dcterms:title	Community Cultural Wealth
description	dcterms:description	Add it here
default view	scalar:defaultView	plain
was attributed to	prov:wasAttributedTo	https://scalar.usc.edu/works/first-generation-college-student-/users/7444
created	dcterms:created	2015-11-23T18:28:26-08:00
type	rdf:type	http://scalar.usc.edu/2012/01/scalar-ns#Version