Three Ideas for Post-Coronavirus Educational Recovery
There are many ways that schools can proactively address the inevitable and inequitable gaps caused by coronavirus-related school closures.
Forbes / March 30, 2020
Jennifer A. Strangfeld / Journal of Latinos and Education / December 2022
Centered in critical race theory (Latcrit) and conceptualization of community cultural wealth, this study explores first-generation Latina/o/x students’ motivations to attend college and persist to degree completion. Additionally, this study examines the overlapping forms of cultural wealth that participants access throughout their educational journeys, with particular focus on the overlap of resistance, familial, and aspirational capital. Finally, this project examines how citizenship status impacts participants’ motivations and cultural wealth. Data was gathered through semi-structured interviews of 14 California university or community college students who self-identified as Latina/o/x. Findings indicate that participants’ motivations are deeply connected to familial relationships that also lead to broader understandings of social inequity and injustice. Specifically, participants situate their motivations to attend college within personal aspiration, and familial ties, but also resistance to dominant cultural stereotypes and systemic gender, race, and class oppression. Additionally, findings indicate that citizenship status impacts how students articulate broader social inequities, but that participants, regardless of citizenship status, utilize resistance capital to persist toward degree completion.
