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Relevant bibliographies by topics / Community cultural wealth

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Journal articles

Academic literature on the topic 'Community cultural wealth'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 June 2025

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Journal articles on the topic "Community cultural wealth"

1

Johnson, Serena, Lissa Stapleton, and Bryan Berrett. "Deaf Community Cultural Wealth in Community College Students." Journal of Deaf Studies and Deaf Education 25, no. 4 (2020): 438–46. http://dx.doi.org/10.1093/deafed/enaa016.

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Abstract Deaf students are members of a linguistic and cultural minority whose background and experiences provide a unique backdrop for the navigation of higher education. Using the framework of Deaf community cultural wealth, this study examines the experiences of Deaf students in community college and their utilization of various forms of capital. Findings showed that they exhibited instances of resistant, navigational, social, and familial capital in accessing and persisting in higher education.

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2

Valdez, Trina M., and Catherine Lugg. "Community Cultural Wealth and Chicano/Latino Students." Journal of School Public Relations 31, no. 3 (2010): 224–37. http://dx.doi.org/10.3138/jspr.31.3.224.

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3

DeNicolo, Christina Passos, Mónica González, Socorro Morales, and Laura Romaní. "Teaching ThroughTestimonio:Accessing Community Cultural Wealth in School." Journal of Latinos and Education 14, no. 4 (2015): 228–43. http://dx.doi.org/10.1080/15348431.2014.1000541.

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4

Ares, Nancy, Jeremy Smith, and Xia Wu. "Community-based standards and community cultural wealth in freedom schools." Pedagogy, Culture & Society 29, no. 1 (2019): 1–20. http://dx.doi.org/10.1080/14681366.2019.1683597.

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5

Clothey, Rebecca A. "Community Cultural Wealth: Uyghurs, Social Networks, and Education." Diaspora, Indigenous, and Minority Education 10, no. 3 (2016): 127–40. http://dx.doi.org/10.1080/15595692.2015.1111205.

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6

Nembhard, Jessica Gordon. "Community-Based Asset Building and Community Wealth." Review of Black Political Economy 41, no. 2 (2014): 101–17. http://dx.doi.org/10.1007/s12114-014-9184-z.

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7

Purgason, Lucy L., Robyn Honer, and Ian Gaul. "Capitalizing on Cultural Assets: Community Cultural Wealth and Immigrant-Origin Students." Professional School Counseling 24, no. 1 (2020): 2156759X2097365. http://dx.doi.org/10.1177/2156759x20973651.

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Nearly one of four students enrolled in public school in the United States is of immigrant origin. School counselors are poised to support immigrant-origin students with academic, college and career, and social/emotional needs. This article introduces how community cultural wealth (CCW), a social capital concept focusing on the strengths of immigrant-origin students, brings a culturally responsive lens to multitiered system of supports interventions identified in the school counseling literature. We present case studies highlighting the implementation of CCW and discuss implications and future directions for school counseling practice.

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8

Derrick R. Brooms and Arthur R. Davis. "Exploring Black Males' Community Cultural Wealth and College Aspirations." Spectrum: A Journal on Black Men 6, no. 1 (2017): 33. http://dx.doi.org/10.2979/spectrum.6.1.02.

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9

Jimenez, Rosa M. "Community Cultural Wealth Pedagogies: Cultivating Autoethnographic Counternarratives and Migration Capital." American Educational Research Journal 57, no. 2 (2019): 775–807. http://dx.doi.org/10.3102/0002831219866148.

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Pedagogies employing critical traditions have increasingly been used to ameliorate achievement disparities and centralize issues of power in the education of Students of Color. In this study, I trace a teacher’s journey—new to critical pedagogies—as she learned about community cultural wealth and incorporated family histories as counterstorytelling curricula with her sixth-grade class of immigrant students in California’s Central Valley. I examine the pedagogical implementation with examples of students’ meaning making. The teacher and students demonstrated what I am advancing as migration capital—or knowledges, sensibilities, and skills cultivated through the array of migration/immigration experiences to the United States or its borderlands. This study highlights the potential of community cultural wealth pedagogies and as pedagogical tools to counter deficit narratives with Latina/o immigrant youth.

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10

Kelly, Laura Beth, Virginia Ángeles-Wann, John Wann-Ángeles, and Margarita Jimenez-Silva. "STEA2M camp at the Orchard: A community cultural wealth approach." NABE Journal of Research and Practice 9, no. 3-4 (2019): 143–54. http://dx.doi.org/10.1080/26390043.2019.1649511.

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