cultural wealth theory
DESCRIPTION
Cultural Wealth Theory. Applications to People of the Pacific (Ramirez adaption of Yosso 2005, 2006). The U.S. Educational Pipeline- Solorzano, Villalpando, Seguera, 2005. Latinas/ os. Native Americans. African Americans. Whites. Asian Americans. 100 Elementary School Students. - PowerPoint PPT PresentationTRANSCRIPT
Cultural Wealth Theory
Applications to People of the Pacific
(Ramirez adaption of Yosso 2005, 2006)
Latinas/os Native Americans
African Americans Whites Asian
Americans
100 Elementary
School Students
10 Graduate
From College
52 Graduate From High
School
4 Graduate
From Graduate
School
0.4 Graduate
With Doctorate
100 Elementary
School Students
71Graduate From High
School
12Graduate
From College
4 Graduate
From Graduate
School
0.5Graduate
With Doctorate
100Elementary
School Students
72 Graduate From High
School
14 Graduate
From College
5Graduate
From Graduate
School
0.4Graduate
With Doctorate
100 Elementary
School Students
100Elementary
School Students
84Graduate From High
School
80Graduate From High
School
26 Graduate
From College
44Graduate
From College
10Graduate
From Graduate
School
17Graduate
From Graduate
School
1.0Graduate
With Doctorate
3.0Graduate
With Doctorate
The U.S. Educational Pipeline-Solorzano, Villalpando, Seguera, 2005
Linguistic Capital
• The intellectual and social skills attained through communication experiences in more than one language and/or style (Yosso, 2005).
• The ability to maintain hopes and dreams for the future, even in the face of real and perceived barriers (Yosso, 2005).
Aspirational Capital
• Our extended family, which may include immediate family…as well as aunts, uncles, grandparents and friends who we might consider part of our family (Yosso, 2005).
Familial Capital
Social Capital
• Networks of people and community resources (i.e. church groups, sports clubs, neighborhoods) (Yosso, 2005).
Navigational Capital• The skills of maneuvering through social institutions (Yosso, 2005).
Resistant Capital
Parents of color are consciously instructing their children to engage in behaviors and maintain attitudes that challenge the status quo (Yosso, 2005, p. 81).