Knaphus-Soran, E., & Hiramori, D., & Litzler, E. (2021, July), Antiracist Institutional Transformation Matters: How Can Community Cultural Wealth and Counter-space Processes Illuminate Areas for Change?  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36687

\bibitem{asee_peer_36687}
  Knaphus-Soran, E., \& Hiramori, D., \& Litzler, E. (2021, July), \emph{Antiracist Institutional Transformation Matters: How Can Community Cultural Wealth and Counter-space Processes Illuminate Areas for Change?}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--36687

Emily Knaphus-Soran, Daiki Hiramori, and Elizabeth Litzler.  "Antiracist Institutional Transformation Matters: How Can Community Cultural Wealth and Counter-space Processes Illuminate Areas for Change?".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/36687 Internet.  21 Dec, 2024

\bibitem{asee_peer_36687}
  Emily Knaphus-Soran, Daiki Hiramori, and Elizabeth Litzler.
  "Antiracist Institutional Transformation Matters: How Can Community Cultural Wealth and Counter-space Processes Illuminate Areas for Change?".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/36687 Internet.  21 Dec, 2024

@INPROCEEDINGS{asee_peer_36687
author = "Emily Knaphus-Soran, Daiki Hiramori, and Elizabeth Litzler"
title = "Antiracist Institutional Transformation Matters: How Can Community Cultural Wealth and Counter-space Processes Illuminate Areas for Change?"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/36687}
number = {10.18260/1-2--36687}
}

TY  - CPAPER
AB  - The current study is motivated by an assets-based Critical Race Theory (CRT) approach aimed at developing a better understanding of the ways that knowledge and experience possessed by students from systemically marginalized groups contributes to their educational success (Harper, 2010; Yosso, 2005). We focus specifically on the community cultural wealth (CCW) framework, which highlights the cultural resources of systemically marginalized populations nurtured by families and communities to “survive and resist macro and micro-forms of oppression” (Yosso, 2005:77). This perspective can illuminate resources and strategies that students who persist in engineering and other STEM fields utilize along their educational pathway, and help explain gaps in educational outcomes by identifying where institutions are failing to recognize and appreciate the assets that students from marginalized groups possess. 

This paper presents findings from an analysis of individual interviews with 11 students from racial/ethnic groups minoritized in STEM (Black/African American, Hispanic/Latinx, Native Hawaiian/Pacific Islander, American Indian/Alaska Native) who were approaching graduation and focus groups with an additional 50-100 students across five university campuses to be conducted Winter/Spring 2021. These students are part of the Pacific Northwest Louis Stokes Alliance for Minority Participation (PNW LSAMP), a program that provides academic and social support for students from minoritized racial/ethnic groups. The paper is motivated by three research questions: What existing institutional structures (including student support programs like LSAMP), facilitate/inhibit the production/use of the different types of CCW, and how? How do student support programs act as a counter space that validates student experiences? How can student support programs elevate the value placed on different types of CCW?

Preliminary findings from our analysis of interview data align with Margherio et al.'s (2020) research highlighting the interplay between CCW and counterspaces – another CRT concept. Counterspaces are sites where individuals from marginalized racial/ethnic groups can find affirmation and validation unavailable within predominantly white and endemically racist social institutions (Case & Hunter, 2012; Yosso & Lopez, 2010). Students who have persisted in STEM into their Junior or Senior year describe LSAMP as a resource that helped them both activate existing forms of capital/cultural resources they possessed entering into college, and helped them develop skills and networks that contributed to continuing success. In particular, LSAMP is a space where students can both activate and further develop social capital through the counterspace process of direct relational transactions. Focus groups with LSAMP students will allow us to further examine the role of student programs like LSAMP in fostering counterspace processes, and missed opportunities within student programs and the university as a whole to recognize/value/amplify the community cultural wealth possessed by students from minoritized groups. 

AU  - Emily Knaphus-Soran
AU  - Daiki Hiramori
AU  - Elizabeth Litzler
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Antiracist Institutional Transformation Matters: How Can Community Cultural Wealth and Counter-space Processes Illuminate Areas for Change?
UR  - https://peer.asee.org/36687
DO  - 10.18260/1-2--36687
ER  -