July 26, 2021
July 26, 2021
July 19, 2022
Equity and Culture & Social Justice in Education
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.
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
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2021 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015