Title
Converting capital: The experiences of Latinos/as in graduate programs
Location
1048
Format Type
Paper
Start Date
January 2015
End Date
January 2015
Abstract
This study combines critical race theory and cultural capital to examine the experiences of Latina/o graduate students as they worked toward achieving a career in health-allied fields, including physical therapy, occupational therapy, health administration, and communication disorders. The study posed the following questions: 1) What forms of community cultural wealth (cultural capital) did participants draw from to achieve their educational goals in the graduate program? 2) How did participants convert their community cultural wealth (cultural capital) into educational outcomes, career attainment, and civic engagement? A counter-story telling approach was used to elicit a reflective account of participants’ daily life, elucidating the relationship between “pedagogies of the home” and participants’ ability to navigate educational environments successfully. Forms of community cultural wealth (cultural capital) analyzed included: aspirational, linguistic, familia elligence, were also found to be relevant in the conversion of capital. Implications for research and practice in higher education settings will be discussed.
Converting capital: The experiences of Latinos/as in graduate programs
1048
This study combines critical race theory and cultural capital to examine the experiences of Latina/o graduate students as they worked toward achieving a career in health-allied fields, including physical therapy, occupational therapy, health administration, and communication disorders. The study posed the following questions: 1) What forms of community cultural wealth (cultural capital) did participants draw from to achieve their educational goals in the graduate program? 2) How did participants convert their community cultural wealth (cultural capital) into educational outcomes, career attainment, and civic engagement? A counter-story telling approach was used to elicit a reflective account of participants’ daily life, elucidating the relationship between “pedagogies of the home” and participants’ ability to navigate educational environments successfully. Forms of community cultural wealth (cultural capital) analyzed included: aspirational, linguistic, familia elligence, were also found to be relevant in the conversion of capital. Implications for research and practice in higher education settings will be discussed.
Comments
Breakout Session A