RUcore: Rutgers University Community Repository
Community cultural wealth brokers
Descriptive
TitleInfo
Title
Community cultural wealth brokers
SubTitle
a phenomenological study of the experiences of low-income, first-generation black female undergraduates at a historically white institution
Name
(type = personal)
NamePart
(type = family)
Harris
NamePart
(type = given)
Tieka
NamePart
(type = date)
1976-
DisplayForm
Tieka Harris
Role
RoleTerm
(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Hernandez
NamePart
(type = given)
Ebelia
DisplayForm
Ebelia Hernandez
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Sanon-Jules
NamePart
(type = given)
Lisa
DisplayForm
Lisa Sanon-Jules
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Tomlinson-Clarke
NamePart
(type = given)
Saundra
DisplayForm
Saundra Tomlinson-Clarke
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Winkler
NamePart
(type = given)
Matthew
DisplayForm
Matthew Winkler
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = corporate)
NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
(type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm
(authority = RULIB)
school
TypeOfResource
Text
Genre
(authority = marcgt)
theses
OriginInfo
DateCreated
(qualifier = exact)
2019
DateOther
(qualifier = exact);
(type = degree)
2019-01
Place
PlaceTerm
(type = code)
xx
CopyrightDate
(encoding = w3cdtf)
2019
Language
LanguageTerm
(authority = ISO639-2b);
(type = code)
eng
Abstract
(type = abstract)
American students are increasingly accessing higher education (U.S. Department of Education, 2016a); yet, only 60% of first-time, full-time students will complete a bachelor’s degree within six years (U. S. Department of Education, 2016b). While these are current statistics, opportunity programs were instituted in the 1960s to address issues of access, acclimation, and navigation in college, specifically for low-income, first-generation college students. Due to the limited financial, human, and physical resources available in opportunity programs, not all students can participate even if they desire to and meet the criteria. Thus, unaffiliated students must navigate college using their own resources and college knowledge, which requires the attainment and deployment of capital. The present phenomenological study sought to understand the college navigation experiences of low-income, first-generation Black women undergraduates at a historically white institution (HWI), particularly as Black women account for the bulk of the increase in college enrollment rates (Banks, 2009; Gold, 2011; USDOE, 2016c).
Community Cultural Wealth (CCW) (Yosso, 2005) provides the framework for analysis. Limited research about Black females in higher education, except relative to Black males or white women necessitates this study employ the lens of standpoint theory, which enables the population of study to have agency in the telling of their stories (Collins, 2000; Harding, 2004; Heckman, 1997). Via semi-structured interviews of eight low-income, first-generation Black college women who are not affiliated with opportunity programs and a follow-up focus group with six of these eight women, the study asked how the participants navigated college and what kinds of CCW they used to do so. The following themes emerged from the research: resources at the college; resources outside the college; view of the college; invisibility and visibility; and double-consciousness. Study findings suggest that participants deployed multiple forms of CCW to navigate unwelcoming spaces, connect with others, create communities of support, challenge unsupportive administrators and policies, and advocate for themselves. Recommendations for educators are also discussed.
Community Cultural Wealth (CCW) (Yosso, 2005) provides the framework for analysis. Limited research about Black females in higher education, except relative to Black males or white women necessitates this study employ the lens of standpoint theory, which enables the population of study to have agency in the telling of their stories (Collins, 2000; Harding, 2004; Heckman, 1997). Via semi-structured interviews of eight low-income, first-generation Black college women who are not affiliated with opportunity programs and a follow-up focus group with six of these eight women, the study asked how the participants navigated college and what kinds of CCW they used to do so. The following themes emerged from the research: resources at the college; resources outside the college; view of the college; invisibility and visibility; and double-consciousness. Study findings suggest that participants deployed multiple forms of CCW to navigate unwelcoming spaces, connect with others, create communities of support, challenge unsupportive administrators and policies, and advocate for themselves. Recommendations for educators are also discussed.
Subject
(authority = RUETD)
Topic
Education, Culture and Society
Subject
(authority = ETD-LCSH)
Topic
Education, Higher -- United States
Subject
(authority = ETD-LCSH)
Topic
African American women college students
RelatedItem
(type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
(type = RULIB)
ETD
Identifier
ETD_9449
PhysicalDescription
Form
(authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (212 pages)
Note
(type = degree)
Ed.D.
Note
(type = bibliography)
Includes bibliographical references
Note
(type = statement of responsibility)
by Tieka Harris
RelatedItem
(type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier
(type = local)
rucore10001500001
Location
PhysicalLocation
(authority = marcorg);
(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/t3-aaws-gt94
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
(type = personal)
Name
FamilyName
Harris
GivenName
Tieka
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
(encoding = w3cdtf);
(qualifier = exact);
(point = start)
2018-12-19 16:05:43
AssociatedEntity
Name
Tieka Harris
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
RightsEvent
Type
Embargo
DateTime
(encoding = w3cdtf);
(qualifier = exact);
(point = start)
2019-01-31
DateTime
(encoding = w3cdtf);
(qualifier = exact);
(point = end)
2019-08-02
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after August 2nd, 2019.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
RULTechMD
(ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem
(VERSION = 5.1)
windows xp
CreatingApplication
Version
1.7
ApplicationName
Microsoft® Word 2016
DateCreated
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2018-12-19T23:14:52
DateCreated
(point = end);
(encoding = w3cdtf);
(qualifier = exact)
2018-12-19T23:14:52
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