The In-Between Spaces of Capital and Wealth: Creating and Sustaining Academic Success for English Learners in Middle School

Autor/in	Baker, Lottie L.
Titel	The In-Between Spaces of Capital and Wealth: Creating and Sustaining Academic Success for English Learners in Middle School
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 32 (2019) 4, S.394-410 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baker, Lottie L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2018.1548037
Schlagwörter	Academic Achievement; Middle School Students; English Language Learners; Cultural Capital; Advanced Courses; Student Empowerment; Community Resources; Student Attitudes; Student Experience; Success; College Preparation; Grade 8; Suburban Schools; Middle School Mathematics; Student Diversity; Multilingualism; Caregiver Role; Aspiration; Cultural Background; Faculty Development; Family Role; Culturally Relevant Education; School Role + Suchen Sie Ihr Suchwort? Schulleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Fortgeschrittenenunterricht; Studienberechtigung; Schülerverhalten; Studienerfahrung; Erfolg; School year 08; 8. Schuljahr; Schuljahr 08; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Mehrsprachigkeit; Multilingualismus; Streben
Abstract	Yosso's community cultural wealth (CCW) shifted conversations about educational inequality from deficit perspectives to those that acknowledge the assets People of Color bring to school. CCW represents the accumulation of students' unique forms of capital, many of which have historically gone unrecognized by schools. This study applies CCW to the schooling experiences of bilingual middle school students who achieved English proficiency and enrolled in advanced coursework. Observations and in-depth interviews with students and their teachers revealed that merely possessing and identifying forms of capital is not enough to guarantee academic success. While students in this study benefitted from some forms of capital, they also possessed resources that lie dormant. Activating capital to transform into wealth required both student agency and support from outsiders. Implications from this study call for educators and researchers to work in spaces between capital and wealth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01