A Critical Cultural Wealth Model of First-Generation and Economically Marginalized College Students' Academic and Career Development

Autor/in	Garriott, Patton O.
Titel	A Critical Cultural Wealth Model of First-Generation and Economically Marginalized College Students' Academic and Career Development
Quelle	In: Journal of Career Development, 47 (2020) 1, S.80-95 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-8453
DOI	10.1177/0894845319826266
Schlagwörter	First Generation College Students; Economically Disadvantaged; Academic Achievement; Career Development; Cultural Capital; Barriers; Self Efficacy; Sense of Community; College Environment; Critical Theory; Academic Persistence; Student Welfare + Suchen Sie Ihr Suchwort? Schulleistung; Berufsentwicklung; Self-efficacy; Selbstwirksamkeit; Hochschulumwelt; Kritische Theorie; Studentenseelsorge
Abstract	First-generation and economically marginalized (FGEM) college students are attending higher education institutions with increasing regularity. The unique experiences of these students call for career frameworks that capture their specific strengths and challenges. This article outlines a new model from which to conceptualize FGEM college students' academic and career development with a focus on structural, environmental, and intrapersonal factors previously shown to predict their academic and career success. Social-emotional crossroads and career self-authorship are positioned as central constructs in the model and proposed as critical pathways to FGEM students' academic and career development. Cultural wealth is offered as a form of capital that may promote FGEM students' academic and career success. Implications for future research, practice, and policy with FGEM students are described. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01