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Stanton-Salazar, Ricardo D.; Chavez, Lisa; Tai, Robert H.

doi:10.1023/a:1012708332665

Cited by 38 publications

(11 citation statements)

References 67 publications

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“…The handful of studies which have framed the agency of minority students in their transitions to postsecondary education as not separate from the capital they have access to have been lead primarily by Stanton-Salazar (1997Stanton-Salazar, Chávez, & Tai, 2001;Stanton-Salazar & Dornbusch, 1995). He and associates have studied Latino students' use of agency in accessing and drawing on social capital by cultivating relationships with teachers, coaches, counselors, families and community members.…”

Section: Eb and Minority Students' Postsecondary Transitions And College Pathwaysmentioning

confidence: 99%

“…Following Horvat's (2000) conceptualization of capital, we came to understand that the value of a particular form of capital is not absolute but field-specific, defining here the form of capital needed for succeeding in college as college capital. In the field of college success, the more traditional research has identified higher family income (Bowen et al, 2005;Engle & Lynch, 2009;Walpole, 2007), rigorous academic preparation in high school (Adelman, 2006;Cabrera & La Nasa, 2001), college-educated parents (Nuñez & Cuccaro-Alamin, 1998), active parental involvement (Kim & Schneider, 2005;Plank & Jordan, 2001), and positive involvement of school personnel (Stanton-Salazar, 1997Stanton-Salazar et al, 2001;Stanton-Salazar & Dornbusch, 1995) as key forms of traditional capital. In this paper, we are combining these and other non-traditional forms of capital such as those described by Yosso (2005) in terms of community cultural wealth and propose the umbrella term of college capital to also include empowerment agents (Hallet, 2013;Stanton Salazar & Urso Spina, 2003).…”

Section: Conceptual Framework: College Capital and Constraint Agencymentioning

confidence: 99%

“…One characteristic of the students exhibiting high participatory agentive acts was a strong "help-seeking" orientation (Stanton-Salazar, 2001;Stanton-Salazar et al, 2001). Stanton-Salazar (2001) points out that many low-income, minority students withdraw from seeking help from school personnel.…”

Section: High Participatory Agentive Acts and Eb Immigrant Studentsmentioning

confidence: 99%

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College Capital and Constraint Agency: First-Generation Immigrant English Language Learners’ College Success

Varghese

Fuentes

2020

Teachers College Record: The Voice of Scholarship in Education

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Background/Context Language-minoritized and emergent-bilingual (EB) students have historically and frequently been underexamined in the context of research on minoritized students’ pathways in higher education. Understanding the school to college pipeline for emergent bilinguals (EBs) is becoming a critical area of study to help identify and address the barriers that they experience as they attempt to transition to and navigate postsecondary education. Despite there being a greater knowledge of the barriers experienced by EBs in getting to college, less is known about the resources they bring and their agency, the way they actually mobilize the resources that they possess in negotiating their success to get to and complete college. Purpose/Research Question This study examines why and how some EB students can successfully navigate their environments in order to apply for, get into and complete a selective four-year college. It is guided by two overarching questions: (1) What forms of capital do first generation immigrant EBs draw on to apply for and navigate selective four-year college? (2) How do first generation immigrant EBs navigate and complete selective four-year college? Research Design We examined the pathways of EBs through a conceptual framework which frames their college success as being a result of the relationship between what we refer to as their college capital which they have access to and that they draw on, and their constraint agency. Through interviews, this study analyzes 33 first generation undergraduate immigrant EBs’ transition to and completion of tertiary education, with further analysis being supplemented with in-depth case studies of five out of the 33 EBs. Additionally, we interviewed 14 university administrators and instructors involved in the admission and instruction of EB students on campus. Conclusions/Recommendations EB immigrant students drew on different forms of college capital, which included traditional and non-traditional. Students who drew more on traditional kinds of capital participated more in high participatory agentive ways while students who drew more on non-traditional forms of college capital participated more in low participatory agentive ways. Both forms of participating (low and high) lead to students navigating and completing four-year college. We suggest that more differential forms of help, resources and EB-student–focused partnerships between high school, community colleges, and four-year college which include working on their agentive selves are needed as well as challenging the racism and linguicism that holds White monolingual students as the norm to configure policies and services that will help EBs’ postsecondary pathways.

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Section: Eb and Minority Students' Postsecondary Transitions And College Pathwaysmentioning

confidence: 99%

Section: Conceptual Framework: College Capital and Constraint Agencymentioning

confidence: 99%

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College Capital and Constraint Agency: First-Generation Immigrant English Language Learners’ College Success

Varghese

Fuentes

2020

Teachers College Record: The Voice of Scholarship in Education

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“…Stanton-Salazar [13] defined social capital as any kind of support forms and resources resulted from relationships and access to either individual or institutional ones who play key roles and have critical resources to accomplish desired goals or improve problematic situations. A certain number of supportive components constitute social capital, including advocacy, information, role modeling, assistance to socialize, guidance, and emotional support [13], [14]. Research on social capital in tertiary education reveals that problematic persistence among first-generation students occurs because they lack relationships to people and resources, allowing them to attend and succeed at campus [9], [10], [12], [15], [16].…”

Section: Introductionmentioning

confidence: 99%

“…Research on social capital in tertiary education reveals that problematic persistence among first-generation students occurs because they lack relationships to people and resources, allowing them to attend and succeed at campus [9], [10], [12], [15], [16]. Some supportive components constituting social capital that plausibly contribute to firstgeneration students include advocacy, information, role modeling, assistance to socialize, guidance, and emotional support [13], [14]. However, these findings barely apply in Indonesia since many studies on this topic were conducted in American countries with culture and higher education systems distinct from Indonesia.…”

Section: Introductionmentioning

confidence: 99%

First-Generation Indonesian Undergraduates’ Persistence: A Phenomenological Study

Mulyadin¹,

Rahyasih²

2021

Journal of Southwest Jiaotong University

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In 2013, the tuition reform was undertaken in Indonesian higher education and, in turn, has facilitated the growing enrollments of undergraduates from lower-income families. Most of them are the first in their families to go to college. The increasing presence of first-generation students at campus requires sufficient understanding and necessary support from college personnel to allow them to succeed in their degree pursuit. Hence, by using social capital as the framework, this study attempted to dismantle the experiences of persistence of first-generation Indonesian undergraduates. The participants of this study were Indonesians who have earned a bachelor’s degree within the last five years and had neither parent has attended college. This study employed a phenomenological method to obtain the substance of how first-generation undergraduates in Indonesia interpret, process, and experience their persistence in college. The data collection was undertaken by use of two methods: questionnaire and interview. For data analysis, the study performed a set of analysis steps consisting of epoche, phenomenological reduction, imaginative variation, and structural/textual descriptions synthesis. Based on the analyzed interviews, there were six themes identified regarding support sources of persistence of Indonesian undergraduates: a) family; b) faculty and staff; c) friends; d) pre-college information; e) self-motivation; and f) financial aid. From the findings of this study, to enhance Indonesian undergraduates’ success in remaining in and then graduating from college, institutions need to do as follows: building a learning community, organizing a first-year program, facilitating student-faculty relations, and offering essentially academic support.

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Cultural and Social Capital in Global Perspective

Saha

International Handbook on Globalisation, Education and Policy Research

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Untitled

Cited by 38 publications

References 67 publications

College Capital and Constraint Agency: First-Generation Immigrant English Language Learners’ College Success

College Capital and Constraint Agency: First-Generation Immigrant English Language Learners’ College Success

First-Generation Indonesian Undergraduates’ Persistence: A Phenomenological Study

Cultural and Social Capital in Global Perspective

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