Uncovering Forms of Wealth and Capital Using Asset Frameworks in Engineering Education

A Narrative Inquiry Approach to Community Cultural Wealth of Black Men in Engineering

“…Previous researchers have operationalized aspirational capital as participants referring to dreams of going to college and their future career goals (Chavez, 2018), and their internal drive to succeed (Carbajal, 2015). Researchers have operationalized navigational capital as participants conducting self-directed learning and asking questions (Samuelson and Litzler, 2016), familiarizing themselves with engineering academia (Schlemer et al, 2018), and developing time management skills (Martin and Newton, 2016). Similarly, researchers have operationalized social capital as members of students' social networks such as teachers and professors providing encouragement (Martin, 2015); peers, family members, and professional networks also sit inside the social networks understood as social capital (Saw, 2020).…”

“It’s dude culture”: Students with minoritized identities of sexuality and/or gender navigating STEM majors.

“…Although this prior research on hegemonic and toxic masculinity offers important lessons for how STEM fields might function according to cisheteropatriarchal norms, far more research is needed to understand MIoSG student experiences in STEM environments as well as the ways students navigate those environments. Prior research on how minoritized students experience systems of oppression within STEM learning environments highlights the importance of both navigational capital (e.g., Listman & Dingus-Eason, 2018; Martin & Newton, 2016; Samuelson & Litzler, 2016) and coping skills (e.g., Godwin, Potvin, Hazari, & Lock, 2016; Hsieh, Sullivan, Sass, & Guerra, 2012; Mamaril, Usher, Li, Economy, & Kennedy, 2016). Navigational capital refers to the strategies and resources that minoritized students utilize to work around institutional structures that normalize oppressive ideological systems (Yosso, 2005).…”

Toward Sustained Cultural Change through Chemistry Graduate Student Diversity, Equity, and Inclusion Communities

“…For example, connecting students with faculty members and advisors to discuss co-op/internship and research opportunities, advising students on professional development, and referrals to offices and on-campus services can support students’ capital. Other work has found that students who share identities, challenges, and experiences create extended “families” through student organizations focused on community service and mentoring. − Though CCW has yet to be used as a framework in the chemistry education literature, its central ideas are reflected in chemistry education research on ways to support the retention of scientific identities in students from equity-deserving groups. ,,, …”