Dr. Yosso’s (2005) Community Cultural Wealth framework focuses on the different

Dr. Yosso’s (2005) Community Cultural Wealth framework focuses on the different types of wealth all individuals bring to their education and careers. As we commonly think of wealth in terms of money, Dr. Yosso (2005) helps us understand that we all have many types of wealth, even though we may not realize it at the moment.
The goal of this assignment is to have you reflect back on your experiences and identify the strengths and assets you already possess and bring to college and your career! Please take a moment to watch the Community Cultural Wealth Video and learn about the transferrable skills you already possess, if you haven’t already.
Instructions
Keeping in mind Dr. Yosso’s (2005) theory of community cultural wealth, answer the following prompt:
In 2-3 pages (double-spaced) or a 3-5 minute video, reflect on how you got to college and what examples of community cultural wealth you used to get here. Tie your experience to Dr. Yosso’s six types of cultural wealth and provide examples. You can revisit Dr. Yosso’s six types of cultural wealth here: Tara J. Yosso’s Community Cultural Wealth
Having trouble thinking of what to write? Here are some questions to consider:
What are some values you grew up with? How have these shaped your career goals?
What are some sayings or pieces of wisdom that have impacted you?
2-Lesson: Tara J. Yosso’s Community Cultural Wealth
Community Cultural Wealth
Tara J. Yosso’s Community Cultural Wealth theory helps us explores the talents, strengths, and experiences we bring to our college and professional environment. Dr. Yosso shifts the perspective from deficit view and focuses on the wealth of cultural knowledge, skills and abilities.Yosso’s community cultural wealth is important because we believe that lived experience matters, and your cultural knowledge can enhance the quality of any work environment. You bring your full and authentic self—your talents, strengths and experiences—to campus as a student, and off-campus through community engagement in a volunteer role, through experiential learning at internships, clinical sites/rotations, practicum and fieldwork, and through part-time and full-time jobs. Students often undersell themselves as candidates even though their life experiences have equipped them with rich cultural and success skills.Dr. Yosso’s community cultural wealth is comprised of six types of cultural wealth, Familial, Social, Aspirational, Navigational, Linguistic, and Resistant capital, all of which are interconnected. The image below gives you a brief statement about what each capital entails, but further in this lesson, you will read a more detailed explanation. Aspirational capital
Is the ability to maintain hope and dreams for the future in the face of real and perceived barriers. It is the ability to envision a future beyond your current circumstances and work towards pursuing your dreams and aspirations. Example: “I worked side-by-side with my dad at his job in the cucumber fields when I was 14 years old. Seeing how hard …he worked to put food on the table, to send his two daughters to college, and support his family back in Mexico, it inspired me, motivated me, ignited something within me to work hard in school, and achieve the goal my mom and dad worked so hard for, which was seeing me graduate from college. Understanding family values/ethics has helped shape the strong, driven, hard-working person with a strong work ethic that I am today.” Linguistic capital
Example: “The use of sayings to share/pass down wisdom from our families and communities. My family shares wisdom and teaches me lessons through ‘sayings’ or as Spanish speakers called ‘dichos’. These ‘sayings’ warn us of negative/positive outcomes, provide hope, make us think deeper, provide insights, and sometimes confirm the results of our decisions. I heard my grandparents, and parents use them. Now I find myself more often than not sharing the sayings with the younger generation.” Familial capital
Example: “Growing up I was a part of a youth program that taught us standards that we should live by and how we should interact with one another. These standards instilled values in me such as integrity, respect, honesty, self-care, and valuing other people’s cultures. I find myself applying these values every day in my interactions with friends, family, and in work spaces.”Social capital
Example: “Growing up I had a mentor in middle school who was the best program coordinator ever. He made all the kids feel included and welcomed. He treated us like we mattered and heard our voice. He taught us so much about life and lifted us up when we were down. I always aspired to be like him when I became a young man. Now that I’m older and work with both people in the community and youth, I find myself modeling the way he interacted with us to those around me. I was able to take valuable characteristics he displayed and apply them to my life; in doing so I am able to create healthy and meaningful relationships with others.”Navigational capital
Example: “I was a first-generation college student, similar to many of you. And I involved myself in clubs and
organizations both on campus and within the larger community, I worked part-time to help pay rent, and utilized the writing center and counseling center while still being responsible for helping to support family back home. Being able to navigate all of these different spaces of responsibilities helped me to push forward and know that I was not alone. This ability to navigate the college system and be the first in my family to graduate can be attributed to a lot of social support from my community.”Resistance capital
Example: “Being a woman of color entering the Tech Industry, there are two disadvantages; 1) Being a woman and, 2) Being a person of color. There are little to almost no women of color in this space. Often, these women feel that they have to prove their worth in a way that others do not. The courageous act of engaging in this space is an example of resistance against social norms.”
Reference
Yosso, T.J. (2005). Whose culture has capital? Race, Ethnicity and EducationLinks to an external site., 8(1), pp. 69–91.
Who did/do you look up to and why?
In what ways have you practiced resiliency in spaces where you felt you did not belong or were different?
How do you think the challenges you faced have helped build your character?
What are some of the ways that you have decided to define yourself or your future differently than what others may have expected of you?
https://thrive.arizona.edu/sites/default/files/Who…
Grading
You will be graded based on your thoughtful response to the prompt. It is important that you write the full length of the assignment or thoroughly answer the prompts in your video submission. You are not graded on grammar and/or punctuation. However, remember the clearer you write or express yourself, the easier it will be to convey your point(s).