"A Community Built Just for Me": Black Undergraduate Men Bridging Gaps to Community Cultural Wealth
Summer bridge programs are cited as a beneficial precursor for historically underrepresented students who are transitioning from high school to college. Using Yosso's (2005) community cultural wealth framework, this exploratory study examined how 11 Black undergraduate men gained familial, navigational, and aspirational capital through their men's peer networks during and after their time in a summer bridge program at a historically White institution. Findings highlight the different ways this study's participants sustained bridges to capital and how they created bridges to cultural wealth as a strategy to persist in college. The findings from this study have implications for college access and precollege programs.
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Document Type: Research Article
Publication date: March 1, 2020
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- The Journal of The First-Year Experience and Students in Transition is a semiannual refereed journal providing current research on the first college year and other significant student transitions. The primary purpose of the Journal is to disseminate empirical research findings on student transition issues that inform practice in all sectors of postsecondary education, such as explorations into the academic, personal, and social experiences (including outcomes related to success, learning, and development) of students at a range of transition points throughout the college years; transition issues unique to specific populations (e.g., non-traditional, traditional, historically underrepresented students, transfer students, commuters, part-time students); and explorations of faculty development, curriculum, and pedagogical innovations connected to college transitions.
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