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Community Cultural Wealth (Yosso, 2005)
Linguistic
Capital
Spiritual
Capital
Aspirational
Capital
"an array of knowledges,
skills, abilities and contacts
possessed and used by
Students of Color to survive
and resist racism and other
forms of oppression” (p. 154).
Students of Color bring these
forms of knowledge (capitals)
from their homes and into the
classroom.
6 forms of capital (see right)
O
Resistant
Capital
Familial
Capital
.
Navigational
Capital
Social
Capital
Linguistic Capital: Refers to the various social,
interpersonal, and academic skills that develop from
one's ability to speak, and/or write in more than one
language (Yosso, 2005) or style (Faulstich Orellana,
2003). Multiple language and communication skills may
develop from the culture of storytelling, cuentos, dichos,
as well as translating, tutoring, teaching, and familial
responsibility.
What languages do you speak? Have you ever had to help family
members (or others) by translating?
Do you change how you talk or write depending on who you are
interacting with? Explain.
Resistant Capital: Develops by way of oppositional behavior Can you recall any instances where you had to stand up for
(is sometimes transformative) and is sustained through the
knowledge and skills gained from this behavior and the
yourself or for others (in response to oppressive treatment, or to
practice of sharing these skills. Also refers to the way microaggressions)? Have you ever had to challenge authority or
marginalized communities and individuals challenge the
organize with others to protest and/or empower
status quo, exhibit their power to initiate action and counter
oppressive forces.
yourself/yourselves? Explain.
Navigational Capital: Points to the shared experience
of oppression and one's ability to creatively adapt,
maintain a sense of self, and survive in the face of
oppression. The term navigation emphasizes the
strategic movements that Communities of Color use
to navigate through racist institutions (Yosso, 2005).
What challenges have you experienced in your educational journey?
How did you overcome these challenges? Have you had to navigate any
of the following (oppressive) experiences: school tracking, labeled
‘English language learner, applying to college with little or no guidance,
applying to scholarship or financial aid, transferring out of community
college?
Social Capital: Characterized by the interconnected
webs or supportive social networks that people develop
and draw from to survive and maneuver through
dominant institutions (Yosso, 2005). Includes social
contacts and community resources.
Have you been a part of any sports teams? Church groups? Or any other type of
social/community group? What have you learned from being a part of this group?
Who (if anyone) helped you get through school and into college? Did you have
any role models or mentors? Explain.
Silent reflection:
Think about your community cultural wealth. Think about everything you know
and everything you have achieved to get where you are. Take a moment to
celebrate yourself...to recognize what it took to get here...to realize that you
deserve to be here.
Spiritual
Aspirational
Capital
Capital
Linguistic
Capital
Navigational
Capital
Social
Capital
Resistant
Capital
Familial
Capital
Community cultural wealth
(Yosso, 2005)
Familial Capital: Can originate from ancestors,
collectively sustained/nurtured by living and non-living
family, familia or kin. This community centered capital
can also be shared through lessons, modeled by way of
actions, and maintained through traditions and
gatherings. Entails a commitment to community
well-being and can be fostered via religious, sports,
community groups. Includes funds of knowledge.
Who are the important people in your life? Why are they important?
What have these people taught you?
Do you have experience taking care of, teaching, or volunteering with
younger people in your family or community? Explain.
Aspirational Capital: Characterized by a resilient
outlook despite obstacles and challenges that are a part
of People of Color's daily, lived experiences. Hopes
and aspirations are maintained and passed down to
future generations (Yosso, 2005). Draws from
Gándara's (1995) work regarding the culture of
possibility amongst Chicana/o parents and their
children.
Why is education important? Why was it important to you to seek
a bachelor's degree? A graduate degree? A teaching credential?
If applicable, why is it important that your students, your children
(or future children), your siblings, succeed in school?
Spiritual Capital:refers to values, skills, and resources
that come from one's religion or belief system
(Pérez-Huber, 2009). Ancestral, indigenous and
religious beliefs and practices are the source of this form
of capital. Key to spiritual capital are the concepts of
faith, hope, inspiration, strength, and support
(Pérez-Huber, 2009).
Have you been/are you involved in a religious/spiritual community?
How has this involvement helped to sustain you or helped you grow?
Have you taken on a leadership role in your church or religious
comm ity?
Silent reflection:
Think about your community cultural wealth. Think about everything you know
and everything you have achieved to get where you are. Take a moment to
celebrate yourself...to recognize what it took to get here...to realize that you
deserve to be here.
Spiritual
Aspirational
Capital
Capital
Linguistic
Capital
Navigational
Capital
Social
Capital
Resistant
Capital
Familial
Capital
Community cultural wealth
(Yosso, 2005)