Resistance Capital: Cultural Activism as a Gateway to College Persistence for Minority and First-Generation Students

Autor/inn/en	Kornbluh, Mariah; Bell, Sherry; Vierra, Kristin; Herrnstadt, Zachary
Titel	Resistance Capital: Cultural Activism as a Gateway to College Persistence for Minority and First-Generation Students
Quelle	In: Journal of Adolescent Research, 37 (2022) 4, S.501-540 (40 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kornbluh, Mariah) ORCID (Bell, Sherry)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-5584
DOI	10.1177/07435584211006920
Schlagwörter	Activism; Academic Persistence; First Generation College Students; Minority Group Students; Learner Engagement; Multicultural Education; Student Attitudes; African American Students; Blacks; Indigenous Populations; American Indians; Student Leadership; Culturally Relevant Education; Cultural Centers + Suchen Sie Ihr Suchwort? Aktivismus; Politischer Protest; Multikulturelle Erziehung; Schülerverhalten; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Black person; Schwarzer; Sinti und Roma; American Indian; Indianer; Studentenwerk; Cultural center; Cultural centre; Cultural centres; Kulturzentrum
Abstract	This study provides a novel contribution by connecting two sets of literature, school engagement and multicultural university centers, in relation to late adolescent development. The aims of this mixed-method study were to: (a) quantitatively explore the relationship between student perceived cultural leadership experience and support within a multicultural center in relation to school engagement and (b) qualitatively address additional facilitators and barriers. Participants consisted of 134 college students, predominantly identifying as Latino/Hispanic (35.1%), Black/African American (34.3%), or Asian-Pacific Islander (23.9%), and first-generation (60.4%). Qualitative focus groups and a photovoice project engaged a subset of participants (n = 57, n = 7, respectively). Regression analysis indicated youth voice, supportive staff relationships, and peer support were significant positive predictors of students' perceived engagement within the multicultural center, however, some but not all of these predictors transferred toward sentiments of school engagement. Qualitative sources elucidated additional factors bolstering student engagement. Social, cultural, and resistance capitals were identified as key protective factors in relation to student perseverance. Findings also indicated institutional barriers against student engagement including a lack of cultural and ethnic representation throughout multiple levels of the university. Implications for expanding conceptions of social capital within late adolescent identity development theory are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01