Buried Treasure: Community Cultural Wealth Among Black American Female Students

Abstract

In order to review and distill the small pool of relevant scholarship, four foundational concepts must be acknowledged as the crux of this study. First, race and gender are inextricably linked (Collins, 2000; Hull, Scott, & Smith, 1982; Winkle-Wagner, 2009). Second, gender differences among Black students at predominantly White institutions are apparent and unable to be ignored. Third, academic advising literature and academic support programs specifically for undergraduate Black females are scarce. Fourth, deficiency models are antiquated distractions from excellence models such as community cultural wealth, which was used to frame this study (Yosso, 2005).

Citation

Payne Gold, S. (2011), "Buried Treasure: Community Cultural Wealth Among Black American Female Students", Renée Chambers, C. (Ed.) Support Systems and Services for Diverse Populations: Considering the Intersection of Race, Gender, and the Needs of Black Female Undergraduates (Diversity in Higher Education, Vol. 8), Emerald Group Publishing Limited, Leeds, pp. 59-72. https://doi.org/10.1108/S1479-3644(2011)0000008007