Cecilia Rios‐Aguilar
Datos Biográficos
| ID | 5451266 |
|---|---|
| NOMBRE | Cecilia Rios‐Aguilar |
| NOMBRES | Cecilia |
| APELLIDO | Rios‐Aguilar |
| FIRMA | AGUILAR C R |
| AFILIACIONES | University of California, Los Angeles |
| VERIFICADO | No |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAS | 85 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2011 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2023 |
| ÍNDICE H | 5 |
Funds of Knowledge, Community Cultural Wealth, and the Forms of Capital
Funds of Knowledge (FK), Community Cultural Wealth (CCW), and Bourdieu’s analysis of capital (BAC) have each been applied in powerful ways to address complex issues of urban education; however, the overlaps and tensions between them have been largely underexplored. When brought together, these three economic metaphors—funds, wealth, capital—surface divergences and tensions that foreground questions of educational praxis and social justice. We arg…
Surfacing Deep Challenges for Social-Educational Justice
This paper critically explores theoretical, conceptual, and methodological dimensions of three social-justice oriented educational approaches: Bourdieuian Analysis of Capital (BAC), Funds of Knowledge (FK), and Community Cultural Wealth (CCW). We surface convergences and divergences across these three frameworks, seeking to clarify them conceptually, draw out implications for educational praxis, illuminate importantly difficult tensions in-and-ac…
On the impossibilities of advancing racial justice in higher education research through reliance on the campus climate heuristic
Campus climates are often described as “hostile” for racially minoritized populations. However, growing recognition of complexities associated with intersecting and interwoven systems of social oppression compel the field of higher education to move away from overly simplistic portrayals of postsecondary environments as “welcoming/chilly” or “positive/negative.” More than this, there is a need to engage in a broader discussion of the field’s reli…
Treat a Cop Like They Are God
Latinos represent 20% of the more than 1 million gang-associated youth in the United States. This study explores how gang associated Latino males use their funds of gang knowledge to navigate their urban schools and communities. The findings highlight how Latino males build relationships and exchange information with each other, endure and persevere during juvenile incarceration, how youth interact with law enforcement, and how youth advance thei…
Boundary Crossing Between Academia and Law
Social scientists’ involvement with the legal system is critical for tackling inequities in education and informing legal developments in ways that are grounded in empirical realities that document the myriad ways race shapes educational opportunity and outcomes. This study examined the experiences of social scientists who have participated in legal cases pertaining to education policy and equity. Drawing from the notion of boundary crossing to c…
Parental Expectations of Postsecondary Outcomes for Diverse Students with Learning Disabilities
Culturally and linguistically diverse (CLD) students with learning disabilities (LD) are persistently underrepresented in higher education and demonstrate lower postsecondary outcomes than non-minority peers. The purpose of this study was to examine the relationships between funds of knowledge, social capital, parental expectations, and goals established in a sample of individualized transition plans. Findings indicate that parents of CLD childre…
Evaluating the impact of restrictive language policies
Re)conceptualizing and (re)evaluating language policies for English language learners
Beyond Getting In and Fitting In
Social network analyses, combined with qualitative analyses, are examined to understand key components of the college trajectories of 261 Latina/o students. Their social network ties reveal variation in extensity and the relevance. Most ties facilitate social capital relevant to getting into college, fewer engage social capital relevant to strategizing success in college, and even fewer provide social capital benefits useful for planning career/p…
Funds of Knowledge
A feature of the existing literature on minority students' transition to college is the preponderance of models that have “imagined” what students (and their families) need to have in order to be successful. In this paper we discuss how the theoretical framework of funds of knowledge can be used by researchers in higher education to challenge these models and to study Latina(o) students' college preparation, college access, and development of car…
Negotiating Between Restrictive Language Policies and Complex Teaching Conditions
This article examines how Arizona's teachers of English learners negotiate between restrictive language policies and complex teaching conditions. This case study explores how middle school teachers in an urban school district make sense of the 4-hour English language development block, Arizona's recent English-only policy. Findings indicate that teachers' implementation of language policies in their classroom is shaped by their own language-learn…
Funds of knowledge for the poor and forms of capital for the rich? A capital approach to examining funds of knowledge
Educational researchers have assumed that the concept of funds of knowledge is related to specific forms of capital. However, scholars have not examined if and how these theoretical frameworks can complement each other when attempting to understand educational opportunity for under-represented students. In this article, we argue that a funds of knowledge approach should also be studied from a capital perspective. We claim that bridging funds of k…
Funds of Knowledge
A feature of the existing literature on minority students' transition to college is the preponderance of models that have “imagined” what students (and their families) need to have in order to be successful. In this paper we discuss how the theoretical framework of funds of knowledge can be used by researchers in higher education to challenge these models and to study Latina(o) students' college preparation, college access, and development of car…
Beyond Getting In and Fitting In
Social network analyses, combined with qualitative analyses, are examined to understand key components of the college trajectories of 261 Latina/o students. Their social network ties reveal variation in extensity and the relevance. Most ties facilitate social capital relevant to getting into college, fewer engage social capital relevant to strategizing success in college, and even fewer provide social capital benefits useful for planning career/p…
Evaluating the impact of restrictive language policies
Treat a Cop Like They Are God
Latinos represent 20% of the more than 1 million gang-associated youth in the United States. This study explores how gang associated Latino males use their funds of gang knowledge to navigate their urban schools and communities. The findings highlight how Latino males build relationships and exchange information with each other, endure and persevere during juvenile incarceration, how youth interact with law enforcement, and how youth advance thei…
Negotiating Between Restrictive Language Policies and Complex Teaching Conditions
This article examines how Arizona's teachers of English learners negotiate between restrictive language policies and complex teaching conditions. This case study explores how middle school teachers in an urban school district make sense of the 4-hour English language development block, Arizona's recent English-only policy. Findings indicate that teachers' implementation of language policies in their classroom is shaped by their own language-learn…
Surfacing Deep Challenges for Social-Educational Justice
This paper critically explores theoretical, conceptual, and methodological dimensions of three social-justice oriented educational approaches: Bourdieuian Analysis of Capital (BAC), Funds of Knowledge (FK), and Community Cultural Wealth (CCW). We surface convergences and divergences across these three frameworks, seeking to clarify them conceptually, draw out implications for educational praxis, illuminate importantly difficult tensions in-and-ac…
Parental Expectations of Postsecondary Outcomes for Diverse Students with Learning Disabilities
Culturally and linguistically diverse (CLD) students with learning disabilities (LD) are persistently underrepresented in higher education and demonstrate lower postsecondary outcomes than non-minority peers. The purpose of this study was to examine the relationships between funds of knowledge, social capital, parental expectations, and goals established in a sample of individualized transition plans. Findings indicate that parents of CLD childre…
Funds of Knowledge, Community Cultural Wealth, and the Forms of Capital
Funds of Knowledge (FK), Community Cultural Wealth (CCW), and Bourdieu’s analysis of capital (BAC) have each been applied in powerful ways to address complex issues of urban education; however, the overlaps and tensions between them have been largely underexplored. When brought together, these three economic metaphors—funds, wealth, capital—surface divergences and tensions that foreground questions of educational praxis and social justice. We arg…
On the impossibilities of advancing racial justice in higher education research through reliance on the campus climate heuristic
Campus climates are often described as “hostile” for racially minoritized populations. However, growing recognition of complexities associated with intersecting and interwoven systems of social oppression compel the field of higher education to move away from overly simplistic portrayals of postsecondary environments as “welcoming/chilly” or “positive/negative.” More than this, there is a need to engage in a broader discussion of the field’s reli…
Boundary Crossing Between Academia and Law
Social scientists’ involvement with the legal system is critical for tackling inequities in education and informing legal developments in ways that are grounded in empirical realities that document the myriad ways race shapes educational opportunity and outcomes. This study examined the experiences of social scientists who have participated in legal cases pertaining to education policy and equity. Drawing from the notion of boundary crossing to c…
Re)conceptualizing and (re)evaluating language policies for English language learners
Funds of knowledge for the poor and forms of capital for the rich? A capital approach to examining funds of knowledge
Educational researchers have assumed that the concept of funds of knowledge is related to specific forms of capital. However, scholars have not examined if and how these theoretical frameworks can complement each other when attempting to understand educational opportunity for under-represented students. In this article, we argue that a funds of knowledge approach should also be studied from a capital perspective. We claim that bridging funds of k…
Evaluating the impact of restrictive language policies
Re)conceptualizing and (re)evaluating language policies for English language learners
Beyond Getting In and Fitting In
Social network analyses, combined with qualitative analyses, are examined to understand key components of the college trajectories of 261 Latina/o students. Their social network ties reveal variation in extensity and the relevance. Most ties facilitate social capital relevant to getting into college, fewer engage social capital relevant to strategizing success in college, and even fewer provide social capital benefits useful for planning career/p…
Funds of Knowledge
A feature of the existing literature on minority students' transition to college is the preponderance of models that have “imagined” what students (and their families) need to have in order to be successful. In this paper we discuss how the theoretical framework of funds of knowledge can be used by researchers in higher education to challenge these models and to study Latina(o) students' college preparation, college access, and development of car…
Negotiating Between Restrictive Language Policies and Complex Teaching Conditions
This article examines how Arizona's teachers of English learners negotiate between restrictive language policies and complex teaching conditions. This case study explores how middle school teachers in an urban school district make sense of the 4-hour English language development block, Arizona's recent English-only policy. Findings indicate that teachers' implementation of language policies in their classroom is shaped by their own language-learn…
Parental Expectations of Postsecondary Outcomes for Diverse Students with Learning Disabilities
Culturally and linguistically diverse (CLD) students with learning disabilities (LD) are persistently underrepresented in higher education and demonstrate lower postsecondary outcomes than non-minority peers. The purpose of this study was to examine the relationships between funds of knowledge, social capital, parental expectations, and goals established in a sample of individualized transition plans. Findings indicate that parents of CLD childre…
On the impossibilities of advancing racial justice in higher education research through reliance on the campus climate heuristic
Campus climates are often described as “hostile” for racially minoritized populations. However, growing recognition of complexities associated with intersecting and interwoven systems of social oppression compel the field of higher education to move away from overly simplistic portrayals of postsecondary environments as “welcoming/chilly” or “positive/negative.” More than this, there is a need to engage in a broader discussion of the field’s reli…
Treat a Cop Like They Are God
Latinos represent 20% of the more than 1 million gang-associated youth in the United States. This study explores how gang associated Latino males use their funds of gang knowledge to navigate their urban schools and communities. The findings highlight how Latino males build relationships and exchange information with each other, endure and persevere during juvenile incarceration, how youth interact with law enforcement, and how youth advance thei…
Boundary Crossing Between Academia and Law
Social scientists’ involvement with the legal system is critical for tackling inequities in education and informing legal developments in ways that are grounded in empirical realities that document the myriad ways race shapes educational opportunity and outcomes. This study examined the experiences of social scientists who have participated in legal cases pertaining to education policy and equity. Drawing from the notion of boundary crossing to c…
Funds of Knowledge, Community Cultural Wealth, and the Forms of Capital
Funds of Knowledge (FK), Community Cultural Wealth (CCW), and Bourdieu’s analysis of capital (BAC) have each been applied in powerful ways to address complex issues of urban education; however, the overlaps and tensions between them have been largely underexplored. When brought together, these three economic metaphors—funds, wealth, capital—surface divergences and tensions that foreground questions of educational praxis and social justice. We arg…
Surfacing Deep Challenges for Social-Educational Justice
This paper critically explores theoretical, conceptual, and methodological dimensions of three social-justice oriented educational approaches: Bourdieuian Analysis of Capital (BAC), Funds of Knowledge (FK), and Community Cultural Wealth (CCW). We surface convergences and divergences across these three frameworks, seeking to clarify them conceptually, draw out implications for educational praxis, illuminate importantly difficult tensions in-and-ac…
Sociology (12 obras) · Political science (9 obras) · Psychology (7 obras) · Pedagogy (6 obras) · Social science (6 obras) · Higher Education Research Studies (5 obras) · Law (5 obras) · Critical Race Theory in Education (4 obras) · Social capital (4 obras) · Capital (architecture) (3 obras)