Nancy Acevedo
Biographic Data
| ID | 6007658 |
|---|---|
| NAME | Nancy Acevedo |
| GIVEN NAMES | Nancy |
| FAMILY NAME | Acevedo |
| SIGNATURE | ACEVEDO N |
| AFFILIATIONS | California State University, San Bernardino |
| ORCID | 0000-0001-6822-1836 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Beyond Individual Social Mobility
Discussions on the purposes of higher education remain focused on the university despite the heterogeneity of sectors, which limits a richer understanding from various perspectives (Ashwin, 2022). Students’ perspectives also remain underexplored (Cuellar et al., 2022). Informed neoliberalism’s impact on higher education (Mintz, 2021) as well as critical race theory in education (Solorzano, 1998) we consider how community college students articula…
An Overview of Community Cultural Wealth
Community cultural wealth (CCW) as an asset-based framework challenges the deficit notion that Communities of Color do not possess “cultural” capital. Here, we adapt CCW as a framework that can help Students of Color navigate PK-20 educational contexts, particularly when experiencing interpersonal and structured racism, such as racial microaggressions. We begin by discussing the conceptual origins and intent of CCW. Next, we provide an overview o…
Enacting Spiritual Activism to Develop a Sense of Belonging
Guided by the theoretical frameworks of sense of belonging and spiritual activism, this study examines the experiences of first-generation Latina community college students who navigated the choice to major in science, technology, engineering, and mathematics (STEM) and their experiences as they prepared to transfer to a 4-year college from two Hispanic-serving community colleges. Informed by semi-structured interviews with eight Latina students,…
Nepantleras Building Bridges toward College Readiness
This article builds on previous studies that establish urban high school contexts that Latina/o/x students likely navigate as under-resourced and deficit. Guided by the frameworks of community-oriented teachers of Color and nepantleras, this study takes an asset-based approach to examine how Latina/o/x educators fostered college aspirations and how they developed college-going structures to support college aspirations of Latina/o/x students. Find…
“Hopefully I Can Transfer
Guided by the frameworks of college-conocimiento and the cooling out function, this study examined the college choice process of Latina/o/x students who attended an under-resourced urban high school. Data for this study consisted of interviews with ten institutional agents, two oral history interviews with 34 Latina/o/x students, and observation field notes. Findings revealed that upon seeking college information, students were informed that the …
A Call for Intersectionality in US Schooling
Guided by the concept of nepantleras and critical race nepantlera methodology, Nancy Acevedo presents the testimonios of Citlalli Bejarano and Natalie Ibarra Collazo, two Chicana students who attend urban high schools. Citlalli and Natalie share various forms of inclusion and exclusion that they experience as Chicanas attending private and public high schools in California. The article highlights a need for schooling experiences that acknowledge …
An Overview of Community Cultural Wealth
Community cultural wealth (CCW) as an asset-based framework challenges the deficit notion that Communities of Color do not possess “cultural” capital. Here, we adapt CCW as a framework that can help Students of Color navigate PK-20 educational contexts, particularly when experiencing interpersonal and structured racism, such as racial microaggressions. We begin by discussing the conceptual origins and intent of CCW. Next, we provide an overview o…
Enacting Spiritual Activism to Develop a Sense of Belonging
Guided by the theoretical frameworks of sense of belonging and spiritual activism, this study examines the experiences of first-generation Latina community college students who navigated the choice to major in science, technology, engineering, and mathematics (STEM) and their experiences as they prepared to transfer to a 4-year college from two Hispanic-serving community colleges. Informed by semi-structured interviews with eight Latina students,…
Nepantleras Building Bridges toward College Readiness
This article builds on previous studies that establish urban high school contexts that Latina/o/x students likely navigate as under-resourced and deficit. Guided by the frameworks of community-oriented teachers of Color and nepantleras, this study takes an asset-based approach to examine how Latina/o/x educators fostered college aspirations and how they developed college-going structures to support college aspirations of Latina/o/x students. Find…
“Hopefully I Can Transfer
Guided by the frameworks of college-conocimiento and the cooling out function, this study examined the college choice process of Latina/o/x students who attended an under-resourced urban high school. Data for this study consisted of interviews with ten institutional agents, two oral history interviews with 34 Latina/o/x students, and observation field notes. Findings revealed that upon seeking college information, students were informed that the …
A Call for Intersectionality in US Schooling
Guided by the concept of nepantleras and critical race nepantlera methodology, Nancy Acevedo presents the testimonios of Citlalli Bejarano and Natalie Ibarra Collazo, two Chicana students who attend urban high schools. Citlalli and Natalie share various forms of inclusion and exclusion that they experience as Chicanas attending private and public high schools in California. The article highlights a need for schooling experiences that acknowledge …
Enacting Spiritual Activism to Develop a Sense of Belonging
Guided by the theoretical frameworks of sense of belonging and spiritual activism, this study examines the experiences of first-generation Latina community college students who navigated the choice to major in science, technology, engineering, and mathematics (STEM) and their experiences as they prepared to transfer to a 4-year college from two Hispanic-serving community colleges. Informed by semi-structured interviews with eight Latina students,…
An Overview of Community Cultural Wealth
Community cultural wealth (CCW) as an asset-based framework challenges the deficit notion that Communities of Color do not possess “cultural” capital. Here, we adapt CCW as a framework that can help Students of Color navigate PK-20 educational contexts, particularly when experiencing interpersonal and structured racism, such as racial microaggressions. We begin by discussing the conceptual origins and intent of CCW. Next, we provide an overview o…
Beyond Individual Social Mobility
Discussions on the purposes of higher education remain focused on the university despite the heterogeneity of sectors, which limits a richer understanding from various perspectives (Ashwin, 2022). Students’ perspectives also remain underexplored (Cuellar et al., 2022). Informed neoliberalism’s impact on higher education (Mintz, 2021) as well as critical race theory in education (Solorzano, 1998) we consider how community college students articula…
Higher Education Research Studies (6 works) · Psychology (5 works) · Critical Race Theory in Education (4 works) · Pedagogy (4 works) · Sociology (4 works) · Community college (3 works) · Political science (3 works) · Gender Studies (2 works) · Higher education (2 works) · Medical education (2 works)