“Because I Built That Trust”

In this research article, Stephany Cuevas and myra M. P. d. dayrit examine how college access professionals (CAPs) work with the families of prospective first-generation college students (PFGCSs). Using the concept of embodied funds of knowledge (Mariscal et al., 2019), the authors analyze the experiences of twenty CAPs. Their findings reveal that CAPs employ different family-centered approaches to recognize and honor families’ life contexts and knowledge. Additionally, CAPs leverage their own funds of knowledge–including, in many cases, their own experiences as first-generation college students–to connect with students’ families. Cuevas and dayrit argue that these embodied funds of knowledge foster trusting relationship with families, leading to strong family-educator partnerships that support PFGCSs’ higher-education aspirations. This research highlights the critical role of CAPs in forming effective familyeducator partnerships within a college-going context

Embodied cognition · Higher education · Honor · Leverage (statistics) · Work (physics) · Higher Education Practises and Engagement · Higher Education Research Studies · Parental Involvement in Education