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Abstract

As postsecondary scholars continue to challenge deficit-based thinking that harms Students of Color and other minoritized populations, researchers have called for an increased understanding of how they mobilize anti-deficit thought in scholarship and practice. As one example of a theory that pushes against deficit perspectives, Yosso’s community cultural wealth (CCW) framework has risen in popularity. To better comprehend how scholars apply CCW in higher education literature, this content analysis investigated research that examined, broadened, and operationalized the CCW framework. In particular, we analyzed 85 peer-reviewed journal articles. Findings revealed which forms of capital were most prevalent in studies, to whom scholars applied this framework, as well as how researchers expanded CCW through new capitals and implications. We then offer recommendations for research and practice.

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Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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