"I know what I need to learn": The intersection of aspirational and navigational capitals for marginalized‐identity STEM students.
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| Title: | "I know what I need to learn": The intersection of aspirational and navigational capitals for marginalized‐identity STEM students. |
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| Authors: | Sausner, Erica B.1 (AUTHOR) esausner@binghamton.edu, Wentzel, Cassandra1 (AUTHOR) cwentzel@binghamton.edu, Pitarresi, James1 (AUTHOR) jmp@binghamton.edu |
| Source: | Journal of Engineering Education. Apr2024, Vol. 113 Issue 2, p488-508. 21p. |
| Subject Terms: | *Postsecondary education, *STEM education, *Students, *Higher education, Semi-structured interviews |
| Abstract: | Background: The community cultural wealth (CCW) theoretical framework recognizes the assets of oppressed communities. Within the framework, aspirational capital refers to the hope to achieve in the face of systemic barriers, while navigational capital includes tactics engaged to progress within institutions that were not designed for equitable achievement. This study explores where aspirational capital and navigational capital overlap (a frequent and theoretically relevant occurrence) for marginalized‐identity (MI) STEM (science, technology, engineering, and mathematics) students. Purpose: This study provides insight into the experiences of higher education for MI students. Understanding students' deployment of navigational and aspirational capitals can direct change within institutions. Design/Method: This analysis draws on 51 semi‐structured interviews with 26 participants. Multiple rounds of qualitative coding and shared meaning‐making among authors support the present findings. Results: When aspirational capital and navigational capital overlap in student experience, three themes emerge. First, MI students use individualized actions to meet their goals; their extreme self‐reliance and engagement of priorities and milestones are key. Second, intrinsic motivators echoing meritocratic narratives encourage students. These narratives emphasize the value of hard work and taking advantage of opportunities. Finally, external forces, including institutionally based experts and culture, reflect aspirational and navigational capital engagement that support the individual's approaches and mindsets. Each finding includes nuance based on demographic categories. Conclusions: MI students draw on aspirational and navigational capital for support in postsecondary education. Recognition of CCW components and strategies shifts the responsibility of equitable student experiences and academic success to institutions and stakeholders in STEM higher education. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Background: The community cultural wealth (CCW) theoretical framework recognizes the assets of oppressed communities. Within the framework, aspirational capital refers to the hope to achieve in the face of systemic barriers, while navigational capital includes tactics engaged to progress within institutions that were not designed for equitable achievement. This study explores where aspirational capital and navigational capital overlap (a frequent and theoretically relevant occurrence) for marginalized‐identity (MI) STEM (science, technology, engineering, and mathematics) students. Purpose: This study provides insight into the experiences of higher education for MI students. Understanding students' deployment of navigational and aspirational capitals can direct change within institutions. Design/Method: This analysis draws on 51 semi‐structured interviews with 26 participants. Multiple rounds of qualitative coding and shared meaning‐making among authors support the present findings. Results: When aspirational capital and navigational capital overlap in student experience, three themes emerge. First, MI students use individualized actions to meet their goals; their extreme self‐reliance and engagement of priorities and milestones are key. Second, intrinsic motivators echoing meritocratic narratives encourage students. These narratives emphasize the value of hard work and taking advantage of opportunities. Finally, external forces, including institutionally based experts and culture, reflect aspirational and navigational capital engagement that support the individual's approaches and mindsets. Each finding includes nuance based on demographic categories. Conclusions: MI students draw on aspirational and navigational capital for support in postsecondary education. Recognition of CCW components and strategies shifts the responsibility of equitable student experiences and academic success to institutions and stakeholders in STEM higher education. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10694730 |
| DOI: | 10.1002/jee.20595 |
