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ABSTRACT
This qualitative study analyzes interviews with 17 first-generation Latina/o/x students. This study bridges funds of knowledge and social reproduction theory to examine the bi-directional exchange of familial funds of knowledge and capital relevant to higher education in Latina/o/x families. Students’ familial funds of knowledge assisted them as they accessed and persisted through higher education. Students bridged fields between their home communities and higher education when they shared capital and transformed it into funds of knowledge to assist family members in accessing college. In doing so, students encouraged the pursuit of higher education, contributing to the college-bound habitus of their familias. Implications for practice center on cultural shifts that must occur at the institutional level to develop policies and practices around developing relationships and partnerships early on with Latina/o/x communities.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes
1. Scholars who study students with origins in Latin America often use the terms Latino, Latina/o and Latin@ to describe these populations. However, these terms imply a gender binary. The term “Latina/o/x” seeks to move beyond the gender binary by actively acknowledging individuals who do not identify within the binary. Salinas and Lozano (Citation2019) provide an analysis of the evolution and use of the term Latinx and provide recommendations for usage in research, emphasizing students' self-identification. I have chosen to use the term Latina/o/x, when referring to a broad group of students as a way to avoid reinforcing the gender binary. Latina and Latino are used when identifying students’ particular self-identification.