{"title":"将社区文化财富融入接受英语学习者服务的残疾学生的中学后过渡教育中","authors":"Lindsay Romano, Audrey Trainor, Gracy Sarkissian, Lynn Newman","doi":"10.1177/07419325241239662","DOIUrl":null,"url":null,"abstract":"Understanding how capital influences postsecondary transition for students receiving special education and English learner (EL) services can inform culturally sustaining planning practices and improve postsecondary outcomes. Recognizing how students and families utilize community cultural wealth capital in the transition process can support efforts to thwart deficit-based practices and replace them with asset-based approaches that expand upon students’ strengths. At the same time, examining the ways the dominant group maintains power through actions that perpetuate the status quo is important. In this article, we apply Bourdieu’s capital theory alongside Yosso’s community cultural wealth framework to better understand how capital informed the postsecondary transition experiences of 13 students receiving special education and EL services and their parents. Implications and recommendations for understanding and utilizing cultural capital and community cultural wealth in transition are explored.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"143 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Integrating Community Cultural Wealth Into Postsecondary Transition for Students With Disabilities Receiving English Learner Services\",\"authors\":\"Lindsay Romano, Audrey Trainor, Gracy Sarkissian, Lynn Newman\",\"doi\":\"10.1177/07419325241239662\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Understanding how capital influences postsecondary transition for students receiving special education and English learner (EL) services can inform culturally sustaining planning practices and improve postsecondary outcomes. Recognizing how students and families utilize community cultural wealth capital in the transition process can support efforts to thwart deficit-based practices and replace them with asset-based approaches that expand upon students’ strengths. At the same time, examining the ways the dominant group maintains power through actions that perpetuate the status quo is important. In this article, we apply Bourdieu’s capital theory alongside Yosso’s community cultural wealth framework to better understand how capital informed the postsecondary transition experiences of 13 students receiving special education and EL services and their parents. Implications and recommendations for understanding and utilizing cultural capital and community cultural wealth in transition are explored.\",\"PeriodicalId\":48042,\"journal\":{\"name\":\"Remedial and Special Education\",\"volume\":\"143 1\",\"pages\":\"\"},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2024-03-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Remedial and Special Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/07419325241239662\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Remedial and Special Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/07419325241239662","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
Integrating Community Cultural Wealth Into Postsecondary Transition for Students With Disabilities Receiving English Learner Services
Understanding how capital influences postsecondary transition for students receiving special education and English learner (EL) services can inform culturally sustaining planning practices and improve postsecondary outcomes. Recognizing how students and families utilize community cultural wealth capital in the transition process can support efforts to thwart deficit-based practices and replace them with asset-based approaches that expand upon students’ strengths. At the same time, examining the ways the dominant group maintains power through actions that perpetuate the status quo is important. In this article, we apply Bourdieu’s capital theory alongside Yosso’s community cultural wealth framework to better understand how capital informed the postsecondary transition experiences of 13 students receiving special education and EL services and their parents. Implications and recommendations for understanding and utilizing cultural capital and community cultural wealth in transition are explored.
期刊介绍:
Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.