Date of Award

5-2025

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership

Department

Education

First Reader/Committee Chair

Dr. Becky Sumbera

Abstract

ABSTRACT

This phenomenological study explores how males of color in South Los Angeles utilize Community Cultural Wealth (CCW) to navigate educational pathways from high school through community college and university. Grounded in Yosso’s (2005) CCW framework—which includes aspirational, linguistic, familial, social, navigational, and resistance capital—this study centers the voices of ten first-generation African American and Latino/Latinx males from low socioeconomic backgrounds. Using a mixed methods design, the research combined participant intake surveys, structured questionnaires, and semi-structured interviews to capture how these students persist in the face of systemic barriers. The qualitative data were analyzed using thematic analysis, while survey responses were used to triangulate findings and provide context on students’ perceptions of CCW in their academic journeys. The findings revealed that CCW functions as a critical tool for persistence and resilience. Participants described strong familial and community ties that provided emotional and instrumental support. Social and linguistic capital—through bilingualism and peer relationships—enhanced their ability to navigate complex systems. Aspirational capital remained high, and resistance capital was evident through participants’ engagement in redefining academic success on their terms. Institutional resources were often insufficient, but intergenerational mentorship—especially from community-based sources—emerged as a vital support mechanism. This study challenges deficit-based narratives by highlighting the strategic ways males of color activate their cultural wealth to overcome educational inequities. The findings underscore the need for asset-based, culturally responsive practices in higher education, particularly in community college settings. By uplifting the lived experiences of historically marginalized students, this research provides a roadmap for educators, policymakers, and community leaders to reimagine academic success through the lens of cultural wealth and community empowerment.

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