Assistant professors of color confront the inequitable terrain of academia: a community cultural wealth perspective

Melissa A. Martinez; Aurora Chang; Anjalé D. Welton

doi:10.1080/13613324.2016.1150826

Assistant professors of color confront the inequitable terrain of academia: a community cultural wealth perspective

Melissa A. Martinez, Aurora Chang, Anjalé D. Welton

School of Education

Research output: Contribution to journal › Article › peer-review

Original language	American English
Journal	Race Ethnicity and Education
Volume	20
Issue number	5
DOIs	https://doi.org/10.1080/13613324.2016.1150826
State	Published - Sep 3 2017

Disciplines

Social and Behavioral Sciences
Higher Education
Sociology

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10.1080/13613324.2016.1150826License: Unspecified

Cite this

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title = "Assistant professors of color confront the inequitable terrain of academia: a community cultural wealth perspective",

author = "Martinez, {Melissa A.} and Aurora Chang and Welton, {Anjal{\'e} D.}",

note = "This qualitative study adopted Yosso's community cultural wealth (CCW) framework to examine how 16 assistant professors of color (APOC) drew upon various forms of capital (navigational, aspirational, social, resistant, linguistic, familial) to deal with racism and marginalization in academia.",

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AU - Chang, Aurora

AU - Welton, Anjalé D.

N1 - This qualitative study adopted Yosso's community cultural wealth (CCW) framework to examine how 16 assistant professors of color (APOC) drew upon various forms of capital (navigational, aspirational, social, resistant, linguistic, familial) to deal with racism and marginalization in academia.

PY - 2017/9/3

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UR - https://experts.illinois.edu/en/publications/assistant-professors-of-color-confront-the-inequitable-terrain-of

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M3 - Article

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VL - 20

JO - Race Ethnicity and Education

JF - Race Ethnicity and Education

IS - 5

ER -

Assistant professors of color confront the inequitable terrain of academia: a community cultural wealth perspective

Disciplines

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