References
Burciaga, R. & Erbstein, N. (2010). Challenging assumptions, revealing community cultural wealth: Young adult wisdom on hope in hardship. Center for Regional Change, University of California, Davis.
Burciaga, R. & Erbstein, N. (2012). Latina/o dropouts: Generating community cultural wealth. Association of Mexican-American Educators (AMAE) Journal, 6(1) pp. 24-33.
College Access Now (2014). Welcome to college access now. College Access Now. Retrieved from: http://collegeaccessnow.org
Delgado Bernal, D. & Villalpando, O. (2002). An apartheid of knowledge in academia: The struggle over the "legitimate" knowledge of faculty of color. Equity & Excellence in Education, 35(2) pp. 169-180, doi: 10.1080/713845282
Dumais, S. (2002). Cultural capital, gender, and school success: The role of habitus. Sociology of Education, 75(1), pp. 44-68.
Huber, L. P. (2009). Challenging racist and nativist framing: Acknowledging the community cultural wealth of undocumented Chicana college students to reframe the immigration debate. Harvard Educational Review, 79(4) pp. 704-729.
Larrotta, C. & Yamamura, E. (2011). A community cultural wealth approach to Latina/Latino parent involvement: The promise of family literacy. Adult Basic Education & Literacy Journal 5(2), pp. 74-83
Network of Teacher Activist Groups (TAG). (2014) About us. Network of Teacher Activist Groups. Retrieved from: http://teacheractivistgroups.com/about
Social Justice Training Institute (SJTI). (2014). Our history. Social Justice Training Institute. Retrieved from: http://sjti.org/history.html
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity, and Education, 8(1), pp. 69-91.
Burciaga, R. & Erbstein, N. (2012). Latina/o dropouts: Generating community cultural wealth. Association of Mexican-American Educators (AMAE) Journal, 6(1) pp. 24-33.
College Access Now (2014). Welcome to college access now. College Access Now. Retrieved from: http://collegeaccessnow.org
Delgado Bernal, D. & Villalpando, O. (2002). An apartheid of knowledge in academia: The struggle over the "legitimate" knowledge of faculty of color. Equity & Excellence in Education, 35(2) pp. 169-180, doi: 10.1080/713845282
Dumais, S. (2002). Cultural capital, gender, and school success: The role of habitus. Sociology of Education, 75(1), pp. 44-68.
Huber, L. P. (2009). Challenging racist and nativist framing: Acknowledging the community cultural wealth of undocumented Chicana college students to reframe the immigration debate. Harvard Educational Review, 79(4) pp. 704-729.
Larrotta, C. & Yamamura, E. (2011). A community cultural wealth approach to Latina/Latino parent involvement: The promise of family literacy. Adult Basic Education & Literacy Journal 5(2), pp. 74-83
Network of Teacher Activist Groups (TAG). (2014) About us. Network of Teacher Activist Groups. Retrieved from: http://teacheractivistgroups.com/about
Social Justice Training Institute (SJTI). (2014). Our history. Social Justice Training Institute. Retrieved from: http://sjti.org/history.html
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity, and Education, 8(1), pp. 69-91.
