I Am My Brother's Keeper: the Impact of a Brother2Brother Program on African American Men in College

This qualitative study examines the perceived impact that membership in Brother2Brother (B2B) peer groups had on African American male collegians' psychosocial, educational and personal experiences, commitment to scholastic achievement, and integration into the campus environment

Converting capital: The experiences of Latinos/as in graduate programs

This study combines critical race theory and cultural capital to examine the experiences of Latina/o graduate students as they worked toward achieving a career in health-allied fields, including physical therapy, occupational therapy, health administration, and communication disorders. The study posed the following questions: 1) What forms of community cultural wealth (cultural capital) did participants draw from to achieve their educational goals in the graduate program? 2) How did participants convert their community cultural wealth (cultural capital) into educational outcomes, career attainment, and civic engagement? A counter-story telling approach was used to elicit a reflective account of participants’ daily life, elucidating the relationship between “pedagogies of the home” and participants’ ability to navigate educational environments successfully. Forms of community cultural wealth (cultural capital) analyzed included: aspirational, linguistic, familia elligence, were also found to be relevant in the conversion of capital. Implications for research and practice in higher education settings will be discussed

Converting Capital: The Experiences of Latinas/os in Graduate Health Care Programs

This qualitative study combines critical race theory, cultural capital theory, and counter-storytelling to examine the experiences of Latina/o in graduate health care programs. Community cultural wealth provided the framework to investigate the mechanisms by which students converted their sociocultural assets into the kinds of social, cultural, and educational capital needed to succeed in a graduate program and pursue their career goals. A qualitative content analysis was employed to interpret participants’ conversion experiences. The forms of community cultural wealth described by Yosso – aspirational, linguistic, familial, navigational, social, and resistant – intersected and interacted with one another. Aspirational and linguistic forms of capital were converted into occupational attainment; familial capital was converted into educational and occupational outcomes; navigational and social forms of capital were converted into educational outcomes, and resistant capital was converted into civic engagement. Recommendations for practice and future research are discussed

“Come and See for Yourself”: Exploration of Mindfulness Practice by First-Year College Students

This grounded theory study aims at explaining how college freshmen develop and stay engaged with a regular mindfulness practice, and the benefits they experience. The authors investigated an intentional effort to integrate mindfulness practices in the curriculum of a First-Year Seminar and English Composition course. The results presented here support existing findings concerning the integration of mindfulness practice in higher education settings. This study also advances unique findings relative to utilizing classroom settings to introduce first-year students to the practice, as a long as the course follows a regular structure (i.e., attendance, homework assignments). The substantive theory presented describes how students developed a practice routine and made the practice relevant for their academic and personal lives. Recommendations for practice and future research are included

Child welfare caseworkers: Who they are and how they view the system.

Child welfare caseworkers: Who they are and how they view the system