Funds of Knowledge in Higher Education

Judy Marquez Kiyama is an Associate Professor in the Higher Education department at the University of Denver’s Morgridge College of Education. Dr. Kiyama’s research examines the structures that shape educational opportunities for underserved groups through an asset-based lens to better understand the collective knowledge and resources drawn upon to confront, negotiate, and (re)shape such structures. Her research is organized in three interconnected areas: the role of parents and families; equity and power in educational research; and underserved groups as collective networks of change.Cecilia Rios-Aguilar is Associate Professor of Education and Director of the Higher Education Research Institute in the Graduate School of Education and Information Studies at the University of California Los Angeles. Dr. Rios-Aguilar’s research is multidisciplinary and uses a variety of conceptual frameworks—funds of knowledge and the forms of capital—and of statistical approaches—regression analysis, multilevel models, GIS, and social network analysis—to study the educational and occupational trajectories of under-represented minorities. Dr. Rios-Aguilar’s research interests include critical quantitative research methods, big data, social media, community colleges, and educational policies. She obtained her Ph.D. in Education Theory and Policy from the University of Rochester, her M.S. in Educational Administration from the University of Rochester, and her B.A. in Economics from the Instituto Tecnológico Autónomo de México (ITAM).

• ForewordPrefaceAcknowledgementsAbout the Editors Introduction: The Need for a Funds of Knowledge Approach in Higher EducationCECILIA RIOS-AGUILAR AND JUDY MARQUEZ KIYAMA PART 1 Enriching the Concept of Funds of Knowledge A Complementary Framework: Funds of Knowledge and the Forms of CapitalCECILIA RIOS-AGUILAR AND JUDY MARQUEZ KIYAMA A Review of Existing Research on Funds of Knowledge and the Forms of CapitalJUDY MARQUEZ KIYAMA, CECILIA RIOS-AGUILAR, AND MOLLY SARUBBI From Incarceration to Community College: Funds of Knowledge, Community Cultural Wealth, and Critical Race TheoryLUIS G. GIRALDO, DANIEL SOLORZANO, AND ADRIAN H. HUERTA La Lotería as Creative Resistance: The Funds of Knowledge, Critical Pedagogy, and Critical Race Theory in Art EducationLUIS-GENARO GARCIAPART 2 College Access and Persistence College Aspirations and Limitations: The Role of Educational Ideologies and Funds of Knowledge in Mexican American FamiliesJUDY MARQUEZ KIYAMA A Family Affair: Examining College-going among Sub-Saharan African immigrants in the U.S. through a Funds of Knowledge LensCHRYSTAL A. GEORGE MWANGI "Hacerle La Lucha": Examining the Value of Hard Work as a Source of Funds of Knowledge of Undocumented, Mexican Ivy League StudentsGLORIA MONTIELPART 3 Funds of Knowledge as a Pedagogical Tool for Student Success in Higher Education Aligning Practice with Pedagogy: Funds of Knowledge for Community College TeachingJUANA MORA AND CECILIA RIOS-AGUILAR Learning from Students’ Career Ideologies and Aspirations: Utilizing a Funds of Knowledge Approach to Reimagine Career and Technical Education (CTE)REBECCA NERI Funds of Knowledge as a Culturally Responsive Pedagogy in Higher EducationJUDY MARQUEZ KIYAMA, CECILIA RIOS-AGUILAR, AND REGINA DEIL-AMEN Conclusion: The Future of Funds of Knowledge in Higher EducationJUDY MARQUEZ KIYAMA AND CECILIA RIOS AGUILAR ContributorsIndex

"To my knowledge this is the first book that addresses exclusively higher education in a variety of social and cultural contexts…. And there is more. The book, edited ably by Ríos-Aguilar and Kiyama, also represents a challenge to the utility of the original funds of knowledge approach…and the need to adapt or supplement its core ideas and methods to a variety of circumstances of study. Congratulations to the editors and authors on the path-breaking volume they have prepared. It is bold work they have undertaken with the goal of helping others access resources in a variety of circumstances and succeed in their advanced studies."From the Foreword by Luis Moll, University of Arizona, USA