Student use of Aspirational and Linguistic Social Capital in an Urban Immigrant-centered English Immersion High School

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dc.contributor.authorStraubhaar, Rolf
dc.date.accessioned2019-07-16T15:53:49Z
dc.date.available2019-07-16T15:53:49Z
dc.date.issued2013-01
dc.description.abstractExpanding upon Yosso's theory of community cultural wealth, this interview-based qualitative study finds that Mexican youth in an urban two-year English immersion high school here referred to as Literacy High are assisted academically by what Yosso would call their aspirational capital and what the present article theorizes as their linguistic social capital, or their ability to utilize a Spanish-speaking student network to understand assignments and instructions. Among these students, opinions regarding the need to develop oral English proficiency vary widely, with some students choosing Spanish as a form of resistance while others feel anxiety regarding their lack of fluency in spoken English.
dc.description.departmentCounseling, Leadership, Adult Education, and School Psychology
dc.description.versionThis is the accepted manuscript version of an article published in The High School Journal.
dc.formatText
dc.format.extent31 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationStraubhaar, R. (2013). Student use of aspirational and linguistic social capital in an urban immigrant-centered English immersion high school. The High School Journal, 97(2), 92-106.
dc.identifier.doihttps://doi.org/10.1353/hsj.2013.0026
dc.identifier.urihttps://hdl.handle.net/10877/8312
dc.language.isoen
dc.publisherUniversity of North Carolina Press
dc.sourceThe High School Journal, Winter 2013, Vol. 97, No. 2, pp. 92-106.
dc.subjectlinguistic capital
dc.subjectimmigrant education
dc.subjectEnglish immersion settings
dc.subjectsocial capital
dc.subjectCounseling, Leadership, Adult Education, and School Psychology
dc.titleStudent use of Aspirational and Linguistic Social Capital in an Urban Immigrant-centered English Immersion High School
dc.typeArticle

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