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Grounded in Yosso’s (2005) community cultural wealth theory, the study highlights family support strategies that differ from conventional definitions of academic family involvement. Challenging deficit-oriented reform discourse, it argues that non-traditional, culturally rooted forms of support are integral to students persisting through school obstacles, rather than reflecting lack of care.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/to-get-somewhere-in-life-family-support-and-persistence-in-school/599885/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/to-get-somewhere-in-life-family-support-and-persistence-in-school/599885.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-26","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study focus on regarding students’ persistence?","Question",{"text":112,"@type":113},"It focuses on how students who re-engage in secondary school stay persistent, specifically through motivational messages and forms of support they receive from families.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does community cultural wealth shape the study’s analysis?",{"text":117,"@type":113},"It frames students’ accounts of family support as community cultural wealth, showing how culturally rooted resources can motivate persistence despite obstacles in school.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the study position traditional family involvement versus non-traditional support?",{"text":121,"@type":113},"It contrasts school-centric, traditional involvement (like communication with educators and homework help) with non-traditional support occurring outside the institution, arguing that the latter also reflects care and can be impactful.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599885,1792592923,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| | “To Get Somewhere in Life”: |\n| --- | --- |\n|  | Family Support and Persistence in School |\n\nNastasia Lawton-Sticklor, Clark University  \nAbstract  \nThis study explored educational persistence in the narratives of students re-engaging in secondary school, specifically relating to the messages they received from their families motivating them to succeed in school. Framed in Yosso’s (2005) theory of community cultural wealth, students described the methods their families used to support them that largely diverged from traditional methods of academic family involvement. In the midst of educational reform discourse that takes a deficit view of students and families who do not follow institutionally recognized norms of family involvement, this study seeks to challenge the notion that families who use non-traditional forms of support do not care about their children’s education. Infact, student narratives show that the community cultural wealth they received from interactions with their families was integral in motivating them to persist through obstacles in school.  \nKeywords: community cultural wealth; cultural capital; qualitative methods; critical theories; parent involvement  \nIntroduction  \nEducation is viewed as a preventative measure from poverty and disenfranchisement (Furstenberg & Hughes 1995; Stuit & Springer 2010) . It is believed that formal education provides skills and knowledge needed to succeed by granting access to institutional norms and resources (Bourdieu 1985, Bourdieu & Balazs 1999; Brisson 2009; Coleman 1988; Dika & Singh 2002; Helliwell & Putnam 2007: Portes 1998; 2000), thus increasing earning power and social influence. There are two problems with this belief system. First, the norms and resources granted by educational institutions adhere to dominant, that is, white, male, middle-class, heterosexual norms, marginalizing many (Yosso, 2005) . Second, not all students receive equal quality of education. Inequity is endemic in schools, realized through access to high quality teachers, extra-curricular opportunities, supplies and technology, and post-secondary preparation (Sanders, 2000; Blanchett, Mumford & Beachum, 2005). Furthermore, while statistics suggest that schooling is positively correlated with success, it does not, in fact, guarantee increased social and earning power, a fact that is embedded in racial and economic inequities within and outside of school. Students who suffer the consequences of inequities in opportunity are often described pathologically as “at risk ,” which, as Franklin (2000) argues, focuses “on risk and vulnerability, not promise, protection, and resilience”  \n138 Lawton-Sticklor—“To Get Somewhere in Life”  \n(p. 3). By labeling students and families in this way, institutions evade critique as the perpetrators of inequity.  \nSchooling institutions emphasize family involvement as integral to student success. They often perpetuate a limiting, school-centric view of how parents can and should be involved. Traditional involvement is often defined as communication with educators, academic assistance on homework, and attendance at school events (Jeynes, 2014; Bower & Griffin, 2011; Boutte & Johnson, 2014) . In this work, I explore the question: how can we learn from student narratives about the factors in their lives that may be invisible to us in schools? In particular, how might we learn more about the strengths they draw from their families and communities, especially the cultural capital (Yosso, 2005) that students receive from their families as they navigate difficult spaces in school? Through these student narratives, I argue that using a cultural capital framework can help us better understand family involvement, particularly involvement that occurs outside ofthe institution. The stories of the students highlighted present a model of involvement supported by literature in cultural wealth and asset-based views of families, particularly families of color (Yosso, 2005; Altschu","cbCaip4VG3YdwoSJ","https://ap.wps.com/l/cbCaip4VG3YdwoSJ","pdf",314354,"English","# Abstract\n# Keywords\n# Introduction\n# Literature Review","[{\"question\":\"What does the study focus on regarding students’ persistence?\",\"answer\":\"It focuses on how students who re-engage in secondary school stay persistent, specifically through motivational messages and forms of support they receive from families.\"},{\"question\":\"How does community cultural wealth shape the study’s analysis?\",\"answer\":\"It frames students’ accounts of family support as community cultural wealth, showing how culturally rooted resources can motivate persistence despite obstacles in school.\"},{\"question\":\"How does the study position traditional family involvement versus non-traditional support?\",\"answer\":\"It contrasts school-centric, traditional involvement (like communication with educators and homework help) with non-traditional support occurring outside the institution, arguing that the latter also reflects care and can be impactful.\"}]","To Get Somewhere in Life - Family Support and Persistence in School | PDF",1792089626,48]