Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-586b7cd67f-2plfb Total loading time: 0 Render date: 2024-11-22T08:10:52.575Z Has data issue: false hasContentIssue false

Chapter 6 - Funds of Knowledge as Strategic Food and Campus Navigation at Selective, Affluent Universities

from Part II - Experiences

Published online by Cambridge University Press:  16 May 2024

By
Nathan F. Alleman ,
Sarah E. Madsen  and
Cara Cliburn Allen
Edited by
Blake R. Silver  and
Graziella Pagliarulo McCarron
Blake R. Silver
Affiliation:
George Mason University
Graziella Pagliarulo McCarron
Affiliation:
George Mason University
Get access

Summary

The increase of immigrant-origin students in higher education presses the need for new ways of understanding their university experiences. Using the concept of Funds of Knowledge, this qualitative study highlights how students experiencing food insecurity use lessons from their families to strategically navigate selective, affluent environments of resources and privilege.

Keywords

funds of knowledgeimmigrant-origin studentsfood insecurity
Type
Chapter
Information
Supporting College Students of Immigrant Origin
New Insights from Research, Policy, and Practice
 , pp. 111 - 132
Publisher: Cambridge University Press
Print publication year: 2024

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aries, E., & Seider, M. (2005). The interactive relationship between class identity and the college experience: The case of lower income students. Qualitative Sociology, 28(4), 419–443. https://doi.org/10.1007/s11133-005-8366-1CrossRefGoogle Scholar
AttinasiJr., L. C. (1989). Getting in: Mexican Americans’ perceptions of university attendance and the implications for freshman year persistence. The Journal of Higher Education, 60(3), 247–277. https://doi.org/10.1080/00221546.1989.11775035Google Scholar
Barron’s Educational Series. (2018). Profiles of American colleges 2018 (37th ed.). Barron’s Educational.Google Scholar
Barry, L. M., Hudley, C., Kelly, M., & Cho, S. J. (2009). Differences in self-reported disclosure of college experiences by first-generation college student status. Adolescence, 44(173), 55–68. https://link-gale-com.ezproxy.baylor.edu/apps/doc/A197665554/AONE?u=txshracd2488&sid=bookmark-AONE&xid=65be8ad1Google ScholarPubMed
Boorstin, D. J. (1973). The Americans: The democratic experience. Random House.Google Scholar
Broton, K. M., Weaver, K. E., & Mai, M. (2018). Hunger in higher education: Experiences and correlates of food insecurity among Wisconsin undergraduates from low-income families. Social Sciences, 7(10), 179. https://doi.org/10.3390/socsci7100179CrossRefGoogle Scholar
Bryan, E., & Simmons, L. A. (2009). Family involvement: Impacts on post-secondary educational success for first-generation Appalachian college students. Journal of College Student Development, 50(4), 391–406. https://doi.org/10.1353/csd.0.0081CrossRefGoogle Scholar
Cockle, T. F., Alleman, N. F., Madsen, S. E., & Cliburn-Allen, C. E. The goods of the university: How students from low-SES backgrounds help humanize our institutions [Conference presentation]. AERA 2023, Chicago, IL, United States.CrossRefGoogle Scholar
Chavarria, K., Cornejo, M., Ayón, C., & Enriquez, L. E. (2021). Disrupted education?: A latent profile analysis of immigration-related distractions and academic engagement among undocumented college students. Journal of Latinos and Education, 20(3), 232–245. https://doi.org/10.1080/15348431.2021.1949989CrossRefGoogle Scholar
Cliburn Allen, C. E., & Alleman, N. F. (2019). A private struggle at a private institution: Effects of student hunger on social and academic experiences. Journal of College Student Development, 60(1), 52–69. https://doi.org/10.1353/csd.2019.0003CrossRefGoogle Scholar
Ellison, B., Bruening, M., Hruschka, D. J., Nikolaus, C. J., van Woerden, I., Rabbitt, M. P., & Nickols-Richardson, S. M. (2021). Viewpoint: Food insecurity among college students: A case for consistent and comparable measurement. Food Policy, 101, 102031. https://doi.org/10.1016/j.foodpol.2021.102031CrossRefGoogle Scholar
Foner, N., & Dreby, J. (2011). Relations between the generations in immigrant families. Annual Review of Sociology, 37(1), 545–564. https://doi.org/10.1146/annurev-soc-081309-150030Google Scholar
Goldrick-Rab, S., Richardson, J., Schneider, J., Hernandez, A., & Cady, C., (2018). Still hungry and homeless in college. Wisconsin HOPE Lab. https://ighhub.org/resource/still-hungry-and-homeless-collegeGoogle Scholar
Grawe, N. D. (2021). The agile college: How institutions successfully navigate demographic changes. JHU Press.CrossRefGoogle Scholar
Howell, J. S., & Pender, M. (2016). The costs and benefits of enrolling in an academically matched college. Economics of Education Review, 51, 152–168. https://doi.org/10.1016/j.econedurev.2015.06.008CrossRefGoogle Scholar
Jack, A. A. (2019). The privileged poor. Harvard University Press.CrossRefGoogle Scholar
Kersey, M., Geppert, J., & Cutts, D. B. (2007). Hunger in young children of Mexican immigrant families. Public Health Nutrition, 10(4), 390–395. https://doi.org/10.1017/S1368980007334071CrossRefGoogle ScholarPubMed
Kim, E. (2014). When social class meets ethnicity: College-going experiences of Chinese and Korean immigrant students. The Review of Higher Education, 37(3), 321–348. https://doi.org/10.1353/rhe.2014.0015CrossRefGoogle Scholar
Kiyama, J. M. (2010). College aspirations and limitations: The role of educational ideologies and funds of knowledge in Mexican American families. American Educational Research Journal, 47(2), 330–356. https://doi.org/10.3102/0002831209357468CrossRefGoogle Scholar
Kiyama, J. M., & Rios-Aguilar, C. (Eds.) (2018). Funds of knowledge in higher education: Honoring students’ cultural experiences and resources as strengths. Routledge.Google Scholar
Klobodu, S. S., Paiva, M., Rodriguez, J., Calderon, S., & Chrisman, M. (2021). Perceived drivers of food insecurity and coping strategies of DACA-eligible college students–An exploratory study. Journal of Hunger & Environmental Nutrition, 16(5), 664–683. https://doi.org/10.1080/19320248.2021.1894299CrossRefGoogle Scholar
Lee, E. (2016). Class and campus life. Cornell University Press.CrossRefGoogle Scholar
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.CrossRefGoogle Scholar
Loh, J. (2013). Inquiry into issues of trustworthiness and quality in narrative studies: A perspective. Qualitative Report, 18(65), 1–15. https://doi.org/10.46743/2160-3715/2013.1477Google Scholar
Magolda, P. M. (2000). The campus tour: Ritual and community in higher education. Anthropology & Education Quarterly, 31(1), 24–46. https://doi.org/10.1525/aeq.2000.31.1.24CrossRefGoogle Scholar
Martinez, M. A. (2013). (Re)considering the role familismo plays in Latina/o high school students’ college choices. The High School Journal, 97(1), 21–40. https://doi.org/10.1353/hsj.2013.0019CrossRefGoogle Scholar
Massey, D. S., Mooney, M., Torres, K. C., & Charles, C. Z. (2007). Black immigrants and Black natives attending selective colleges and universities in the United States. American Journal of Education, 113(2), 243–271. www.journals.uchicago.edu/doi/full/10.1086/510167?casa_token=4oGQio9CCAoAAAAA%3ARqKI903nOQzxI9uphEj3ofg0j7CNotV5r93C9NKVpDaw6hITi6rDcpk-9upcQiEmubhtrh7sbKkCrossRefGoogle Scholar
Maynard, M., Dean, J., Rodriguez, P. I., Sriranganathan, G., Qutub, M., & Kirkpatrick, S. I. (2019). The experience of food insecurity among immigrants: A scoping review. Journal of International Migration and Integration, 20(4), 375–417. https://doi.org/10.1007/s12134-018-0613-xCrossRefGoogle Scholar
Moffat, T., Mohammed, C., & Newbold, K. B. (2017). Cultural dimensions of food insecurity among immigrants and refugees. Human Organization, 76(1), 15–27. https://doi.org/10.17730/0018-7259.76.1.15CrossRefGoogle Scholar
Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141. https://doi.org/10.1080/00405849209543534CrossRefGoogle Scholar
Montiel, G. I. (2018). “Hacerle la lucha”: Examining the value of hard work as a source of funds of knowledge of undocumented, Mexican ivy league students. In Kiyama, J. M. & Rios-Aguilar, C. (Eds.), Funds of knowledge in higher education: Honoring students’ cultural experiences and resources as strengths (pp. 125–142). Routledge.Google Scholar
Mullen, A. L. (2010). Degrees of inequality: Culture, class, and gender in American higher education. JHU Press.Google Scholar
Norris, C. (2020). Food Insecurity Among Immigrant Populations in the United States (Publication No. 27993125) [Doctoral dissertation, Colorado State University]. ProQuest Dissertations Publishing.Google Scholar
Noy, C. (2008). Sampling knowledge: The hermeneutics of snowball sampling in qualitative research. International Journal of Social Research Methodology, 11(4), 327–344. https://doi.org/10.1080/13645570701401305CrossRefGoogle Scholar
Owens, J. (2010). Foreign students, immigrants, domestic minorities and admission to Texas’ selective flagship universities before and after the ban on affirmative action. Peabody Journal of Education, 85(4), 486–510. https://doi.org/10.1080/0161956X.2010.518046CrossRefGoogle ScholarPubMed
Owens, J., & Lynch, S. M. (2012). Black and Hispanic immigrants’ resilience against negative- ability racial stereotypes at selective colleges and universities in the United States. Sociology of Education, 85(4), 303–325. https://doi.org/10.1177/0038040711435856CrossRefGoogle ScholarPubMed
Rios-Aguilar, C., & Kiyama, J. M. (2018). Introduction: The need for a funds of knowledge approach in higher education. In Kiyama, J. M. & Rios-Aguilar, C. (Eds.), Funds of knowledge in higher education: Honoring students’ cultural experiences and resources as strengths (pp. 3–6). Routledge.Google Scholar
Saldaña, J. (2016). The coding manual for qualitative research (3rd ed.). SAGE Publications.Google Scholar
Sapiro, B., & Davis, J. D. (2020). Staying close to home: The significance of relationships for immigrant-origin local college students. Journal of Ethnic & Cultural Diversity in Social Work, 29(1–3), 20–220. https://doi.org/10.1080/15313204.2018.1536907CrossRefGoogle Scholar
Savin-Baden, M., & Niekerk, L. V. (2007). Narrative inquiry: Theory and practice. Journal of Geography in Higher Education, 31(3), 459–472. https://doi.org/10.1080/03098260601071324CrossRefGoogle Scholar
Stevens, M. L. (2007). Creating a class. Harvard University Press.CrossRefGoogle Scholar
Stuber, J. M. (2011). Inside the college gates: How class and culture matter in higher education. Lexington Books.Google Scholar
Teranishi, R. T., Suárez-Orozco, C., & Suárez-Orozco, M. (2011). Immigrants in community colleges. The Future of Children, 21(1), 153–169. www.jstor.org/stable/41229015CrossRefGoogle ScholarPubMed
Tough, P. (2019). The years that matter most. Random House.Google Scholar
Tuck, E. (2009). Suspending damage: A letter to communities. Harvard Educational Review, 79(3), 409–428. https://doi.org/10.17763/haer.79.3.n0016675661t3n15CrossRefGoogle Scholar
Walpole, M. (2003). Socioeconomic status and college: How SES affects college experiences and outcomes. The Review of Higher Education, 27(1), 45–73. https://doi.org/10.1353/rhe.2003.0044CrossRefGoogle Scholar
Wofford, A. M., & Gutzwa, J. A. (2022). Funds of science identity: Toward an asset-based framework for undergraduate STEM research and praxis. Journal of Women and Minorities in Science and Engineering, 28(3), 59–81. https://doi.org/10.1615/JWomenMinorScienEng.2022036454CrossRefGoogle Scholar
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91. https://doi.org/10.1080/1361332052000341006CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×