Exploring the Intersectional Cultural Capital Framework: Understanding the Experiences of African Descent Students in Higher Education

Description

Abstract:
Over the years, there has been a noticeable increase in the enrolment of Black students in UK higher education institutions. Governmental interventions, such as the Lord Robbins report in 1963 and the Lord Dearing report in 1997, aimed to enhance widening participation initiatives (Birch, 2017). Despite these efforts, Black students continue to face numerous challenges that have not received adequate investigation. This paper critically investigates the experiences of African descent students in higher education through the intersectional cultural capital framework. While previous research has predominantly focused on the challenges Black students encounter (Chapman‐Hilliard, and Beasley, 2018), this study expands upon it by adopting an intersectional approach, acknowledging the complex interplay of race, ethnicity, gender, class, and other social identities in shaping students' experiences and outcomes (Ford et al, 2023).
This study examines how students of African descent navigate their sense of belonging in higher education through narrative inquiry methods. A framework integrating intersectionality theory with Bourdieu's cultural capital, Critical Race Theory, and Yosso’s Community Cultural Wealth model (Acevedo and Solorzano, 2023) is developed. Through in-depth interviews and thematic analysis, the research investigates the impact of cultural capital on students' access to resources, social networks, and opportunities for academic and personal growth.
The findings illuminate the intricate relationship between cultural capital, social networks, and embodied dispositions intersecting with race, ethnicity, and other aspects of identity among students of African descent. The intersectional cultural capital framework provides a nuanced understanding of how students overcome institutional barriers and leverage their cultural assets for academic success and a sense of belonging in higher education. This study contributes to the discourse on equity, diversity, and inclusion in higher education by emphasising the importance of recognising and valuing the diverse forms of cultural capital possessed by students of African descent.

Keywords: Intersectionality, Cultural Capital, African Descent Students, Higher Education, Belonging

Period	19 Jun 2024
Event title	Learing and Teaching Conference 2024
Event type	Conference
Location	Northampton, United KingdomShow on map
Degree of Recognition	National