Abstract
Deficit-based perspectives of Hispanic and Latina/o/x first-generation college students (FGCS) can lead higher education administrators, faculty, and staff to focus on what these students are perceived to lack, which can affect the recognition and appreciation of the positive qualities of Hispanic and Latina/o/x FGCS. This can impede the support and success of Hispanic and Latina/o/x FGCS. However, research utilizing asset-based frameworks underscores the positive qualities, such as community cultural wealth (Yosso, 2005), that Hispanic and Latina/o/x FGCS bring with them from their families and communities into higher education. While research applying asset-based frameworks is expanding (Allen-McCombs, 2022; Ayala & Contreras, 2019; Burbridge, 2019; Covarrubias, et al., 2022; Sánchez-Connally, 2018), a need still exists to understand the meaning Hispanic and Latina/o/x FGCS ascribe to their community cultural wealth, and the perceptions they have of their use of community cultural wealth. Equally important is understanding the role that counterspaces and validation play in supporting FGCS’ community cultural wealth. This phenomenological study aimed to explore community cultural wealth in Hispanic and Latina/o/x FGCS by understanding their lived experiences and the meaning they ascribe to their community cultural wealth. Additionally, this study explored the role of counterspaces and validation in supporting their community cultural wealth. Results from this study illustrate that, when Hispanic and Latina/o/x FGCS experience validation and engage in affirming counterspaces then students will have opportunities to build, access, and employ their community cultural wealth. This study provides recommendations that can nurture the positive qualities of these students and support their success.