Buried Treasure: Community Cultural Wealth Among Black American Female Students

In order to review and distill the small pool of relevant scholarship, four foundational concepts must be acknowledged as the crux of this study. First, race and gender are inextricably linked (Collins, 2000; Hull, Scott, & Smith, 1982; Winkle-Wagner, 2009). Second, gender differences among Black students at predominantly White institutions are apparent and unable to be ignored. Third, academic advising literature and academic support programs specifically for undergraduate Black females are scarce. Fourth, deficiency models are antiquated distractions from excellence models such as community cultural wealth, which was used to frame this study (Yosso, 2005).