Examining community cultural wealth of a transfronteriza multilingual student in mathematics classrooms

We use Yosso's Community Cultural Wealth (CCW) asset-based framework to make sense of the cultural capital of Leyla, a student who recently arrived in the USA from Mexico. Drawing on counterstory methodologies, we illustrate how Leyla uses multiple forms of capital (aspirational, familial, linguistic, social) to navigate within and resist oppressive schooling structures. Her resistance capital could be seen through the application of her different forms of cultural capital, in which she critiqued the structures of her schooling experiences and engaged in actions that may function as a way to pursue her aspirations. We end with a discussion that elaborates on Leyla's story in light of our experiential knowledge to suggest implications for teaching and research.