Abstract
This qualitative study examined how first-generation, underrepresented students in California community colleges leveraged their community cultural wealth (CCW) within comprehensive college transition programs, such as Puente, Umoja, and Promise. Using Yosso’s (2005) CCW framework, this research explored six forms of capital - aspirational, familial, social, navigational, linguistic, and resistant- and their role in students’ academic persistence, resilience, and sense of belonging. Through semi-structured interviews with participants, this study revealed that aspirational capital emerged as the most strongly expressed form of CCW, motivating students to persist besides their systemic barriers. Familial and social capital further supported students’ success by providing emotional encouragement and critical networks, while navigational and resistant capital empowered them to access institutional resources and challenge equitable structures. Findings highlighted how comprehensive college transition programs that recognize and cultivate students’ cultural assets can significantly enhance academic outcomes and engagement for marginalized populations. This study fills a critical gap by offering an in-depth, student-centered understanding of how CCW operates within structured transition programs, providing actionable insights for educators, program designers, and policymakers seeking to foster equity and belonging in community college environments.