This project examined how Hack the Hood, a Bay Area non-profit organization, successfully works with low-income youth of color in an outside of school context using technological skills to empower them. Critical Race Theory, community cultural wealth, and the many studies on academic success provided a model through which to examine the efficacy and cultural relevance of Hack the Hood programming using interviews and data already gathered on the organization. Based on the analysis of Hack the Hood and the promising findings related to how their work advance several of the tenets of the community cultural wealth model, this project developed a series of workshop ideas to offer educators and community organizers in other settings with a source of inspiration on how to work with low-income youth of color in culturally relevant ways that acknowledge the vast wealth and skills they already have. This project aims to build on the limited research on how programs that work with low-income youth of color can resist culturally deficit narratives and empower youth to succeed.
","abstract_html":"<p>This project examined how Hack the Hood, a Bay Area non-profit organization, successfully works with low-income youth of color in an outside of school context using technological skills to empower them. Critical Race Theory, community cultural wealth, and the many studies on academic success provided a model through which to examine the efficacy and cultural relevance of Hack the Hood programming using interviews and data already gathered on the organization. Based on the analysis of Hack the Hood and the promising findings related to how their work advance several of the tenets of the community cultural wealth model, this project developed a series of workshop ideas to offer educators and community organizers in other settings with a source of inspiration on how to work with low-income youth of color in culturally relevant ways that acknowledge the vast wealth and skills they already have. This project aims to build on the limited research on how programs that work with low-income youth of color can resist culturally deficit narratives and empower youth to succeed.</p>","abstract_has_math":false,"creators":["Ako-Asare, Henriette S."],"institution":null,"degree_name":"Master of Arts in International and Multicultural Education (IME)","degree_level":"Project/Capstone - Global access","degree_discipline":"International and Multicultural Education (IME)","degree_department":null,"school":null,"contributors":["Dr. Monisha I. Bajaj"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-05-21T07:00:00Z","date_published":"2015-05-21T07:00:00Z","updated_at":"2026-07-24T05:42:56Z","subjects":["critical race theory","digital divide","culturally relevant","youth of color","culturally deficit narratives","Socioeconomic Status","Bilingual, Multilingual, and Multicultural Education","Community-Based Learning","Educational Methods","Race and Ethnicity"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/capstone/111","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Monisha I. Bajaj"]},{"key":"dc:creator","label":"Author","values":["Ako-Asare, Henriette S."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2015-05-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["International and Multicultural Education (IME)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Project/Capstone - Global access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in International and Multicultural Education (IME)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["critical race theory","digital divide","culturally relevant","youth of color","culturally deficit narratives","Socioeconomic Status","Bilingual, Multilingual, and Multicultural Education","Community-Based Learning","Educational Methods","Race and Ethnicity"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/capstone/111"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This project examined how Hack the Hood, a Bay Area non-profit organization, successfully works with low-income youth of color in an outside of school context using technological skills to empower them. Critical Race Theory, community cultural wealth, and the many studies on academic success provided a model through which to examine the efficacy and cultural relevance of Hack the Hood programming using interviews and data already gathered on the organization. Based on the analysis of Hack the Hood and the promising findings related to how their work advance several of the tenets of the community cultural wealth model, this project developed a series of workshop ideas to offer educators and community organizers in other settings with a source of inspiration on how to work with low-income youth of color in culturally relevant ways that acknowledge the vast wealth and skills they already have. This project aims to build on the limited research on how programs that work with low-income youth of color can resist culturally deficit narratives and empower youth to succeed.
"]},{"key":"dc:title","label":"Title","values":["Incorporating Community Cultural Wealth in a Community-Based Organization"]}]}],"canonical_facts":{"dc:contributor":["Dr. Monisha I. Bajaj"],"dc:creator":["Ako-Asare, Henriette S."],"dc:date.available":["2015-05-03T07:00:00Z"],"dc:description.abstract":["This project examined how Hack the Hood, a Bay Area non-profit organization, successfully works with low-income youth of color in an outside of school context using technological skills to empower them. Critical Race Theory, community cultural wealth, and the many studies on academic success provided a model through which to examine the efficacy and cultural relevance of Hack the Hood programming using interviews and data already gathered on the organization. Based on the analysis of Hack the Hood and the promising findings related to how their work advance several of the tenets of the community cultural wealth model, this project developed a series of workshop ideas to offer educators and community organizers in other settings with a source of inspiration on how to work with low-income youth of color in culturally relevant ways that acknowledge the vast wealth and skills they already have. This project aims to build on the limited research on how programs that work with low-income youth of color can resist culturally deficit narratives and empower youth to succeed.
"],"dc:identifier":["https://repository.usfca.edu/capstone/111"],"dc:subject":["critical race theory","digital divide","culturally relevant","youth of color","culturally deficit narratives","Socioeconomic Status","Bilingual, Multilingual, and Multicultural Education","Community-Based Learning","Educational Methods","Race and Ethnicity"],"dc:title":["Incorporating Community Cultural Wealth in a Community-Based Organization"],"thesis:degree_discipline":["International and Multicultural Education (IME)"],"thesis:degree_level":["Project/Capstone - Global access"],"thesis:degree_name":["Master of Arts in International and Multicultural Education (IME)"]},"updated_at":"2026-07-24T05:42:56Z"}