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Moll, L.C., Amanti, C., Neff, D. and Gonzalez, N. (1992) Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms. Theory into Practice, 31, 132-141. http://www.jstor.org/stable/1476399 https://doi.org/10.1080/00405849209543534

has been cited by the following article:

• TITLE: Integrated Theoretical Frameworks: Understanding College-Going Culture

  AUTHORS: Chrissy Holliday, Sharon K. Anderson

  KEYWORDS: College-Going Culture, Theoretical Frameworks, First-Generation Students

  JOURNAL NAME: Open Access Library Journal, Vol.8 No.12, December 24, 2021

  ABSTRACT: College-going culture has been studied using a variety of theoretical frameworks including social capital, funds of knowledge, community cultural wealth and social capital career theories. This article explores the effectiveness of an integrated framework approach in the research of college-going culture for first-generation college students. The research question explored was: “How did first-generation students attending an HSI experience the phenomenon of college-going culture in their high schools and communities?” The authors demonstrate that a synthesized framework provides a more holistic structure for understanding the outcomes of a case study than any single theory could provide.