Using a qualitative multiple-case-study design, this study explored how funds of knowledge in Mexican American families contributed to the development of educational ideologies. Findings illustrated the following ways in which families are involved in their children’s education: the formation of both helpful and limiting educational ideologies, which highlighted beliefs regarding college-going processes; college information drawn from social networks and academic symbols found in families’ everyday lives; and the development of college-going realities. Unique to this study is the extension of funds of knowledge beyond traditional K–12 discussions and the incorporation of outreach literature into this framework when studying issues of college access.
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