Aspirational and Navigational Capital Contributing Factors of African American Father Students Postsecondary Programs Completion

Abstract This systematic review employs Community Cultural Wealth (CCW) theory to understand African American Father Students’ (AAFS) completion of postsecondary programs. The most vulnerable individuals in the growing populations of student parents are AAFS and they face unique challenges in balancing dual identities of fatherhood and scholarship. The literature reveals a dearth in research on factors contributing to AAFS success. We explore the utilization of Aspirational and Navigational Capital, as contributing factors to AAFS postsecondary program completion. We address two questions: What support systems provide Aspirational and Navigational Capital to AAFS? How does acquiring these Capitals influence AAFS’s completion of postsecondary programs?