Tara J. Yosso's article "Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth" challenges traditional interpretations of cultural capital, particularly in the context of education. Yosso argues that Critical Race Theory (CRT) shifts the focus from viewing Communities of Color as culturally impoverished to recognizing and valuing the array of cultural knowledge, skills, abilities, and contacts possessed by marginalized groups. These forms of capital, including aspirational, navigational, social, linguistic, familial, and resistant capital, are often overlooked in educational settings. CRT emphasizes the importance of acknowledging and utilizing these assets to transform schooling and promote social and racial justice. The article critiques deficit theories that assume Students of Color lack necessary cultural capital and advocates for a more inclusive and transformative approach that centers the experiences and strengths of Communities of Color.Tara J. Yosso's article "Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth" challenges traditional interpretations of cultural capital, particularly in the context of education. Yosso argues that Critical Race Theory (CRT) shifts the focus from viewing Communities of Color as culturally impoverished to recognizing and valuing the array of cultural knowledge, skills, abilities, and contacts possessed by marginalized groups. These forms of capital, including aspirational, navigational, social, linguistic, familial, and resistant capital, are often overlooked in educational settings. CRT emphasizes the importance of acknowledging and utilizing these assets to transform schooling and promote social and racial justice. The article critiques deficit theories that assume Students of Color lack necessary cultural capital and advocates for a more inclusive and transformative approach that centers the experiences and strengths of Communities of Color.