In my last post, I considered how approaching students of color from a deficit perspective (focusing on what preparation, skills, motivations, or resources they might lack) can be harmful to them and detrimental to the mentoring relationship, especially in the situation when the mentor is white. This focus does not recognize the assets that students have and which they bring with them to campus. Tara Yosso has identified six distinct forms of capital forming what she has termed “community cultural wealth,” a robust framework for thinking about the student experience. This model moves away from a more narrow, individualized understanding of assets and capital to a broader understanding, one based on the history and lived experience of communities of color. In this post, I want to focus on two forms, aspirational capital and familial capital, and how they come together to help students in navigating the world of college (and beyond). As David Pérez has shown in his work, this is especially the case with Latino male college students, who put a high premium on family (or familismo).