Brayden’s on Business: Leveraging Social Capital to Uplift First-gen Friends

In my first pop culture piece, I wrote about Tariq St. Patrick, the lead character in the Power Book II: Ghost series within the Power Universe. Since then, the writing has focused on additional first-gen characters from the series, like Zeke Cross, Effie Morales, and Diana Tejada. However, other characters, including Brayden Weston, are vital pillars in the story arc and navigates the college experience with his peers.

Who is Brayden?

A product of the renowned Weston family, whose name holds acclaim in New York politics, education, and the private sector. However, his family name carries weight in the state and on the campus of Stansfield University, where his family has a lineage of alumni. Brayden wants to make a name for himself and seeks to build something outside his familial legacy that will.

Brayden's outlook on life is the opposite of that of his brother, Trace Weston, who epitomizes entitlement and narcissism. He constantly leverages nepotism to advance in school and his professional life. Trace and Brayden often do not see eye-to-eye on most matters, including his friendship and alliance with Tariq St. Patrick. Trace feels that Tariq does not belong in his family’s circle and limits him to being a street kid whose only value is distributing drugs to his friends.

Cultural Wealth Model

Reflecting on Brayden and his interactions with his friends throughout the series, it is intriguing to consider the diversity of experiences and stories among young adults, as Yosso's (2005) work on cultural wealth and social capital comes to mind. We all have some form of capital that informs our strengths, disposition, and experiences. Individuals responsible for fostering a culture of belonging must consider the richness and strengths of others versus negative assumptions and deficits. In a college setting, it can be challenging to unlock and even appreciate one’s cultural wealth when distracted by responsibilities and demands.

Brayden Weston navigates the cultural wealth model as he values the capital of those around him, especially those with marginalized identities. In this piece, Brayden shows viewers two ways he empowered his first-gen friends: advocating for others and acknowledging the risks.

Advocates for Others

Seeing that Tariq has issues securing a summer internship, a requirement for his academic program, Brayden leverages his capital to secure an internship for his friend and roommate, Tariq, at his family’s business and finance firm, Weston Holdings. Brayden’s uncle, Lucas, who serves as an executive leader in the family company, sees that Tariq is a valuable addition to the business and honors Brayden’s recommendation to offer Tariq an internship. This opportunity allows Tariq to interact with CEOs and business leaders to build his network of professionals in a space in which he would not have the chance.

Acknowledges the Risks

Brayden takes the fall for Tariq in a situation that would have had Tariq expelled from school and imprisoned. Brayden knows Tariq's personal story and the pressures that he is under. Brayden assesses that although the decision would negatively impact them both, Tariq would be set back the most, while Brayden knew that he had other options based on his access.

This could be Tariq’s only chance to get his degree, acquire income to continue supporting his family, and ultimately change the trajectory of his life. With this understanding and empathy, he chose to take charge, knowing that if convicted, Tariq would receive a harsh sentence and take several steps back to get the resources needed to get his family back together.

This reminds me of Hallmark's (2018) "When ‘Failure Is OK’ Is Not OK." Among those of marginalized identity, this title sums up the conflict of the overused saying, "It is okay to fail."Yes, failure happens and is a fact of life, but for some, those failures are counted and intentionally avoided as risks are calculated, and the endgame is always in sight. Tariq is a prime example of someone who believes that opportunities may not be abundant, and, like most first-gen students, he must be advantageous and present himself accordingly when they arise. Brayden understood the nuances of race and privilege and acknowledged the risks that Tariq was facing.

An Example of Empowering One's Capital

As I recall my time as a student, I remember individuals who advocated for me and acknowledged my contributions. I reflect on being selected for a student government committee during my undergraduate years. A friend who served as the committee chair approached me, stating that I should consider applying. Most of my involvement was centered on orientation, student recruiting, and major-specific programs—not campus politics.

When I inquired about his scouting of me as a potential board member, he said, "You're a good guy, and you make good decisions." He saw something in me that stood out; I was weary about understanding the nuances of policies and sanctions but was reassured that the policies were coachable and that I had a practical understanding, having participated in student campaigns.

I had to apply and go through the interview process. Thankfully, I earned a seat on the committee and served two terms. Years later, I can connect this to the concepts of capital and cultural wealth, as someone valued me and my unique characteristics.

Ways to Support First-gen

Much like Brayden, without the legal challenges, my friend implored a mindset of cultural wealth with me. His nudging and advocacy helped me participate in an experience that was not on my radar. Similarly, Brayden epitomizes the ideal that we all have capital and value; for many, it is a matter of support to encourage one to keep going.

As allies of first-gen, here are some strategies for continuing to foster a mindset of cultural wealth with them.

• See the Potential. Recognize that some first-generation students may experience self-doubt. Nudge them toward opportunities that you know that they may be a fit for while being encouraging.
• Check-in. First-gen students may seem like they have it together, but know that they may be juggling a lot. Be directed and approach with care in your check-ins, for example, "How's it going with that class you were having trouble with?" and follow up with appreciation, thanking them for trusting you with the information.
• Provide validation. Words of encouragement go a long way!

James K. Winfield, EdD, is a millennial #popculture enthusiast, #highered administrator, and instructor passionate about #equity, access, and #success. He can be followed via Twitter @jwinfield4