... Funds of knowledge refer to historically rooted and culturally developed knowledge and skills that are fundamental to practice in students' households and communities (González & Moll, 2002;Moll et al., 1992). Positioning students as agents of their learning is also crucial to this aim; that is, treating students as meaningful contributors to the knowledge and practices of their classroom community (Haverly et al., 2020;Miller, Manz, Russ, Stroupe, & Berland, 2018;Stroupe, 2014). The importance of such asset-based pedagogies and cultural relevance in the curriculum has a long history in education research (e.g., Gutiérrez et al., 1999;Ladson-Billings, 1995) and is increasingly acknowledged in educational psychology (e.g., DeCuir-Gunby & Schutz, 2014;Fong, Alejandro, Krou, Segovia, & Johnston-Ashton, 2019;Graham, 2018;Gray et al., 2020;Kumar, Karabenick, Warnke, Hany, & Seay, 2019;Matthews & López, 2019;Schmidt, Kafkas, Maier, Shumow, & Kackar-Cam, 2019). ...