Latino males in California continue to be underrepresented at four-year universities across the state (Casselman, 2014). Although four-year institutions may have programs and practices in place to support Latino males in their degree completion, literature revealed that some institutions fail to understand the factors that prevent students of color from fully maximizing such programs and the responsibility institutions have in creating practices and programs that support access and equity in student engagement (Harper 2009; Kuh 1991). In what ways can four-year institutions create or enhance existing support and engagement opportunities, so that they meet the needs of Latino males at four-year institutions?
While literature exists on the experiences of Latino males at community colleges (Wood, Palmer, & Harris, 2015) this study seeks to understand how participation in student support and engagement programs and practices at four-year universities impacts the intersectional identities of this group. This study is particularly relevant and crucial as additional funding for California public four-year institutions has become increasingly tied to four-year graduation rates (Bollag 2016; Wheaton, 2017).
The purpose of this study was to understand the ways in which the diverse identities of Latino males (race, gender, class, sexual orientation, citizenship status, etc.) are impacted by their use of student support and engagement programs and practices. Through extensive interviews that were analyzed through the lens of Latino Critical Theory (LatCrit), the individual experiences of Latino males were captured through rich descriptive detail of the participants’ experiences, resulting in a qualitative analysis of those experiences.
Findings revealed that Latino males bring a tremendous amount of knowledge and skills to their institutions as they negotiate various expectations from their families, communities and of themselves. Although Latino males may not be able to fully maximize support opportunities, they demonstrate a diligent work ethic, an ability to navigate unfamiliar, and at times hostile environments, while continuing to remain committed to family and community responsibilities. Additionally, this study produced a five-step theoretical model demonstrating the factors that influence how and why Latino males utilize campus services, and recommendations for how institutions can adapt to the needs of these students, rather than the students adapting to the needs of the programs and practices.
|Commitee:||Hérnandez, John, Pérez Huber, Lindsay|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 78/12(E), Dissertation Abstracts International|
|Subjects:||Multicultural Education, Education, Latin American Studies, Gender studies, Higher education|
|Keywords:||Engagement, Higher education, Hispanic, Latino, Masculinity, Men|
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