The enrollment, retention, and graduation rates for African American, Latino, Native American, and segments of Asian and Pacific Islander men in higher education are disproportionately lower than women from all racial groups and White men. A significant body of research substantiates the concern by institutions on the opportunity gap for men of color in higher education. Despite the research and concerted efforts by institutions, this opportunity gap continues to affect the educational and overall college experience of men of color. Through qualitative interviews employing a photo elicitation protocol and a conceptual framework based on validation theory, Critical Race Theory (CRT) and Anti-Deficit Perspectives, this study examines the social, cultural, and institutional factors that shape this population’s experience in higher education. This research will examine the strengths and assets that men of color identify as supporting their success in college. This study will also examine how institutional resources and practices informed by an anti-deficit framework can effectively improve the experiences of men of color in school.
|Advisor:||Huber, Lindsay Pérez|
|Commitee:||Crutchfield, Rashida, Wada-McKee, Nancy|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 79/12(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Multicultural Education, Higher education|
|Keywords:||4 year public universities, Anti-deficit, Asset-based, Men of color, Opportunity gap, Strengths-based|
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