By employing critical narratives, this qualitative study examined the lives of Latino male immigrants and their educational experiences in the California community college system. Seven Latino male immigrants matriculated at a community college participated in the study. The study utilized Critical Bicultural Theory and Latino Masculinity Theory frameworks to analyze the male students’ narratives. Findings speak of their unique racialized and gendered experiences as they navigate their community college educational experiences. This study contributes to the field by identifying what Latino immigrants need to co-construct their own educational success in a way that employs their strong familial and cultural knowledge. The goal of study was to inform and develop specific ways that community colleges can actively engage Latino male immigrant students.
|Commitee:||Colin, Ernesto, Moreno, Jose|
|School:||Loyola Marymount University|
|School Location:||United States -- California|
|Source:||DAI-A 81/6(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Higher education, Community college education|
|Keywords:||Immigrant, Latino males|
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