Since 2000, the Latina/o population has accounted for more than half of the national demographic growth, encompassing over 58 million in 2016. In addition to their growth within the national population, Latina/o students are also the fastest growing group within educational settings. Despite the growing numbers of Latina/os within the larger society, and their increasing presence on college campuses, differences occur when disaggregating by other student identities (e.g., gender, sexual orientation, etc.). Latino males are not keeping pace relative to their male and female peers at key transition points along the education pipeline. Scholars have argued that experiences on college campuses of students of color profoundly differ with that of their White counterparts. Since campus racial climate is a critical component of the college environment, and a student’s perception of college environment contribute to college outcomes, assessing the campus climate for Latino males is warranted. The purpose of this study was to examine the perceptions of campus climate for Latino males at a community college. By understanding the processes involved in experiencing the campus climate, student affairs professionals will have a better understanding in tailoring their interventions to circumvent the negative consequences that are associated with “chilly” campus climates.
This nonexperimental, quantitative, correlational study examined the relationships between Latino male students’ perceptions of campus climate for diversity and equity and institutional support for diversity and equity at a community college located in California, referred to as Metropolitan Community College (MCC). This study examined the relationship between predictor variables and criterion variables. The variables of interest in this study are gender, race/ethnicity, sexual orientation (IV), and perceptions of campus climate (DV). Moreover, this is study is positioned as critical quantitative research by employing intersectionality as an analytical framework. This framework has historically been employed in qualitative educational research, where it has been pivotal in conceptualizing experiences of inequality and discrimination. Descriptive and frequency statistics and a series of t-tests were conducted. The varying results suggest that Latina/o people are not monolithic. Findings suggest that we must stop looking at a singular lens and seek to understand the varying identities of Latino male students. This unique investigative study contributes to the existing literature by examining the experiences of Latino males in the community college, where this group is heavily concentrated. The findings of this study can help practitioners and policymakers to design better programs and policies for minoritized students so that students do not feel like strangers in a strange land.
|Advisor:||Vega, William M.|
|Commitee:||Sawatzky, Misty D., Muñoz, Mike|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 82/4(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Community college education, Ethnic studies|
|Keywords:||Campus climate, Community college, Intersectionality, Latinos, Males|
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