Marginalizing What Matters: Revisiting Latino Male Students in the Educational Pipeline

2018 ◽  
pp. 133-157 ◽  
Author(s):  
Adrian H. Huerta ◽  
Seth M. Fishman
Keyword(s):  
Male Students ◽  
Educational Pipeline ◽  
Latino Male ◽  
What Matters

scholarly journals Differences and similarities in sexual and contraceptive knowledge, attitudes, and behavior among Latino male adolescent students in California, United States and Lima, Peru

2001 ◽  
Vol 17 (4) ◽  
pp. 833-842 ◽  
Author(s):  
Jesús L. Chirinos ◽  
Claire Brindis ◽  
Sheri Tye ◽  
Virginia McCarter
Keyword(s):  
Sexual Intercourse ◽  
Sexual Debut ◽  
Male Students ◽  
Male Adolescent ◽  
First Sexual Intercourse ◽  
Adolescent Students ◽  
Contraceptive Knowledge ◽  
Latino Male ◽  
And Behavior ◽  
Attitudes And Behavior

To identify the differences and similarities in sexual and contraceptive knowledge, attitudes, and behavior among Latino male adolescent students living in California and Lima. Self-administered, anonymous surveys were completed by Latino male students aged 12-19 participating in California, and by male adolescent students in four high schools in Lima. Both surveys contained similar questions allowing for comparisons regarding sexual activity and contraceptive behavior. The mean age of male students were 16 and 15 years, respectively. More California males reported having engaged in sexual intercourse (69% vs 43%. The sexual debut was 13 years in both samples. More students in California were aware of their risk of pregnancy at first sexual intercourse than in Lima (82% vs 50%). One-third of the California males reported communicating with their partner about sex and contraception to be "easy" as compared to 53% of males in Lima. More students in California reported knowing a place to obtain contraceptives if they need them (85% vs 63%), having ever gotten someone pregnant (29% vs 7%), and having fathered a child (67% vs 16%).

“It Is Who We Are. We Are Undocumented”: The Narrative of Two Undocumented Latino Male Students Attending a Community College

2019 ◽  
Vol 47 (3) ◽  
pp. 295-317
Author(s):  
Cristobal Salinas ◽  
Ronnie Malavé ◽  
Omar D. Torrens ◽  
Ethan C. Swingle
Keyword(s):  
Community College ◽  
Male Students ◽  
Latino Male

Different Yet Similar: The Educational Experiences of Latinx Male Students at Texas PWI, HSI, and HBCU Institutions

2020 ◽  
pp. 153819271989633
Author(s):  
Luis Ponjuán ◽  
Susana Hernández
Keyword(s):  
Educational Experiences ◽  
Education Institution ◽  
Black College ◽  
Male Students ◽  
Predominantly White Institution ◽  
Cultural Wealth ◽  
College And University ◽  
White Institution ◽  
Latino Male ◽  
Hispanic Serving

This article explored Latino male students’ educational experiences at a Predominantly White Institution (PWI), Hispanic Serving Institution (HSI), and Historically Black College and University (HBCU) in Texas. Yosso’s concept of Community Cultural Wealth was used. The study revealed that Latino male students, regardless of the higher education institution, shared similar challenges. This study helps institutions understand their challenges and improve their educational experiences.

Support and Barriers for Latino Male Students' Educational Pursuits: Perceptions of Counselors and Administrators

2013 ◽  
Vol 91 (4) ◽  
pp. 458-466 ◽  
Author(s):  
Mary Ann Clark ◽  
Luis Ponjuan ◽  
Jason Orrock ◽  
Timothy Wilson ◽  
Griselda Flores
Keyword(s):  
Male Students ◽  
Latino Male ◽  
Educational Pursuits

scholarly journals A Review of Adverse Childhood Experiences as Factors Influential to Biopsychosocial Development for Young Males of Color

2021 ◽  
Vol 11 (2) ◽  
pp. 188-202
Author(s):  
Shaywanna Harris ◽  
Christopher T. Belser ◽  
Naomi J. Wheeler ◽  
Andrea Dennison
Keyword(s):  
Adverse Childhood Experiences ◽  
Childhood Adversity ◽  
Supreme Court Decision ◽  
Male Students ◽  
Childhood Experiences ◽  
Young Males ◽  
Adverse Childhood ◽  
Latino Male ◽  
American Children ◽  
The Impact

Despite the Brown v. Board of Education Supreme Court decision ending school segregation in 1954, African American children and other children of color still experience severe and adverse challenges while receiving an education. Specifically, Black and Latino male students are at higher risk of being placed in special education classes, receiving lower grades, and being suspended or expelled from school. Although adverse childhood experiences (ACEs), and the negative outcomes associated with experiencing them, are not specific to one racial or ethnic group, the impact of childhood adversity exacerbates the challenges experienced by male students of color at a biological, psychological, and sociological level. This article reviews the literature on how ACEs impact the biopsychosocial development and educational outcomes of young males of color (YMOC). A strengths-based perspective, underscoring resilience among YMOC, will be highlighted in presenting strategies to promote culturally responsive intervention with YMOC, focused professional development, and advocacy in the school counseling profession.

“Color Does Not Equal Consciousness”: Educators of Color Learning to Enact a Sociopolitical Consciousness

2018 ◽  
Vol 70 (1) ◽  
pp. 65-78 ◽  
Author(s):  
Iesha Jackson ◽  
Michelle Knight-Manuel
Keyword(s):  
High School Students ◽  
Career Readiness ◽  
Male Students ◽  
College And Career Readiness ◽  
Pedagogical Tools ◽  
College And Career ◽  
Sociopolitical Consciousness ◽  
Latino Male ◽  
Educators Of Color ◽  
Black And Latino

This study is based on an initiative for increasing college and career readiness for Black and Latino male high school students in New York City. From data that include 58 total hours of participant observations from 24 educators of color, written documentation from culturally relevant education–professional development (CRE-PD) activities, and transcripts of six group interviews, we examine these educators’ work to further their own sociopolitical consciousness in relation to increasing Black and Latino male students’ college and career readiness. We explore how secondary educators of color utilize pedagogical tools and practices in attempting to support their Black and Latino male students’ navigation of particular inequities related to college knowledge and access. Our findings highlight educators’ experiential knowledge as a pedagogical tool, approaches to preparing students for postsecondary opportunities, and missed opportunities to enact a sociopolitical consciousness. Recommendations for inservice educator PD and future research are discussed.

The Role of High School Counselors in Increasing Latino Male College Enrollment: Moving From College Aspirations to Access

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
Wonsun Ryu ◽  
Jorge Burmicky ◽  
Victor B. Sáenz ◽  
José R. Del Real Viramontes ◽  
Rodrigo Aguayo ◽  
...  
Keyword(s):  
High School ◽  
School Counselors ◽  
College Enrollment ◽  
Male Students ◽  
High School Counselors ◽  
College Aspirations ◽  
Institutions Of Higher Education ◽  
Male College ◽  
Latino Male

Even as the number of Latina/o students going to college has increased in recent years, Latino male students continue to face barriers in accessing America’s institutions of higher education, a topic that remains complex and understudied. Using national survey data from the High School Longitudinal Study of 2009, we sought to understand the role of high school counselors in increasing Latino male college enrollment. Results suggest that Latino male college enrollment increased when high school counselors provided a higher degree of financial aid preparation. We discuss implications for practice tailored to high school counselors.

A Strengths-Based Approach to Promoting Prosocial Behavior among African American and Latino Students

2008 ◽  
Vol 12 (2) ◽  
pp. 2156759X0801200
Author(s):  
Norma L. Day-Vines ◽  
Veronica Terriquez
Keyword(s):  
African American ◽  
Latino Students ◽  
Task Force ◽  
Male Students ◽  
Self Management ◽  
Racially Diverse ◽  
Policies And Procedures ◽  
Discipline Policies ◽  
Latino Male ◽  
Personal Accountability

This article presents an overview of a strengths-based school discipline initiative that was developed in response to the high suspension and expulsion rates of African American and Latino male students at a racially diverse, urban high school in California. A school task force made up of adult and youth stakeholders devised a series of interventions that included student-led efforts to improve discipline policies and procedures. The initiative builds on the Strengths-Based School Counseling framework explicated by Galassi and Akos (2007), which stimulates and promotes personal accountability, leadership, resiliency, self-management, and social competence in students as opposed to merely reducing student deficits.

scholarly journals Supporting Black and Latino boys in school: A call to action

2020 ◽  
Vol 102 (1) ◽  
pp. 29-33
Author(s):  
Adrian H. Huerta ◽  
Tyrone C. Howard ◽  
Bianca N. Haro
Keyword(s):  
High School Students ◽  
Educational Experiences ◽  
Male Students ◽  
School Students ◽  
Male Youth ◽  
Research And Practice ◽  
Male High School ◽  
Latino Male ◽  
K 12 ◽  
Black And Latino

The educational experiences of Black and Latino males in K-12 are often riddled with unnecessary challenges and stresses that contribute to diminished academic outcomes. Adrian H. Huerta, Tyrone C. Howard, and Bianca N. Haro seek to highlight instead the importance of positive asset-based research and practice efforts focused on supporting Black and Latino male high school students. Based on a yearlong study of more than 200 Black and Latino male youth in six urban high schools in California, they provide recommendations for more effectively studying and supporting this population. The combination of asset-based research and practice drawn from that research is intended to better support, engage, and enhance the educational experiences of Black and Latino male students in K-12 institutions and beyond.

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