“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

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%).

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.

Leveraging Their Family Capital: How Latino Males Successfully Navigate the Community College

2017 ◽  
Vol 46 (1) ◽  
pp. 40-61 ◽  
Author(s):  
Victor B. Sáenz ◽  
Claudia García-Louis ◽  
Anna Peterson Drake ◽  
Tonia Guida
Keyword(s):  
Community College ◽  
Family Relationships ◽  
Help Seeking ◽  
Community Cultural Wealth ◽  
Latino Males ◽  
Multiple Sources ◽  
Cultural Wealth ◽  
Educational Pathways ◽  
Difficult Time ◽  
Latino Male

Objective: The purpose of this study is to apply Yosso’s community cultural wealth framework to the experiences of Latino male community college students to understand how they balance family obligations, work, and academics while also navigating their educational pathways. Method: The research team conducted 23 semistructured focus groups with 130 Latino male students enrolled full- and part-time at seven distinct community colleges in Texas. Results: Findings reveal the important role family members play in the educational pathway of Latino males who relied heavily on familismo and familial capital as a source of support as they matriculated through the community college environment. Despite entering the community college with multiple sources of community cultural wealth, Latino males had a difficult time navigating their educational experiences due to their first in family, first-generation status, and their apprehension around help-seeking . Contributions: Despite the multiple roles and responsibilities Latino males hold within their family units, they do not pose limitations on their educational pathways; rather, these family relationships motivate Latino males and provide them with support that strengthens their aspirations to persist onto graduation.

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.

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