High-Achieving Latino Men and Men of Color Programs: Perspectives from Community College Program Staff

2021 ◽  
Vol 1 (2) ◽  
pp. 188
Author(s):  
Kugiya ◽  
Burmicky ◽  
Sáenz
Keyword(s):  
Community College ◽  
Latino Men ◽  
Program Staff ◽  
Men Of Color ◽  
High Achieving

Narratives of Success: A Retrospective Trajectory Analysis of Men of Color Who Successfully Transferred from the Community College

2016 ◽  
Vol 2016 (170) ◽  
pp. 23-33 ◽  
Author(s):  
Marissa Vasquez Urias ◽  
Vannessa Falcon ◽  
Frank Harris ◽  
J. Luke Wood
Keyword(s):  
Community College ◽  
Trajectory Analysis ◽  
Men Of Color

What Do I Eat? Where Do I Sleep?: A Concern for Men of Color in Community College

2018 ◽  
Vol 43 (4) ◽  
pp. 295-306 ◽  
Author(s):  
Marissa C. Vasquez ◽  
Melissa Vang ◽  
Fernando Garcia ◽  
Frank Harris
Keyword(s):  
Community College ◽  
Men Of Color

Latino Men and Masculinities: A Multi-Institution Study of Community College Transfer Experiences

2021 ◽  
pp. 009155212110028
Author(s):  
Sarah L. Rodriguez ◽  
Jennifer M. Blaney ◽  
Marissa C. Vasquez ◽  
Cristobal Salinas
Keyword(s):  
Community College ◽  
Latino Students ◽  
Phenomenological Approach ◽  
Future Research ◽  
Community College Transfer ◽  
College Transfer ◽  
Latino Men ◽  
College Participation ◽  
Intersecting Identities ◽  
Transfer Experiences

Objective: The purpose of this study was to investigate how Latino men’s conceptions of masculinities influenced their attitudes and behaviors during the transition from community colleges to 4-year institutions. Method: A phenomenological approach was used to explore the lived experiences of 34 Latino men across Texas, California, and Florida. Each participant was interviewed twice; all data were recorded, transcribed, and coded for themes. Results: Findings suggest that, although prior conceptions of masculinities can sometimes provide positive tools during transfer, these conceptions also cause challenges as men negotiate incongruences between their masculine identity and what is required to succeed in college. Participation in on-campus men’s groups and student organizations can help Latino students navigate these incongruences and negotiate their own intersectional identities and conceptualizations of masculinities in light of their new environment. Contributions: This study demonstrates that Latino men continue to face challenges related to masculinities and identity conflicts during the community college to 4-year institution transfer process. Future research might further investigate how the multiple, intersecting identities of Latino men (e.g., sexuality, class) influence masculinities and transfer experiences. Implications for practice include a recommendation that institutions consider creating on-campus spaces and learning environments to support men in navigating masculinities.

scholarly journals Welcoming Ain’t Belonging: A Case Study that Explores How Two-year Predominantly White Colleges Can Foster an Environment of Validation and Mattering for Men of Color

2021 ◽  
Vol 11 (2) ◽  
pp. 127
Author(s):  
Patrick Turner ◽  
Efren Miranda Zepeda
Keyword(s):  
Community College ◽  
Predominantly White ◽  
Students Of Color ◽  
Sense Of Belonging ◽  
Attrition Rate ◽  
Predominantly White Institution ◽  
Men Of Color ◽  
White Institution ◽  
Education Statistics

The qualitative case study explored the factors that foster an atmosphere of belonging for men of color (MOC) attending a 2-year Predominantly White Institution. The pressing issue is the PWI colleges make the erroneous assumption that an extension or invitation of welcome is the same as fostering a sense of belonging for men of color (MOC). This led colleges to construct policies and practices that do not intentionally and deliberately create an atmosphere where MOC feel valued, validated, and visible. According to Maestas, Vaquera, and Zehr (2007), fostering a sense of belonging is paramount to the retention and graduation of students of color. The study surfaced three central themes: (a) experiencing an atmosphere of welcome, (b) desire for cultural representation and celebration (c) importance of Diversity, Equity and Inclusion (DEI) training. Though most colleges boast of creating a sense of belonging, the National Center for Education Statistics (2019) reports 25% of men of color graduate from a community college within 150 % or three-years of normal time. Additionally, the Community College Survey of Men (CCSM) reports a lack of validation, engagement, and high attrition rate for men of color attending these institutions (Harris & Wood, 2013). This can be problematic considering the majority of men of color began their academic journey by attending 2-year colleges. Community and 2-year colleges are critical to the educational system and positioned to improve access and equity for students of color, particularly males (Bailey, Jaggars, & Jenkins, 2015).

scholarly journals Trending Book Publications: Teaching Men of Color in the Community College: A Guidebook

2017 ◽  
Vol 6 (1) ◽  
pp. 47
Author(s):  
J. Luke Wood ◽  
Frank Harris III ◽  
Khalid White
Keyword(s):  
Community College ◽  
Men Of Color

Positionality and Power: The Individual’s Role in Directing Community College Men of Color Initiatives

2020 ◽  
Vol 57 (5) ◽  
pp. 473-486
Author(s):  
Kaleb L. Briscoe ◽  
Veronica A. Jones ◽  
Deryl K. Hatch-Tocaimaza ◽  
Eligio Martinez
Keyword(s):  
Community College ◽  
College Men ◽  
Men Of Color
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