Latino Male Community College Students’ Perceptions of Course-Related Interactions: A Critical Race Analysis

ABSTRACT

This paper explores Latino male community college students’ perceptions of their course-related interactions with faculty at a Hispanic Serving Institution in California. Using a Critical Race Theory in Education framework, we qualitatively examine the ways in which race and racism shape students’ descriptions of these interactions and the extent to which students attribute negative interactions to racial discrimination and/or oppression. Longitudinal, semi-structured interview data (N = 24) presented underscore the need for structurally diverse faculty in community colleges.

KEYWORDS:

• Latinos
• community colleges
• race

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

¹ Female counterparts are named as a referent group as no success/completion data exists for gender queer and/or gender non-conforming Latinx students in the community college. Abrica (2018) importantly identifies how institutional researchers in California community colleges measure success rates per state accountability frameworks.