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ABSTRACT
This study addresses the impact of faculty validation on men of color in community colleges looking through lenses of self-efficacy, belonging, and welcomeness to engage. The study took place at a medium-sized, urban, ethnically diverse community college in California in 2016 (n = 1208). The Community College Survey of Men (CCSM) is explored; definitions of self-efficacy, engagement, and belonging are outlined, and their relationships are analyzed using ANOVA. Suggestions for taking action and directions for future research are also discussed.