Exploring the Role of Women as Validating Agents for Latino Men in Their Transfer Success

ABSTRACT

This phenomenological study explored the ways women served as validating agents for Latino men who had transferred from a community college to a four-year institution. Informed by Rendón’s theory of validation, participants expressed numerous ways in which women figures (e.g., mothers, sisters, significant others) were sources of validation across their pre and post transfer experience. Findings yielded the need for increased involvement of women in men of color initiatives, compensation for emotional labor performed by women, and engagement opportunities for women family members. The authors provide recommendations for research and practice.

Notes

1. When referring to participants in the study, we intentionally use the term Latino (rather than Latinx) given that all participants identified as cis-gendered, hetero Latino men. We also maintain the original language of extant literature when necessary (e.g., Latina/o, Latinx). When not referring to participants or extant literature, we also use Latina/o/x to be inclusive of gender identities beyond the binary of men (Latino) and women (Latina).

2. We use the terms men and women (rather than male and female) to acknowledge the fluidity of the gender spectrum in contrast to traditional binary roles.

3. California’s AB 705 requires community college districts to maximize the probability that a student will enter and complete transfer-level coursework in English and math within a one-year timeframe. See California Community College Chancellor’s Office, https://assessment.cccco.edu/ab-705-implementation.

4. The Student Equity Policy (SEP) is a California state policy that funds targeted efforts to mitigate equity gaps in that targets eight racial/ethnic groups, women, LGBTQ+ students, homeless students, students with disabilities, low-income students, foster youth, and veterans (Student equity plans, §78220, 2014).