319
Views
1
CrossRef citations to date
0
Altmetric
Research Article

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

ORCID Icon &

References

  • Abrica, E. J. (2018). How to measure student success? Toward consideration of student resilience as a metric of success in institutional accountability frameworks. Community College Journal of Research and Practice, 42(7–8), 569–573. https://doi.org/10.1080/10668926.2018.1429962
  • Abrica, E. J., & Dorsten, A. K. (2020). How students think about race: Exploring racial conceptions and their implications for student success among Latino male community college students. New Directions for Community Colleges, 2020(190), 69–85. https://doi.org/10.1002/cc.20388
  • Abrica, E. J., García-Louis, C., & Gallaway, C. D. J. (2020). Antiblackness in the Hispanic- serving community college (HSCC) context: Black male collegiate experiences through the lens of settler colonial logics. Race Ethnicity and Education, 23(1), 55–73. https://doi.org/10.1080/13613324.2019.1631781
  • Abrica, E. J., & Martinez, E. (2016). Strategies for navigating financial challenges among Latino male community college students: Centralizing race, gender, and immigrant generation. Journal of Applied Research in the Community College, 23(2), 59–72.
  • Aguirre, A., Jr., & Martinez, R. O. (1993). Chicanos in higher education: Issues and Dilemmas for the 21st century. ASHE-ERIC Higher Education Report No. 3. School of Education and Human Development, George Washington University.
  • Alcantar, C. M., & Hernandez, E. (2020). “Here the professors are your guide, tus guías”: Latina/o student validating experiences with faculty at a Hispanic-serving community college. Journal of Hispanic Higher Education, 19(1), 3–18. https://doi.org/10.1177/1538192718766234
  • Alemán, S. M., & Gaytán, S. (2017). ‘It doesn’t speak to me’: Understanding student of color resistance to critical race pedagogy. International Journal of Qualitative Studies in Education, 30(2), 128–146. https://doi.org/10.1080/09518398.2016.1242801
  • Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5), 518-529.
  • Barnett, E. A. (2011). Validation experiences and persistence among community college students. The Review of Higher Education, 34(2), 193–230. https://doi.org/10.1353/rhe.2010.0019
  • Brock, T. (2010). Young adults and higher education: Barriers and breakthroughs to success. The Future of Children, 20(1), 109–132. https://doi.org/10.1353/foc.0.0040
  • Cejda, B. D., & Hoover, R. E. (2010). Strategies for faculty-student engagement: How community college faculty engage Latino students. Journal of College Student Retention: Research, Theory & Practice, 12(2), 135–153. https://doi.org/10.2190/CS.12.2.b
  • Chang, J. C. (2005). Faculty-student interaction at the community college: A focus on students of color. Research in Higher Education, 46(7), 769–802. https://doi.org/10.1007/s11162-004-6225-7
  • Crisp, G., & Cruz, I. (2009). Mentoring college students: A critical review of the literature between 1990 and 2007. Research in Higher Education, 50(6), 525–545. https://doi.org/10.1007/s11162-009-9130-2
  • Cuellar, M. (2014). The impact of Hispanic-Serving Institutions (HSIs), emerging HSIs, and non-HSIs on Latina/o academic self-concept. The Review of Higher Education, 37(4), 499–530. https://doi.org/10.1353/rhe.2014.0032
  • Cuellar, M., & Johnson-Ahorlu, R. N. (2016). Examining the complexity of the campus racial climate at a Hispanic serving community college. Community College Review, 44(2), 135–152. https://doi.org/10.1177/0091552116632584
  • Fry, R. (2010). Minorities and the recession-era college enrollment boom. Pew Research Center Social and Demographic Trends Project.
  • Fusani, D. S. (1994). “Extra‐class” communication: Frequency, immediacy, self‐disclosure, and satisfaction in student‐faculty interaction outside the classroom. Journal of Applied Communication Research, 22(3), 232–255. https://doi.org/10.1080/00909889409365400
  • Garcia, G. A., & Dwyer, B. (2018). Exploring college students’ identification with an organizational identity for serving Latinx students at a Hispanic serving institution (HSI) and an emerging HSI. American Journal of Education, 124(2), 191–215. https://doi.org/10.1086/695609
  • Garcia, G. A., & Ramirez, J. J. (2018). Institutional agents at a Hispanic serving institution: Using social capital to empower students. Urban Education, 53(3), 355–381. https://doi.org/10.1177/0042085915623341
  • Hagedorn, L. S., Maxwell, W., Rodriguez, P., Hocevar, D., & Fillpot, J. (2000). Peer and student-faculty relations in community colleges. Community College Journal of Research & Practice, 24(7), 587–598. https://doi.org/10.1080/10668920050139730
  • Harris, F., III, & Wood, J. L. (2013). Student success for men of color in community colleges: A review of published literature and research, 1998–2012. Journal of Diversity in Higher Education, 6(3), 174. https://doi.org/10.1037/a0034224
  • Hurtado, S., & Carter, D. F. (1997). Effects of college transition and perceptions of the campus racial climate on Latino college students’ sense of belonging. Sociology of Education, 70(4), 324–345. https://doi.org/10.2307/2673270
  • Kim, Y. K., & Sax, L. J. (2017). The impact of college students’ interactions with faculty: A review of general and conditional effects. In M. B. Paulsen (Ed.), Higher education: Handbook of theory and research (pp. 85–139). Springer.
  • Luedke, C. L. (2017). Person first, student second: Staff and administrators of color supporting students of color authentically in higher education. Journal of College Student Development, 58(1), 37–52. https://doi.org/10.1353/csd.2017.0002
  • Madrigal-Garcia, Y. I., & Acevedo-Gil, N. (2016). The new Juan Crow in education: Revealing panoptic measures and inequitable resources that hinder Latina/o postsecondary pathways. Journal of Hispanic Higher Education, 15(2), 154–181. https://doi.org/10.1177/1538192716629192
  • McCoy, D. L., Winkle-Wagner, R., & Luedke, C. (2015). Colorblind mentoring? Exploring white faculty mentoring of students of color. Journal of Diversity in Higher Education, 8(4), 225–242. https://doi.org/10.1037/a0038676
  • Núñez, A. M. (2014). Employing multilevel intersectionality in educational research: Latino identities, contexts, and college access. Educational Researcher, 43(2), 85–92. https://doi.org/10.3102/0013189X14522320
  • Núñez, A. M., & Bowers, A. J. (2011). Exploring what leads high school students to enroll in Hispanic-serving institutions: A multilevel analysis. American Educational Research Journal, 48(6), 1286–1313. https://doi.org/10.3102/0002831211408061
  • Nuñez, A. M., Sparks, J. P., & Hernández, E. A. (2011). Latino access to community colleges and Hispanic-serving institutions: A national study. Journal of Hispanic Higher Education, 10(1), 18–40. https://doi.org/10.1177/1538192710391801
  • Ponjuán, L., & Hernández, S. (2016). Untapped potential: Improving Latino males’ academic success in community colleges. Journal of Applied Research in the Community College, 23(2), 1–20.
  • Rendon, L. I. (1994). Validating culturally diverse students: Toward a new model of learning and student development. Innovative Higher Education, 19(1), 33–51. https://doi.org/10.1007/BF01191156
  • Rodriguez, S. L., Massey, K., & Sáenz, V. B. (2016). Engaging Latino men in community colleges: The role of student-faculty interactions. Journal of Applied Research in the Community College, 23(2), 21–40.
  • Sáenz, V. B., De las Mercedez, C., Rodriguez, S. L., & Garcia-Louis, C. (2017). Latino men and their fathers: Exploring how community cultural wealth influences their community college success. Association of Mexican American Educators Journal, 11(2), 89. https://doi.org/10.24974/amae.11.2.351
  • Sáenz, V. B., García-Louis, C., De las Mercédez, C., & Rodriguez, S. L. (2018a). Mujeres supporting: How female family members influence the educational success of Latino males in postsecondary education. Journal of Hispanic Higher Education. 19(2), 169–192. https://doi.org/10.1177/1538192718787291
  • Sáenz, V. B., García-Louis, C., Drake, A. P., & Guida, T. (2018b). Leveraging their family capital: How Latino males successfully navigate the community college. Community College Review, 46(1), 40–61. https://doi.org/10.1177/0091552117743567
  • Sáenz, V. B., Lu, C., Bukoski, B. E., & Rodriguez, S. (2013). Latino males in Texas community colleges: A phenomenological study of masculinity constructs and their effect on college experiences. Journal of African American Males in Education, 4(2), 82–102.
  • Sáenz, V. B., & Ponjuan, L. (2012). Latino males: Improving college access and degree completion—A new national imperative. Perspectivas: Issues in Higher Education Policy and Practice, 11–12.
  • Sáenz, V. B., & Ponjuán, L. (2009). The vanishing Latino male in higher education. Journal of Hispanic Higher Education, 8(1), 54–89. https://doi.org/10.1177/1538192708326995
  • Salinas, C., Jr, & Hidrowoh, J. R. (2018). Promoting financial literacy and Latino males’ success at community colleges. Community College Journal of Research and Practice, 42(5), 330–339. https://doi.org/10.1080/10668926.2017.1301276
  • Santos, S. J., & Reigadas, E. T. (2002). Latinos in higher education: An evaluation of a university faculty mentoring program. Journal of Hispanic Higher Education, 1(1), 40–50. https://doi.org/10.1177/1538192702001001004
  • Schensul, S. L., Schensul, J. J., & LeCompte, M. D. (1999). Essential ethnographic methods: Observations, interviews, and questionnaires (Vol. 2). Rowman Altamira.
  • Solórzano, D. G. (1998). Critical race theory, race and gender microaggressions, and the experience of Chicana and Chicano scholars. Qualitative Studies in Education, 11(1), 121–136. https://doi.org/10.1080/095183998236926
  • Solórzano, D. G., & Villalpando, O. (1998). Critical race theory, marginality, and the experience of students of color in higher education. In C. A. Torres & T. R. Mitchell (Eds.), Emerging perspectives (pp. 211–224). State University of New York Press.
  • Torrens, O. D., Salinas, C., Jr, & Floyd, D. L. (2017). Examining the value of mentoring and men of color staff members of a community college. Mentoring & Tutoring: Partnership in Learning, 25(5), 509–527. https://doi.org/10.1080/13611267.2017.1415830
  • Tovar, E. (2015). The role of faculty, counselors, and support programs on Latino/a community college students’ success and intent to persist. Community College Review, 43(1), 46–71. https://doi.org/10.1177/0091552114553788
  • Tsui, L. (2007). Effective strategies to increase diversity in STEM fields: A review of the research literature. Journal of Negro Education, 76(4), 555–581. https://www.jstor.org/stable/40037228
  • Urias, M. V., Falcon, V., Harris, F., III, & Wood, J. L. (2016). Narratives of success: A retrospective trajectory analysis of men of color who successfully transferred from the community college. New Directions for Institutional Research, 2016(170), 23–33. https://doi.org/10.1002/ir.20182
  • Wood, J. L., & Newman, C. B. (2017). Predictors of faculty–student engagement for black men in urban community colleges: An investigation of the Community College survey of men. Urban Education, 52(9), 1057–1079. https://doi.org/10.1177/0042085915623343

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.