Sarah L. Rodriguez, J. Blaney, Marissa C. Vasquez, C. Salinas
{"title":"Latino Men and Masculinities: A Multi-Institution Study of Community College Transfer Experiences","authors":"Sarah L. Rodriguez, J. Blaney, Marissa C. Vasquez, C. Salinas","doi":"10.1177/00915521211002898","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.7000,"publicationDate":"2021-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/00915521211002898","citationCount":"11","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Community College Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/00915521211002898","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 11
Abstract
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.
期刊介绍:
The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.