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Bilingual, Multilingual, and Multicultural Education Commons

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Full-Text Articles in Bilingual, Multilingual, and Multicultural Education

Mujeres Supporting: How Female Family Members Influence The Educational Success Of Latino Males In Postsecondary Education, Victor B. Saenz, Claudia Garcia-Louis, Carmen De Las Mercedez, Sarah L. Rodriguez Jul 2018

Mujeres Supporting: How Female Family Members Influence The Educational Success Of Latino Males In Postsecondary Education, Victor B. Saenz, Claudia Garcia-Louis, Carmen De Las Mercedez, Sarah L. Rodriguez

Education Publications

The purpose of this multi-institutional qualitative study was to understand the educational pathways of Latino males by underscoring the unique role female family members play in their academic pursuits—through the voice of these young men. Findings demonstrate female family members were identified as being primary supporters of their educational pursuits, and actively leveraged different sources of cultural capital to help Latino males enroll and persist through postsecondary education. This study reinforces extant literature on the importance of family in the educational pathways of Latina/o students. Furthermore, it makes a unique contribution by highlighting the important role female family ...


Stem Identity Development For Latinas: The Role Of Self- And Outside Recognition, Sarah L. Rodriguez, Kelly Cunningham, Alec Jordan Nov 2017

Stem Identity Development For Latinas: The Role Of Self- And Outside Recognition, Sarah L. Rodriguez, Kelly Cunningham, Alec Jordan

Education Publications

This qualitative, phenomenological research study explored how 17 Latina undergraduate science, technology, engineering and mathematics (STEM) majors developed their STEM identities. The study focused on the role that self- and outside recognition as a STEM individual played in the process. Interviews revealed students’ self-recognition in many forms. Outside recognition came primarily from STEM peers, faculty members, and family members. Self- and outside recognition were often negotiated through the lens of intersectional identities held by the participants.


Latino Men And Their Fathers: Exploring How Community Cultural Wealth Influences Their Community College Success, Victor B. Saenz, Carmen De Las Mercedez, Sarah L. Rodriguez, Claudia Garcia-Louis Jan 2017

Latino Men And Their Fathers: Exploring How Community Cultural Wealth Influences Their Community College Success, Victor B. Saenz, Carmen De Las Mercedez, Sarah L. Rodriguez, Claudia Garcia-Louis

Education Publications

Academic scholarship has demonstrated the importance of father engagement in fostering early educational success of their children, but little exploration in this area has focused on the role that fathers play in the college success of their Latino male sons. The purpose of this qualitative study was to understand the role of fathers in the educational success of Latino men attending community colleges. Using community cultural wealth as a lens for this study, the experiences of 130 Latino men at community colleges in Texas were highlighted. Results demonstrated how fathers provided support, consejos (advice), and encouragement to their sons. Nonetheless ...


Engaging Latino Men In Community Colleges: The Role Of Student-Faculty Interactions, Sarah L. Rodriguez, Kristine Massey, Victor B. Saenz Jan 2016

Engaging Latino Men In Community Colleges: The Role Of Student-Faculty Interactions, Sarah L. Rodriguez, Kristine Massey, Victor B. Saenz

Education Publications

Community college faculty members are essential to promoting student engagement and success, yet little research in this area has focused on the interactions of Latino men with their faculty members. The study utilized Harris and Wood’s (2013) Socio-Ecological Outcomes (SEO) model which focuses on the educational success of men of color in community colleges, to examine how Latino men made meaning of their interactions with faculty members and how these interactions influenced their community college success. Latino men made meaning of their faculty experiences based on (a) the accessibility and approachability of the faculty member, (b) their own hesitancy ...