Strategies of Resistance among Racially Minoritized Students at a Hispanic-Serving Institution: A Critical Race Theory Perspective

Comeaux, Eddie; Grummert, Sara E.; Cruz, Nelly A.

doi:10.1080/00221546.2020.1851569

Cited by 20 publications

(14 citation statements)

References 97 publications

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“…In response to this burden to prove themselves—their belonging, their mattering, and their capabilities—they talked about being motivated to achieve, translated challenges and being one of few as part of their responsibilities to and for other Black male collegians, both personally and academically, and identified the importance of creating a positive perception of Black male students on campus as essential to them. These students’ efforts and desire to prove others wrong through their educational engagement and academic performances reveal a form of transformational resistance (Solórzano & Delgado Bernal, 2001; also see Comeaux et al, 2021). Specifically, the Black male students in this study evinced their transformational resistance in three explicit ways: they confronted the negative ideas about Black males (“breaking the stereotype” or “you’re not ready for college” or “you’re not gon’ make it”), transformed the deficit perspectives into motivation (“just being here is a huge success for me” or “we’re actually here and we’re doing well”), and were driven and determined to navigate through the institution for themselves, for a number of their Black male peers on campus, and potentially for future Black students as well (“being one of few that just means I have to do well” and “I feel like I was representing my fellow brothers”).…”

Section: Discussionmentioning

confidence: 99%

Educational desires and resilience among Black male students at a Hispanic-serving institution.

Brooms¹

2023

Journal of Diversity in Higher Education

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Understanding the higher educational experiences of Black male students continues to be a pressing need for researchers, educators, and educational stakeholders, especially given data regarding their retention and graduation. Within this focus, research is needed on Black male students' experiences and sensemaking within various higher education contexts. Using resilience and Mirza's ( 2006) conceptualization of educational desire as a framework, this study examined how 16 Black male collegians made meanings from their college experiences at a public, urban Hispanic-Serving Institution. In particular, I explore how they narrated their Black male racialized and gendered identities in their college experiences and the strategies they used to pursue and attain some of their educational goals. Findings highlight these students' educational desires and resilience as significant factors that informed their individual efforts and continuously centered the importance of their educational pursuits. I also find that their efforts benefitted from multifaceted support as well, such as family, peers, and institutional resources. Findings from this study have implications for understanding the ways that institutional environment and resources impact Black male students' sense of self and educational pursuits.

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Section: Discussionmentioning

confidence: 99%

Educational desires and resilience among Black male students at a Hispanic-serving institution.

Brooms¹

2023

Journal of Diversity in Higher Education

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“…Another study found no differences in civic values of Latinx students attending HSIs and emerging HSIs (Cuellar, 2021). Still, other studies have demonstrated the impact of curricular and cocurricular practices and racialized experiences at HSIs and emerging HSIs on students’ civic development (Alcantar, 2017; Comeaux et al, 2020; García & Cuellar, 2018).…”

Section: Model For the Civic Development Of Latinx College Studentsmentioning

confidence: 99%

Civic Engagement of Latinx Students: The Role of Higher Education Institutions in Serving the Public Good

Alcantar

2022

Journal of Hispanic Higher Education

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This conceptual article presents a model for understanding and increasing the civic engagement of Latinx students in higher education. The model presents the key student attributes, precollege and college experiences, and institutional characteristics that impact the civic development of Latinx college students. Higher education practitioners and researchers can use the model to inform the understanding and development of programs, services, and practices to increase the civic engagement of Latinx students.

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“…HSIs can also be supportive environments that embrace and value Spanish language abilities (Garcia, 2019) as well as serve as sites for connecting Latinx students and faculty (Gonzalez et al, 2020). Latinx students at HSIs may also rely on informal networks for support and collective well-being (Comeaux et al, 2021).…”

Section: The Role Of Hispanic-serving Institutions In the Latinx Stud...mentioning

confidence: 99%

“…Despite these efforts, HSI servingness is further complicated by whether students are aware of or choose to identify or reject an HSI organizational identity based on their own individual experiences and identities (Garcia and Dwyer, 2018). Latinx students may still encounter racialized experiences, both on and off campus (Comeaux et al, 2021;Cuellar and Johnson-Ahorlu, 2020). Prior research has shown that when Latinx students enter HSIs, they can experience a hostile campus that diminishes their sense of belonging and compromises their academic success (Cuellar and Johnson-Ahorlu, 2016;Sanchez, 2019).…”

Section: The Role Of Hispanic-serving Institutions In the Latinx Stud...mentioning

confidence: 99%

Career Plans of Latinx Mechanical Engineering Undergraduates Studying at Hispanic-Serving Institutions

Andrews

Kendall

Rodriguez

et al. 2023

J Women Minor Scien Eng

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Hispanic-serving institutions (HSIs) graduate approximately a third of all Latinx engineers, yet research focuses on predominantly White institutions. Using survey data from 1,901 mechanical engineering undergraduates from seven geographically diverse U.S. HSIs, we investigate Latinx students' career plans using cluster analysis. Subsequently, we use multinomial logistic regression to examine the relationships between career plans and students' engineering attitudinal beliefs, student demographics, and institutional characteristics. Cluster analysis revealed six groupings of students based on their desired career paths following graduation: (1) any engineering career, (2) only engineering graduate school, (3) only an engineering job, (4) any non-engineering career, (5) only a non-engineering job, or (6) open to all options. Given the breadth of these intentions, inclusive learning environments should provide broader exposure to the variety of jobs and graduate opportunities available to undergraduates. Multinomial logistic regression models show statistically significant relationships between cluster membership and affect toward professional practice, engineering attitudes, and sense of belonging for Latinx students (n = 1,032). Affect toward analysis, engineering identity, and sense of belonging were positively associated with engineering-focused career plans. Working in a collaborative environment and framing and solving problems were not. Engineering programs should build professional skills without neglecting the attitudinal and environmental factors contributing to Latinx students' career planning, recognizing that students see value in engineering degrees beyond traditional career paths.

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Strategies of Resistance among Racially Minoritized Students at a Hispanic-Serving Institution: A Critical Race Theory Perspective

Cited by 20 publications

References 97 publications

Educational desires and resilience among Black male students at a Hispanic-serving institution.

Educational desires and resilience among Black male students at a Hispanic-serving institution.

Civic Engagement of Latinx Students: The Role of Higher Education Institutions in Serving the Public Good

Career Plans of Latinx Mechanical Engineering Undergraduates Studying at Hispanic-Serving Institutions

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