The Convergence of Social Identities and Environmental Contexts in Facilitating Latino Male Resilience

Patrón, Oscar E.; García, Gina A.

doi:10.1177/0739986316669496

Cited by 18 publications

(14 citation statements)

References 52 publications

(78 reference statements)

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“…Moreover, research on this topic has been centered on the experiences of men, leaving a gap in the literature that needs to be filled with the voices of teen boys. So, in addition to the research explored here, other research has shown the importance of family networks in supporting the college success of Latino men (Huerta & Fishman, 2014; Ojeda, Navarro, & Morales, 2011 Patrón & Garcia, 2016) and Black men in college, especially within Historically Black Colleges and Universities (HBCUs; Palmer, Davis, & Maramba, 2011; Palmer & Wood, 2012; Squire & Mobley, 2015). Some work has looked at the roles of families in supporting the pre-entry attributes of high school young men of color, but have done so in retrospect, drawing from the perspectives of adults (Brooms, 2017; Holloman & Strayhorn, 2012).…”

Section: Literature Reviewmentioning

confidence: 72%

“What Am I Gonna Be Losing?” School Culture and the Family-Based College-Going Dilemmas of Black and Latino Adolescent Boys

Carey

2017

Education and Urban Society

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As educators and service providers in urban schools encourage student college going at higher rates than ever, policy and practice on school improvement discourses would benefit from incorporating students’ perspectives underlying family-based, college-going dilemmas that frame their college preparation. This qualitative article features the voiced experiences of 11th-grade adolescent boys, one Black and one Latino, from one school, as they grapple with both internal dilemmas (e.g., fear of changing and being distanced from their family) and external dilemmas (e.g., their expected familial commitments) inherent in their college access, success, and graduation. Using a conceptual framework that considers the social, cognitive, and institutional factors influencing their college preparation, this article focuses on social factors and advocates for institutional practices that better meet student needs.

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Section: Literature Reviewmentioning

confidence: 72%

“What Am I Gonna Be Losing?” School Culture and the Family-Based College-Going Dilemmas of Black and Latino Adolescent Boys

Carey

2017

Education and Urban Society

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“…Including queer authors and scholarship in appropriate courses is a step in the right direction. This visibility would increase the points of connection gay Latinos can establish in the classroom to increase the likelihood they will develop meaningful relationships with faculty as well as comfort with their sexualities, reinforcing their resilience (Patrón 2019; Patrón and Garcia 2016). Relatedly, hiring diverse staff and faculty that students can relate to is an additional approach that higher-level administrators cannot continue to dismiss.…”

Section: Discussionmentioning

confidence: 99%

Exploring the Tensions Between Masculinities and Connections with Faculty and Staff among Gay Latino Collegians

Patrón

Rodrı́guez

2020

Men and Masculinities

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This study utilizes Gloria E. Anzaldúa’s Border theory to explore how internalized messages of masculinities shape the ways that gay Latino men develop connections with university staff and faculty. Specifically, we highlight how such messages learned primarily in the context of the home create spaces of tension, nepantla, within heteronormative campus settings. We present portraits of five Latino collegians enrolled in a large public four-year institution, followed by three themes. The themes include gay Latinos developing relationships (1) solely for academic purposes, (2) that explicitly involve women, and, in other cases, (3) displaying resistant behaviors to developing connections. We conclude by offering practical implications for university administrators and faculty.

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“…Second, relationships can help mitigate the risks that youth are exposed to during both their in-school and out-of-school time; they also can bolster their protective factors, such as resilience, belonging, sense of self, and cultural pride (Baker, 2013; Brooms et al, 2018, 2021; Garcia et al, 2017; Jackson et al, 2014). Third, relationships help students develop meaningful connections to others such that it broadens their lived experiences, supports their ties to peers and the community, and supports their healing (Carrillo, 2016; Ginwright, 2015; McArthur & Lane, 2019; Patrón & Garcia, 2016).…”

Section: Conceptual Framework: Crcmentioning

confidence: 99%

Understanding the Laws of Harvest: Black and Latino Male Collegians Enacting Critical Race Care as Youth Mentors

Clark

Brooms

Smith

et al. 2021

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: In recent years, there has been a proliferation of student engagement programs intended to increase college access, retention, and graduation for Black and Latino males. Although supporting Black and Latino male students’ educational opportunities and success efforts is an urgent need, few studies examine their collective leadership experiences—either on campus or in the community. These experiences are important in understanding how engagement and leadership are vital components for Black and Latino males’ sense of self, community ties, and collective consciousness. Focus of Study: We investigate the collegiate experiences and engagement of 12 Black and Latino male students in the Brothers Empowering Collective Achievement (BECA; pseudonym), a male-centered program at a Hispanic-serving institution. We explored their leadership and mentoring experiences through the following research questions: (1) How do Black and Latino college men make sense of their engagement in a male-centered success program? (2) What factors influence Black and Latino males’ decisions to serve in a leadership capacity as youth mentors? (3) What is the focus of Black and Latino males’ leadership work as youth mentors? (4) What do Black and Latino males take away from their experiences as youth mentors? Intervention/Program/Practice: The BECA program is an academic and social engagement program that was developed in an effort to increase graduation and retention of Latino and Black men. BECA provides professional workshops, one-on-one and small group mentoring, community service opportunities, and various other social activities. In addition, strategic partnerships with local schools allow college students to mentor middle and high school students. Research Design: This qualitative study is based on focus group interviews with 12 Black and Latino male students at a Hispanic-serving institution related to their leadership experiences as youth mentors for local middle school and high school students. Findings/Results: Our findings show that students were nested in, benefited from, and enacted critical race care—expressed as holistic care for youth, which considers their racialized identities and experiences as well as various facets of their lives in supporting their needs and development—through their BECA engagement. According to the men’s narratives, BECA provided a unique opportunity to bring Black and Latino males together to pursue individual and collective goals. In addition, serving in leadership roles as youth mentors within the local community enhanced the men’s sense of self and allowed them to contribute to community education and youth development. Conclusion/Recommendations: This study speaks to the value and benefits Latino and Black men accrue from critical race care. Specifically, being engaged and embedded in a community in which they pursue collective educational and personal goals enhances engagement, leadership, and relationships for Black and Latino college students.

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The Convergence of Social Identities and Environmental Contexts in Facilitating Latino Male Resilience

Cited by 18 publications

References 52 publications

“What Am I Gonna Be Losing?” School Culture and the Family-Based College-Going Dilemmas of Black and Latino Adolescent Boys

“What Am I Gonna Be Losing?” School Culture and the Family-Based College-Going Dilemmas of Black and Latino Adolescent Boys

Exploring the Tensions Between Masculinities and Connections with Faculty and Staff among Gay Latino Collegians

Understanding the Laws of Harvest: Black and Latino Male Collegians Enacting Critical Race Care as Youth Mentors

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