The (unspoken) pact: a composite counternarrative of Latino males’ compañerismo in a doctoral program at a predominantly white institution in the midwest

Patrón, Oscar E.; Flores, Osly; Medina, Óscar

doi:10.1080/09518398.2020.1754490

Cited by 13 publications

(24 citation statements)

References 43 publications

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“…Through focus groups with Latino men in a doctoral program, we propose an emergent model of compañerismo, a cultural phenomenon that supported the participants' retention. Although literature has portrayed a master narrative of Latino men as underperforming (see Patr on et al, 2020), the model presented here suggests that they can succeed and thrive in their educational pursuits through same gender and racial/ethnic peer networks. The model is situated within unchartered waters, which symbolize the unknown of higher education for first-generation working-class doctoral students.…”

Section: Discussionmentioning

confidence: 85%

“…You guys would definitely be the first names to come to mind." The compañerismo that the Latino men built was an (un)spoken pact (Patr on et al, 2020) Since Javier had successfully undertaken this program milestone, Ronaldo relied on him not only to provide guidance but strengthen his academic resilience during a difficult time.…”

Section: Resiliencementioning

confidence: 99%

“…In particular, Latino men doctoral recipients increased from 1,450 to 1,872 within the last decade (National Science Foundation & National Center for Science and Engineering Statistics, 2019). Despite such increases, there continues to be a larger narrative about the lack of students of color, and Latino men specifically (see Patr on et al, 2020), in higher education. In a monograph by CGS on the Ph.D.…”

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confidence: 99%

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Latino Men Using Compañerismo to Navigate the Unchartered Waters of the Doctoral Program: A Conceptual Model

Flores

Patrón

2021

Journal of College Student Retention: Research, Theory & Pr

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In this paper, we present a conceptual model of the development of a relationship between first-generation Latino men while navigating the unchartered waters, or the unknown, of a doctoral program. Drawing from focus groups, we outline the various components (e.g., institutional role and support, resilience, cultural affinity) that contributed to the model of compañerismo and how this cultural phenomenon, in turn, led to the participants’ successful navigation of their graduate education. Compañerismo represents the evolvement from a surface-level friendship to a cultural, personal, and academic support system. Guided by the data, we offer practical implications for higher education stakeholders to better support Latino men and their persistence and retention in doctoral programs.

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Section: Discussionmentioning

confidence: 85%

Section: Resiliencementioning

confidence: 99%

mentioning

confidence: 99%

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Latino Men Using Compañerismo to Navigate the Unchartered Waters of the Doctoral Program: A Conceptual Model

Flores

Patrón

2021

Journal of College Student Retention: Research, Theory & Pr

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“…Faculty and students of color or other marginalized positions often feel isolated and invisible in academia; those employing critical perspectives experience multiple forms of disciplining and marginalization (Dobbs & Leider, 2021). These graduate students and earlycareer scholars need access to counterspaces with social-justice-oriented scholars empowering and liberating others in academic writing (Patrón et al, 2021;Patterson-Stephens & Hernández, 2018). Writing time and support -and opportunities for reflection with those with shared interests and identities -also should be part of initiatives supporting retention and promotion of faculty of color and faculty writ large (Griffin, 2020).…”

Section: Discussionmentioning

confidence: 99%

Liberating Our Writing: Critical Narratives and Systemic Changes in Education and the Social Sciences

Perez‐Felkner

Gast

Ovink

2022

Multicultural Perspectives

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We outline here our evolution as sociologists of education employing a social justice lens while studying transitions to college among youth of color. During our graduate training and early academic careers, we felt pushed to center "mainstream" theories of college transitions, which often failed to account for the power struggles and intersectional oppression our empirical investigations uncovered. Though we navigated distinct journeys through tenure, we shared similar pressures to de-center critical, liberatory frameworks in academic writing to publish and keep our jobs. Our experiences taught us that we would be compared to peers using "mainstream" frameworks and would face rejections, publication delays, and other risks.As we wrote, published, and established careers, we engaged more directly with critical theories to explain why transitions to college among students of color vary in complex and intersectional ways. Specifically, we engaged critical frameworks in distinction to "frameworks that reproduce inequities, normalize oppression, and denigrate historically disenfranchised communities" (Salazar & Rios, 2016, p. 7). Sociology-the discipline that connects us-is especially well-positioned to address structural, systemic challenges in education and academia, including racial, class, and gender inequities. Yet, critical frameworks centering social justice and equity remain at its margins. We share our writing and publishing processes using critical

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“…Despite coming from a family of educators, I missed almost every deadline related to college, incorrectly filed for financial aid (FAFSA), and struggled with navigating the bureaucracy of a predominantly white university. As a doctoral student, I still felt a beat behind, unsure of how to find the opportunities to which to apply, conferences to attend, and continued to grapple with the forms of systemic oppression (e.g., racism) that disproportionately impacts Students of Color (see Gildersleeve et al, 2011;Patrón et al, 2021), that is further magnified at the intersections of gender, class, immigration status, sexuality, and ableism.…”

Section: Evolving a Websitementioning

confidence: 99%

In Praxis: Creating a (Web)Site of Resistance and Disrupting the Hidden Curricula of Academic Socialization

Cho

2021

jcscore

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The navigation and socialization within academia is rife with toxicity and a hidden curricula reflective of neoliberal competitiveness, drawn from White cis-hetero colonialist patriarchy. To challenge and resist the toxicity within academia, Communities of Color have created counterspaces to share resources, build beyond the purported individualism, and connect through vulnerability and care. Within this reflection, are the lessons learned of creating one such counterspace through the development of a website— a “site” of resistance.

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The (unspoken) pact: a composite counternarrative of Latino males’ compañerismo in a doctoral program at a predominantly white institution in the midwest

Cited by 13 publications

References 43 publications

Latino Men Using Compañerismo to Navigate the Unchartered Waters of the Doctoral Program: A Conceptual Model

Latino Men Using Compañerismo to Navigate the Unchartered Waters of the Doctoral Program: A Conceptual Model

Liberating Our Writing: Critical Narratives and Systemic Changes in Education and the Social Sciences

In Praxis: Creating a (Web)Site of Resistance and Disrupting the Hidden Curricula of Academic Socialization

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