DISPARATE LESSONS racial Climates and Identity-formation Processes among Latino Students

This article challenges the notion of underachievement of Latino male collegians by examining those who successfully enter higher education. Using in-depth interviews, we analyze the way three different institutional types contribute to the racial/ethnic identity salience of Latinos, looking specifically at the curricular and co-curricular structures available at a Hispanic Serving Institution (HSI) and emerging HSI in comparison with non-HSIs. Findings reveal differences in identity salience based on the college context. Resumen Este manuscrito reta la noción de bajo rendimiento de hombres universitarios latinos al examinar aquellos que tienen éxito en su educación superior. Usando entrevistas profundas, la forma en que tres tipos institucionales diferentes de identidad saliente racial/étnica se analizan enfocandose específicamente en las estructuras curriculares y co-curriculares disponibles en Instituciones de Servicio Hispano (HSIs), así como HSI emergentes comparadas con no-HSIs. Hallazgos revelan diferencias en identidad saliente basadas en el contexto de la universidad.

2014

The theoretical framework of intersectionality shows much promise in exploring how multiple social identities and their relationships with interlocking systems of power influence educational equity, particularly for historically underserved groups in education. Yet, social scientists have critiqued this framework for not adequately specifying how these dimensions shape life opportunities. This essay draws on the work of sociologist Floya Anthias to advance a conceptual model of intersectionality for educational research. This model addresses how different levels of analysis, types of practices, and relationships between social categories separately or together affect educational opportunities. To illustrate the model’s utility in research, policy, and practice, I apply this model to understand contextual influences on Latino im/migrant students’ college access.

2014

Marginalized racial minorities such as Asian American and African American students who attend a majority White university, find it difficult to associate with individuals outside of their race. The college campus environment is the place, in which deep questions of identity may be challenged, strengthened or changed, depending on the social setting or individuals present. This study explored the ethnic identity and social identity of Asian American and African American college students at a predominately White Catholic university in the Midwest analyzing qualitative data collected through fourteen face-to-face interviews. The study explored the externalization and internalization of ethnic identity within the framework of these groups of students’ social identity and group membership. Other themes, such as code switching, liminality and identity performance also emerged from data analyses. Some implications regarding integration of racial minority groups on campus are offered.

This theoretical paper is based on a larger study focused on understanding the experiences of Latina community college students. The purpose of this paper is to expand upon the Silence to Resilience Model, which involves four phases that Latinas encounter upon or throughout their transition to community college including: (1) Racism on campus, (2) Emotional reactions to the racism encounter(s), (3) Silence and resilience, and (4) Outcomes ranging from motivation to persistence. Throughout the four phases the transition of identity occurred for the participants of the larger study conducted. The identity transition experience that emerged from the larger study's findings involves growing and developing a new or modified identity as a Latina community college student who experiences unique challenges and barriers due to being Latina. Presented in this paper is the Identity Transition Cycle within The Box, a model involving a trichotomy of stages during which the identity evolves including: (1) Clarity and Insight, (2) Shifting Facet of Self, and (3) Embrace of Self. The identity transition cycle also encompasses Latina students gaining an understanding that barriers and oppressive experiences on campus are unique in that they occur due to being Latina. Although the identity transition that occurs along the continuum ultimately yields itself to an embrace of self, the process of identity transition for Latina community college students is often cyclical and influenced for better or worse by mass media and campus stereotyping.

2009

Data from the Diverse Democracy Project Study, a national longitudinal study of 1st-year students enrolled in 4-year public research universities who were followed into their 2nd year of college, were used to explore background characteristics and college experiences associated with Latino students’ sense of belonging. A frame- work including perceptual and behavioral dimensions of campus climate was used to organize the analysis. The direct or indirect effects of positive diversity experiences, perceptions of a hostile racial/ethnic climate, other perceptions and behaviors regarding college experiences, and immigrant status on sense of belonging were examined. Structural equation modeling analyses revealed that measures of positive diversity experiences and engagement in the campus community were positively associated with sense of belonging and with perceptions of a hostile racial/ethnic climate. Being a 2nd-generation immigrant was negatively and indirectly related to sense of belonging. These findings indicate that Latino students find a sense of belonging in a more complex, paradoxical way than traditional theories of college transition would imply. Effectively measuring relationships among campus climate indicators for various racial/ethnic groups may require more sophisticated methodological approaches.

2014

By 2011, the U.S. Latina/o population had achieved a key milestone in higher education, becoming the largest racial/ethnic minority group on U.S. college campuses. In the past 20 years, research studies on student success have increasingly focused on the Latina/o student population, particularly at predominantly White institutions. Among the many factors related to college success, ethnic cultural centers have emerged recently as an underexamined but potentially influential aspect of the college experience for students of color. Using a student success conceptual framework, this case study examined the role of an ethnic cultural center in the experience of Latina/o students at a predominantly White institution located in the Midwest. The research site was the Latino Native American Cultural Center (LNACC) located at the University of Iowa. The study was guided by three psychosocio concepts: sense of belonging, thriving, and validation. Eleven undergraduate Latina/o students and six ...

2014

This qualitative study of first-generation, low-income urban Latino male college students considers their transition experience and success in various higher education institutions. Schlossberg’s theory of mattering and marginality is used as a lens to explore how these students navigate the college environment and build relationships with campus agents. The findings focus on the students’ motivations to attend college, the importance of the college environment, the impact of mentorship, and feelings of mattering as a result of relationships with campus peers and professional staff. The authors offer implications and program recommendations for student affairs professionals to better support and understand Latino male students at their institutions.