The purpose of this study is to apply Yosso's community cultural wealth framework to the experiences of Latino male community college students to understand how they balance family obligations, work, and academics while also navigating their educational pathways. Method: The research team conducted 23 semistructured focus groups with 130 Latino male students enrolled full-and part-time at seven distinct community colleges in Texas. Results: Findings reveal the important role family members play in the educational pathway of Latino males who relied heavily on familismo and familial capital as a source of support as they matriculated through the community college environment. Despite entering the community college with multiple sources of community cultural wealth, Latino males had a difficult time navigating their educational experiences due to their first in family, first-generation status, and their apprehension around help-seeking. Contributions: Despite the multiple roles and responsibilities Latino males hold within their family units, they do not pose limitations on their educational pathways; rather, these family relationships motivate Latino males and provide them with support that strengthens their aspirations to persist onto graduation.
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 members hold in the Latino family as educational advocates.
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, fathers also expected their sons to work and contribute to the family finances. These complications influenced the way in which Latino men viewed the college-going process and interacted with their fathers.
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