This chapter provides insights on the community college transfer experiences of Latino men. In particular, we conceptualize how Latino men navigate different spaces (intellectual, emotional, geographical) with the support of family members.

2With the use of a narrative approach to inquiry, this chapter seeks to reframe deficit-oriented research on men of color, which often focuses on patterns of failure and underachievement, by exploring the pathways of community college men of color who successfully transferred to 4-year institutions.

Objective: The purpose of this study was to investigate how Latino men’s conceptions of masculinities influenced their attitudes and behaviors during the transition from community colleges to 4-year institutions. Method: A phenomenological approach was used to explore the lived experiences of 34 Latino men across Texas, California, and Florida. Each participant was interviewed twice; all data were recorded, transcribed, and coded for themes. Results: Findings suggest that, although prior conceptions of masculinities can sometimes provide positive tools during transfer, these conceptions also cause challenges as men negotiate incongruences between their masculine identity and what is required to succeed in college. Participation in on-campus men’s groups and student organizations can help Latino students navigate these incongruences and negotiate their own intersectional identities and conceptualizations of masculinities in light of their new environment. Contributions: This study demonstrates that Latino men continue to face challenges related to masculinities and identity conflicts during the community college to 4-year institution transfer process. Future research might further investigate how the multiple, intersecting identities of Latino men (e.g., sexuality, class) influence masculinities and transfer experiences. Implications for practice include a recommendation that institutions consider creating on-campus spaces and learning environments to support men in navigating masculinities.

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This phenomenological study explored the ways women served as validating agents for Latino men who had transferred from a community college to a four-year institution. Informed by Rendón's theory of validation, participants expressed numerous ways in which women figures (e.g., mothers, sisters, significant others) were sources of validation across their pre and post transfer experience. Findings yielded the need for increased involvement of women in men of color initiatives, compensation for emotional labor performed by women, and engagement opportunities for women family members. The authors provide recommendations for research and practice.In 2016, the Huffington Post published an article titled, What's the Place of Women in the Boys and Men of Color Conversation? Eboni Zamani-Gallaher and J. Luke Wood, coauthors of the piece, offered their own response to the title's question, exclaiming, "UNAPOLOGETICALLY FRONT AND CENTER" (para. 8). Zamani-Gallaher and Wood remind us that women (mothers, grandmothers, aunts, etc.) have played critical roles in the lives of boys and men of color, particularly in raising them. Latino 1 men 2 have often acknowledged their mothers as validating agents and bearers of wisdom, imparting words of affirmation and emotional encouragement (Rodriguez et al., 2019). In addition to their mothers, Latino men have also credited women within their immediate and extended families, such as grandmothers, aunts, and significant others, for their guidance and support (Cabrera & Padilla, 2004; Sáenz, Garcia-Louis, De Las Mercedez, et al., 2018). As an homage to their familia's (family) hard work and sacrifices, Latino men often express a sense of responsibility to excel academically (Ojeda et al., 2011;Pérez, 2014;Pérez & Taylor, 2016).As we consider the literature on the trajectory of Latino men in higher education, scholars have noted two common themes. The first is that family plays a crucial role in sustaining Latino men's academic resilience and persistence. The second is that Latino men often begin their postsecondary education in community college. These two outcomes prompted us to consider more specifically: (1) the role of women in the lives of Latino men; and, (2) the community college-to-four-year university trajectory of Latino men. Thus, we center this paper on the reflections of Latino men who have successfully transferred from a community college to a four-year institution, drawing attention to the ways that women served as validating agents along their trajectory. The community college role in advancing Latino Men's academic careerOver the last decade, there has been a steady increase of research on Latino men in the community college. Such literature has focused on four primary areas, including: (1) non-cognitive outcomes, such as degree utility, intrinsic interest, sense of belonging

The purpose of this chapter is to propose multicultural gender‐aware counseling practices from an intersectionality perspective to advising Mexican‐American men in the community college who live a transborder lifestyle in the San Diego–Tijuana region.