Antiblackness in the Hispanic-serving community college (HSCC) context: Black male collegiate experiences through the lens of settler colonial logics

Abrica, Elvira J.; García-Louis, Claudia; Gallaway, Chaddrick D. James

doi:10.1080/13613324.2019.1631781

Cited by 40 publications

(32 citation statements)

References 54 publications

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“…While these assessment measures are important in a specific context, they also are quite limiting and continue to devalue how students see themselves and their own efforts. We conducted this study in the windfall of deficit narratives that continuously accost Students of Color and the negative messaging Black and Latino males receive about education as well as their efforts and abilities (see Abrica et al 2019; Brooms 2017; Goings 2018; Valencia 2010). These narratives are imposed on students throughout the educational pipeline and often limit their educational trajectories and possibilities.…”

Section: Resultsmentioning

confidence: 99%

“…In focusing on student success, some scholars identify familial and community support as well as sociocultural capital, such as extended social and family networks, as important factors to persist in college (Dennis, Phinney, & Chuateco 2005; Strayhorn 2010). Contrasting the students’ successes and success efforts, Black and Latino males still experience isolation and race-related stressors in college (Abrica, Garcia-Louis, and Gallaway 2019; Cuyjet 2006; Harper, Smith, and Davis 2018; Noguera, Hurtado, and Fergus 2011; Sáenz and Ponjuán 2009). For instance, Ortiz (2004) highlighted both the struggles that students encountered in higher education and the pride they garnered through their accomplishments.…”

Section: Black and Latino Males In Higher Educationmentioning

confidence: 99%

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“It’s the Person, but Then the Environment, Too”: Black and Latino Males’ Narratives about Their College Successes

Brooms

2019

Sociology of Race and Ethnicity

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This study relies on in-depth interviews with 30 Black and Latino males to explore how they narrate and make meaning from their college experiences at a Hispanic Serving Institution. A good deal of public and educational discourse often supposes these students’ lack of care and concern about their educational outcomes without understanding a larger context for their experiences. In this study, I explore these Black and Latino male students’ transitions to college and their success narratives. First, investigating their transition experiences allows for an opportunity to understand the strategies they deployed upon entering college and how these early experiences matter in their aspirations and sense of self. In their transitions, I find that students primarily relied on strategies and behaviors that are focused almost solely on academic effort while also isolating themselves from the college community and precluding themselves from developing social and cultural capital on campus. Second, analyzing their narratives of success allows for understanding the various networks and resources that students call upon in their college career. My findings show that students rely on a family–community nexus, including their on-campus involvement to support their college efforts. In addition to showing how social and cultural capital matter in Black and Latino males’ college experiences, this study extends our understanding of how students strive for and achieve success in college.

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Section: Resultsmentioning

confidence: 99%

Section: Black and Latino Males In Higher Educationmentioning

confidence: 99%

“It’s the Person, but Then the Environment, Too”: Black and Latino Males’ Narratives about Their College Successes

Brooms

2019

Sociology of Race and Ethnicity

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“…HSIs are federally designated post‐secondary institutions that enroll a significant proportion of Latina/o/x undergraduate students, yet struggle to be Hispanic serving (Garcia, ). It is important to continue to reflect on the extent to which these institutions embody and perpetuate racial domination of Students of Color, despite their structural diversity (Abrica, García‐Louis, Gallaway, ). As Martinez () points out earlier in this issue, HSI leaders must thoughtfully consider the extent to which they are meaningfully extending access for racially minoritized groups.…”

Section: Implications For Practicementioning

confidence: 99%

“…As Martinez () points out earlier in this issue, HSI leaders must thoughtfully consider the extent to which they are meaningfully extending access for racially minoritized groups. Although HSIs might make strides toward recognition and inclusion of Latina/o/x cultures , practitioners should cautiously interpret this as racial progress if this kind of inclusion merely replicates logics of white supremacy and excludes or marginalizes other groups (Abrica, García‐Louis, & Gallaway, ; Ray, Randolph, Underhill, & Luke, ; Seamster & Ray, ). Indeed, the complexity of race and racism requires much more critical reflection than is currently afforded in discussion around “diversity” and “inclusion.”…”

Section: Implications For Practicementioning

confidence: 99%

How Students Think About Race: Exploring Racial Conceptions and Their Implications for Student Success Among Latino Male Community College Students

Abrica

Dorsten

2020

New Drctns Community Coll

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This chapter describes the importance of students’ conceptualizations of race, defined as the abstract ideas that students have about race as well as how they express these ideas as influencing their own experience or that of the social identity group(s) to which they belong. Empirical findings from a study of racial conceptualization among Latino male community college students attending a 2‐year Hispanic Serving Institution in Southern California are presented. Implications of racial conceptualization for programmatic interventions and curriculum development are discussed.

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“…This was complicated, however, when the same Black and Latinx men talked about specific spaces on campus, such as the classroom, where both groups felt that they were often perceived to be intellectually inferior (Serrano, 2020). Abrica et al (2019), similarly found that Black men at one Hispanic-serving community college were not only perceived to be intellectually inferior, some were accused of cheating, and others had their intellectual property stolen by other (white) students. These experiences are inhibitors to the enactment of dynamic diversity at HSIs.…”

Section: Cross-racial Interactions and Racial Tensions At Hsismentioning

confidence: 99%

Students’ Perceptions of Diversity at Two Hispanic-Serving Institutions Through Pictures: A Focus on Structures for Serving

García

Zaragoza

2020

AMAE Journal

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Beyond the basic criteria to become a Hispanic-Serving Institution (HSI), which includes enrolling 25% Latinx students, the federal government has not established guidelines for better serving these students. Instead, educators at HSIs must submit applications for competitive federal grants that allow them to define and enact “servingness” in practice, which is a multidimensional way to think about how to educate and liberate minoritized students and with a need to transform the “structures for serving” them. In both research and practice, however, students at HSIs have not been given the opportunity to define servingness, or to even talk about what it means to be educated at a campus that is compositionally diverse. The purpose of this study was to explore how students at two HSIs in the Midwest perceive diversity through pictures, with a focus on the organizational structures that represent diversity. Using a photo elicitation methodology, which prompted students to take pictures of the structural elements on campus that represent diversity, and one-on-one interviews that allowed them to describe their pictures, students talked about diversity as reflected in art on campus, people on campus, and spaces on campus. Implications are offered for understanding servingess, and specifically the structures for serving, as perceived by students.

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Antiblackness in the Hispanic-serving community college (HSCC) context: Black male collegiate experiences through the lens of settler colonial logics

Cited by 40 publications

References 54 publications

“It’s the Person, but Then the Environment, Too”: Black and Latino Males’ Narratives about Their College Successes

“It’s the Person, but Then the Environment, Too”: Black and Latino Males’ Narratives about Their College Successes

How Students Think About Race: Exploring Racial Conceptions and Their Implications for Student Success Among Latino Male Community College Students

Students’ Perceptions of Diversity at Two Hispanic-Serving Institutions Through Pictures: A Focus on Structures for Serving

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