Being and Becoming Men of Character: Exploring Latino and Black Males’ Brotherhood and Masculinity Through Leadership in College

Abstract

This article advances knowledge on the significance of engagement and leadership for five Latino and Black male student leaders at a Hispanic-serving institution. By exploring their experiences in a male-centered initiative, identity and masculinity emerged as salient frames to understand students' engagement on campus. Individual and focus group interviews yielded that relationships and male peer-to-peer bonding built on students' cultural wealth by providing unique opportunities for learning and self-growth. Implications are offered as well. Resumen Este artículo avanza el conocimiento del significado de la conexión y el liderazgo en cinco estudiantes hombres latinos y negros líderes en una institución de educación superior que sirve a hispanos. Al explorar sus experiencias en una iniciativa centrada en masculinidad: identidad y masculinaidad emergieron como marcos salientes para entender la conexión de estudiantes y su universidad. Entrevistas individuales y grupos foco indicaron que relaciones y amistades de compañeros hombres construídas a través de la riqueza cultural de estudiantes, proveen oportunidades únicas para aprender y desarrollarse. Además se ofrecen implicaciones.

“Men Doing Life Together”: Black Christian Fraternity Men’s Embodiments of Brotherhood

“…Moreover, the goals to which one held a brother accountable was not merely social, academic, or professional, but also theologically specific (e.g., to pray more). These findings confirm the ways brotherhood and its benefits have been conceptualized in previous research studies—as a mutually beneficial social, academic, and paraprofessional community (Brooms 2016; Brooms, Clark, and Smith 2017; Jones and Hotep 2006). In addition, our findings extend this work by considering the ways brotherhood is explicitly constructed via Christian theology toward specified outcomes.…”

“…Yet a smaller group of studies focus on one central component of Black male initiatives and organizations (e.g., fraternal life)—brotherhood (Brooms 2016; Brooms, Clark, and Smith 2017; Jones and Hotep 2006). In their investigation of how five Black and Latino student leaders embody brotherhood at a Hispanic-serving institution, Brooms, Clark, and Smith (2017) reported that these students perceived their brotherhood bond to be distinct from fraternities in that they, “don’t throw ragers; we’re here for the genuine well-being of our members” (p. 6). Caring for each other’s well-being was demonstrated through selfless support, being present emotionally, and holding one another accountable for individual growth and academic achievement.…”

“Es como una Familia”: Bridging Emotional Support With Academic and Professional Development Through the Acquisition of Capital in Latinx Student Organizations

“…Scholars have found that peers have a significant influence on how students experience college (Brooms et al, 2017; Delgado-Guerrero et al, 2014; Strayhorn, 2012). Findings from this study assert the vital importance of Latinx student organizations at PWIs as an important place where Latinx students built relationships with peers who significantly affected their collegiate experience.…”

“…Fictive kinship relationships include relationships with individuals who are not related by birth, but who develop reciprocal relationships with social, economic, and political benefits (Fordham, 1996). Brooms et al (2017) found that establishing a brotherhood with other Latino and Black men in college contributed to students’ engagement and leadership development in college for Black and Latino men. Their study suggested that these kinship ties were rooted in a sense of peoplehood that young men established with one another.…”

“…Identifying ways to enhance the collegiate experience, and in turn increase graduation rates for Latinx students is paramount. Institutional support for culturally responsive practices, including the support of culturally based student organizations is integral to Latinx students’ experiences on campus (Brooms, Clark, & Smith, 2017; Castellanos, 2016; Kiyama, Museus, & Vega, 2015).…”