Deferred Enrollment: Chicano/Latino Males, Social Mobility and Military Enlistment

Martinez, Eligio; Huerta, Adrian H.

doi:10.1177/0013124518785021

Cited by 22 publications

(29 citation statements)

References 49 publications

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“…I posit gendered familism (see also Ovink 2014) is key in this complex process and contributes to boys' college-going mindsets. Regardless of whether their path includes college-going, vocational opportunities, or even the military, Latino boys and men often orient themselves toward their postsecondary futures in ways that fulfill gender expectations to their family (Martinez and Huerta 2020). Individual actions are directed at a broader goal for familial, collective success and stability, and Lucas and Perdido carried this commitment into formulating college-going mindsets.…”

Section: Discussionmentioning

confidence: 99%

Foregrounding Family: How Salvadoran American Boys Formulate College‐Going Mindsets at the Nexus of Family, School, and the Self

Carey

2021

Anthropology & Edu Quarterly

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I investigated how two U.S.-born Salvadoran eleventh grade boys formulated college-going mindsets at the nexus of family-based cultural influences, adolescent development, masculinity, and academic self-appraisals. With asset-based theories, findings show how immigrant families encouraged college going by shielding their sons from noneducational responsibilities and conveyed educational messages with words and deeds. Participants formulated mindsets by interpreting family-and school-based messaging and weighing college going against gender-based responsibilities. Implications for educational anthropologists and practitioners are provided.[Latino males, urban education, Latino families, college access, Salvadoran Americans] Like a strong individual? His family is strong. If your family is strong, then what do Hispanics honor the most? It's family! -Perdido (17-year-old, U.S.-born Salvadoran American boy, May 16, 2014 Interview) So by going to college, you can change that; you start changing, like the future generations of your family. -Lucas (17-year-old, U.S.-born Salvadoran American boy, June 12, 2014 Interview)These quotes, which I gathered during a nearly schoolyear-long ethnographic study, show that for Perdido and Lucas (pseudonyms they chose), a strong Latino selfhood is rooted in a strong family, a family whose well-being would be transformed in futurities by their choice to attend college. When considering college going, adolescent Latino boys engage in complex negotiations at the nexus of masculinity, familial concern, and selfappraisals (Carey 2019). The views of Perdido and Lucas here, and throughout this article, amplify the often-unheard voices of low-income Latino adolescent boys, challenge deficit portrayals of them and their families (see Conchas and Hinga 2016;Noguera et al. 2013;Sáenz et al. 2016), and reveal the nuanced ways they foreground family in their collegegoing mindsets.College-going mindsets, here, reflect both the psychological and social attitudes individuals hold for their postsecondary education (see Han et al. 2017). These mindsets drive not only students' college ambitions but also their engagement in the "college preparation processes" (Griffin and Allen 2006), or the development of academic skills and knowledge that facilitate their college choice and readiness. Norms of adolescent development and culturally distinctive familial values also govern how Latinx ("Latinx" is used here and elsewhere when reflecting phenomenon linked to not just boys or men) teenagers formulate college-going mindsets (Savitz-Romer and Bouffard 2012). Social cognitive theory (Bandura 1986(Bandura , 2012 brings this developmental point to bear by illuminating how the observable actions of family members prime adolescents for discerning their own paths to achieve college goals while forming their own "anticipatory outcomes" (Bandura 2012;Carey 2018Carey , 2019.

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Section: Discussionmentioning

confidence: 99%

Foregrounding Family: How Salvadoran American Boys Formulate College‐Going Mindsets at the Nexus of Family, School, and the Self

Carey

2021

Anthropology & Edu Quarterly

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“…Furthermore, because Latino male youth often feel overwhelmed by the process of enrolling in higher education, many consider military enlistment and the use of G.I. benefits to help pay for this (Huerta et al, 2018; Martinez & Huerta, 2018). Even though numerous financial aid opportunities are available to students, many Latino male youths are not able to access this critical information by the time they consider college enrollment (Huerta & Fishman, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

The Role of High School Counselors in Increasing Latino Male College Enrollment: Moving From College Aspirations to Access

Ryu

Burmicky

Sáenz

et al. 2021

Professional School Counseling

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Even as the number of Latina/o students going to college has increased in recent years, Latino male students continue to face barriers in accessing America’s institutions of higher education, a topic that remains complex and understudied. Using national survey data from the High School Longitudinal Study of 2009, we sought to understand the role of high school counselors in increasing Latino male college enrollment. Results suggest that Latino male college enrollment increased when high school counselors provided a higher degree of financial aid preparation. We discuss implications for practice tailored to high school counselors.

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“…A major component of this shift toward empowerment has been through the creation of Black Male Initiatives (BMI) and Men of Color Initiatives (MCI) in school districts and on college campuses (Brooms, 2018b; Martinez & Huerta, 2020; Saenz et al, 2015). These programs seek to address the educational concerns of boys and men of color (Carey, 2019).…”

Section: Background and Literature Reviewmentioning

confidence: 99%

Resisting the Neoliberal Role Model: Latino Male Mentors’ Perspectives on the Intersectional Politics of Role Modeling

Singh

2020

American Educational Research Journal

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This article reports on research with two Latino male youth workers who express strong criticism of their positioning as “positive” role models for struggling Latino boys in a Latino male mentorship program. Drawing from analytic frameworks attune to the intersectional politics of race and neoliberalism, this article centers the voices of these educators to raise important questions about the neoliberal logics commonly undergirding intervention strategies aimed at boys and young men of color. In particular, these youth workers outline the ways neoliberal notions of respectability and heteropatriarchy become the expected performances for Latino men working with Latino boys. They also describe the ways they resist the positive male role model label to challenge neoliberal definitions of Latino manhood.

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Deferred Enrollment: Chicano/Latino Males, Social Mobility and Military Enlistment

Cited by 22 publications

References 49 publications

Foregrounding Family: How Salvadoran American Boys Formulate College‐Going Mindsets at the Nexus of Family, School, and the Self

Foregrounding Family: How Salvadoran American Boys Formulate College‐Going Mindsets at the Nexus of Family, School, and the Self

The Role of High School Counselors in Increasing Latino Male College Enrollment: Moving From College Aspirations to Access

Resisting the Neoliberal Role Model: Latino Male Mentors’ Perspectives on the Intersectional Politics of Role Modeling

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