Empowering Men of Color on Campus

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

“…Within the extant literature, there is a burgeoning agenda that focuses on Latino and Black male success in higher education (e.g., Brooms 2017; Brooms et al 2018; Palmer et al 2014; Sáenz et al 2016). 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).…”

“…For instance, Ortiz (2004) highlighted both the struggles that students encountered in higher education and the pride they garnered through their accomplishments. Importantly, some of these struggles occur during students’ transition to college, as their academic preparation, transition strategies, sense of belonging, and support impact their early experiences and success in college (Brooms 2017; Brooms et al 2018; Hurtado and Carter 1997; Nora 2004; Santos et al 2007; Strayhorn 2008). Still, there is a need to better understand the strategies that students employ in transitioning and adjusting to college.…”

“…A critical finding regarding educational success for Black and Latino males is the presence and types of support that they receive. Researchers note that families, institutional agents, peers, and engagement on campus all contribute to the success of Students of Color in college (Brooms et al 2018; Luedke 2017; Matos 2015; Strayhorn 2008). In a qualitative study across three predominantly white institutions, Matos (2015) found that Latina/o students used cultural capital to support their college engagement and persistence.…”

“…These narratives also persistently limit their possibilities and make clear that much more research is needed that allows these men’s experiences and efforts to be (better) understood through their own viewpoints. Additionally, recent work suggests that Black and Latino students’ precollege experiences and class backgrounds inform their academic engagement in college (Brooms, Clark, and Smith 2018; Carey 2019; Jack 2016). Further, their peer bonding and relationships on campus matter as well in helping them build community on campus and access a range of resources (Johnson 2019; Smith and Moore 2000).…”

“…Further, their peer bonding and relationships on campus matter as well in helping them build community on campus and access a range of resources (Johnson 2019; Smith and Moore 2000). Given the complexity of students’ educational aspirations, experiences, and efforts, there is a grave need for reinterpreting, redefining, and rewriting the narratives for Black and Latino males in educational contexts (Brooms et al 2018; Carey 2019; Easley, Bianco, and Leech 2012).…”