(Re)defining Masculinity through Peer Interactions: Latino Men in Texas Community Colleges

Sáenz, Victor B.; Mayo, Jeff R.; Miller, Ryan A.; Rodriguez, Sarah L.

doi:10.1080/19496591.2015.1018269

Cited by 31 publications

(40 citation statements)

References 25 publications

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“…Studies generally focus on 4-year college settings, with very little research focusing on community colleges explicitly. In fact, as of the writing of this article, the authors have found only three peer-reviewed journal articles on the topic of the role of masculinity for men of color in community college: Harris and Harper (2008); Sáenz, Bukoski, Lu, and Rodriguez (2013);and Sáenz, Mayo, Miller, and Rodriguez (2015). All three studies found that experiences of MGRC are prominent in the overall college experience of men of color.…”

Section: College Men As Menmentioning

confidence: 97%

“We’re Still Here . . . We’re Not Giving Up”

Bukoski

Hatch

2015

Community College Review

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Objective: This study examines masculinity in a manner commensurate with established feminist frameworks to deconstruct a patriarchal system that ill-serves both men and women. Method: We utilized standpoint theory and narrative analysis to examine longitudinal, qualitative data from first-year Black and Latino males as they transition into community college through their second semester. Findings: Positionality is critical to understanding the success of Black and Latino males and their response to institutional structures. In many instances, men leveraged normative constructions of masculinity as aids to their success, and their resilience and confidence were filtered through their perceived development into adults. Conclusion: Implications for practice include the creation of spaces for men to talk about what it means to be a man in college and ways to influence men to make the most of resources when proffered, even if they tend to avoid seeking them out on their own. Further research should seek to understand how men develop and evolve their concepts of masculinity as well as how and to what extent spaces for men actually work to dismantle hegemonic masculinity.

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Section: College Men As Menmentioning

confidence: 97%

“We’re Still Here . . . We’re Not Giving Up”

Bukoski

Hatch

2015

Community College Review

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“…While scholars have documented the experiences of men of color in the community college (Harris III & Wood, ; Vasquez, Vang, Garcia, & Harris, ; Wood & Ireland, ; Xiong & Wood, ), only recently has there been an increase of literature on Latino men within this educational sector (Abrica & Martinez, ; Rodriguez, Massey, & Sáenz, ; Sáenz, Mayo, Miller, & Rodriguez, ; Salinas & Hidrowoh, ; Vasquez & Wood, ). Among these, a handful of peer‐reviewed pieces center the role of family.…”

Section: The Role Of Family For Latino Men In Community Collegementioning

confidence: 99%

Landing Spaces and Capital: Transfer Resiliency and Knowledge Building Among Latino Men

Urias

Salinas

Rodriguez

et al. 2020

New Drctns Community Coll

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“…Questions continue as to why women are not making progress, and recent questions are expanding conversations of gender beyond simply women. For example, researchers are examining the relationship between the representation of men of color in community colleges and masculinity (Harris & Wood, ; Sáenz, Mayo, Miller, & Rodriguez, ; Urias & Wood, ), the role of gender and social norms (Eddy & Cox, ; Eddy & VanDerLinden, ; Gill & Jones, ; Madden, ), and the impact of work–life policies (Eddy, Ward, & Khwaja, ; Wood, Harrison, & Jones, ). Essentially, the landscape of gender inequity in community colleges has significantly broadened to include men, race, ethnicity, masculinity, performance, LGBTQ populations, and agency.…”

Section: Evidence Of Other Gender Inequitiesmentioning

confidence: 99%

“…The research on gender in community colleges has been significantly deepened by a focus on the success of men of color. Driven by high enrollment numbers but low college completion rates of Black and Latino men, scholars have developed a strong research portfolio with a focus on the relationship between gender, race, and identity (Harris & Wood, ; Sáenz et al., ; Urias & Wood, ; Wood et al., ). Men of color are more likely than Whites to enroll in community college and at disproportionality higher rates (Sáenz & Ponjuan, ).…”

Section: Evidence Of Other Gender Inequitiesmentioning

confidence: 99%

“…Men of color are more likely than Whites to enroll in community college and at disproportionality higher rates (Sáenz & Ponjuan, ). The majority of Black men in higher education are enrolled in community colleges (63.2%; National Postsecondary Student Aid Study, ), and the enrollment for Latino males has increased (Sáenz et al., ). Reasons cited in the literature for the predominance of men of color at community colleges include affordability of 2‐year colleges; availability of part‐time and evening course schedules; availability of vocational certificates; and the ability to attend college near families (Fry, ).…”

Section: Evidence Of Other Gender Inequitiesmentioning

confidence: 99%

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Setting the Stage: Broadly Considering Gender Constructions

Lester

Klein

2017

New Drctns Community Coll

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1 This chapter provides a portrait of the overrepresentation of women in community colleges and introduces contemporary research on men and masculinity to argue the need for more inclusive conceptualizations of gender issues.In 2008, I, Jaime, had the pleasure of editing a volume of New Directions for Community Colleges titled, "Gender Perspectives on Community College." The intent of that volume was to broaden the discussion of gender in community colleges to introduce new work related to men and masculinity, noninstructional staff, work-life balance, and women in science and engineering. The chapter authors laid out a complex interplay between gender, identity, organizational dynamics, and policy that often work in concert, although not intentionally, to create an environment that creates or supports structures that prevent gender equity. Importantly, many institutional structures and practices are not intended to create gender inequity (e.g., standardized hours, hiring practices, family, and medical leave benefits) but are representations and symptoms of the greater sociological beliefs and practices pervading American society, which are predicated upon the "ideal worker" 1 (Williams, 2000, p. 2). Yet, as the 2008 volume concluded, community colleges can and do work toward equity, because they are institutions built to support open access and to serve those who are often marginalized in American society.Fast forwarding to 2017, the purpose of this chapter is to engage recent research on women in community colleges and to broaden our collective understanding of how and why gender inequity continues. We begin with a presentation of the status of women in community colleges to highlight where gender inequities persist, despite an overall increase in the number of women in community colleges. Following is a review of the contemporary research on gender related to men and masculinity, identity, the intersection of multiple identities, and work-life balance. Each of these areas highlights the complex nature of how gender operates in organizations, specifically NEW DIRECTIONS FOR COMMUNITY COLLEGES, no. 179, Fall 2017

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(Re)defining Masculinity through Peer Interactions: Latino Men in Texas Community Colleges

Cited by 31 publications

References 25 publications

“We’re Still Here . . . We’re Not Giving Up”

“We’re Still Here . . . We’re Not Giving Up”

Landing Spaces and Capital: Transfer Resiliency and Knowledge Building Among Latino Men

Setting the Stage: Broadly Considering Gender Constructions

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