Critical Bicultural Masculinities: Reframing Community College Success Among Latino Immigrant Male Students

Rene Lozano Esquivel

Critical Bicultural Masculinities: Reframing Community College Success Among Latino Immigrant Male Students

Rene Lozano Esquivel

Research output: Thesis › Doctoral Thesis

Abstract

By employing critical narratives, this qualitative study examined the lives of Latino male immigrants and their educational experiences in the California community college system. Seven Latino male immigrants matriculated at a community college participated in the study. The study utilized Critical Bicultural Theory and Latino Masculinity Theory frameworks to analyze the male students’ narratives. Findings speak of their unique racialized and gendered experiences as they navigate their community college educational experiences. This study contributes to the field by identifying what Latino immigrants need to co-construct their own educational success in a way that employs their strong familial and cultural knowledge. The goal of study was to inform and develop specific ways that community colleges can actively engage Latino male immigrant students.

Original language	English
Qualification	Doctorate in Education
Awarding Institution	Loyola Marymount University
Supervisors/Advisors	Darder, Antonia, Dissertation Chair Colin, Ernesto, Committee Member Garcia-Moreno, Jose, Committee Member
State	Published - Jan 1 2019
Externally published	Yes

Access to Document

http://digitalcommons.lmu.edu/etd/891

Cite this

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title = "Critical Bicultural Masculinities: Reframing Community College Success Among Latino Immigrant Male Students",

abstract = "By employing critical narratives, this qualitative study examined the lives of Latino male immigrants and their educational experiences in the California community college system. Seven Latino male immigrants matriculated at a community college participated in the study. The study utilized Critical Bicultural Theory and Latino Masculinity Theory frameworks to analyze the male students{\textquoteright} narratives. Findings speak of their unique racialized and gendered experiences as they navigate their community college educational experiences. This study contributes to the field by identifying what Latino immigrants need to co-construct their own educational success in a way that employs their strong familial and cultural knowledge. The goal of study was to inform and develop specific ways that community colleges can actively engage Latino male immigrant students.",

author = "Esquivel, {Rene Lozano}",

year = "2019",

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day = "1",

language = "English",

school = "Loyola Marymount University",

}

TY - BOOK

T1 - Critical Bicultural Masculinities: Reframing Community College Success Among Latino Immigrant Male Students

AU - Esquivel, Rene Lozano

PY - 2019/1/1

Y1 - 2019/1/1

N2 - By employing critical narratives, this qualitative study examined the lives of Latino male immigrants and their educational experiences in the California community college system. Seven Latino male immigrants matriculated at a community college participated in the study. The study utilized Critical Bicultural Theory and Latino Masculinity Theory frameworks to analyze the male students’ narratives. Findings speak of their unique racialized and gendered experiences as they navigate their community college educational experiences. This study contributes to the field by identifying what Latino immigrants need to co-construct their own educational success in a way that employs their strong familial and cultural knowledge. The goal of study was to inform and develop specific ways that community colleges can actively engage Latino male immigrant students.

AB - By employing critical narratives, this qualitative study examined the lives of Latino male immigrants and their educational experiences in the California community college system. Seven Latino male immigrants matriculated at a community college participated in the study. The study utilized Critical Bicultural Theory and Latino Masculinity Theory frameworks to analyze the male students’ narratives. Findings speak of their unique racialized and gendered experiences as they navigate their community college educational experiences. This study contributes to the field by identifying what Latino immigrants need to co-construct their own educational success in a way that employs their strong familial and cultural knowledge. The goal of study was to inform and develop specific ways that community colleges can actively engage Latino male immigrant students.

M3 - Doctoral Thesis

ER -