Disrupting the Dominant Discourse: Exploring the Mentoring Experiences of Latinx Community College Students

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Crisp, Gloria
Carales, Vincent
Potts, Christopher
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Doran, Erin
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School of Education

The School of Education seeks to prepare students as educators to lead classrooms, schools, colleges, and professional development.

The School of Education was formed in 2012 from the merger of the Department of Curriculum and Instruction and the Department of Educational Leadership and Policy Studies.

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  • College of Human Sciences (parent college)
  • Department of Curriculum and Instruction (predecessor)
  • Department of Educational Leadership and Policy Studies (predecessor)

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Aim/Purpose The purpose of this study was to better understand the sources of mentoring and ways in which mentors, as forms of social and familial capital, facilitate the development of capital among Latinx community college students

Background A more focused and nuanced understanding of the role of mentors in further developing Latinx students’ capital is needed to guide mentoring programs in designing asset-based programs that recognize and build upon students’ community cultural wealth

Methodology Drawing from Solórzano and Yosso’s (2001) work, we use asset-based, counter-storytelling as a qualitative, methodological approach to reframe the deficit perspective that is embedded in prior literature on Latinx college students. The sample included 11 Latinx community college students who participated in the Robert Noyce Teacher Scholarship Program.

Contribution Results suggest that mentoring programs designed to serve Latinx community college students may be more efficient and may provide more meaningful support by recognizing and building upon the assets and capital provided by students’ networks and communities.

Findings Interviews revealed that participants leveraged community cultural wealth in the form of mentoring networks established prior to and during college, to develop other forms of capital that enabled them to reach their educational goals.

Recommendations for Practitioners The paper provides practical implications for mentoring programs, initiatives that include a mentoring component, as well as more generally for institutional agents who support Latinx students.

Recommendation for Researchers Findings provide a foundation for future research opportunities that could further examine how supportive relationships with institutional agents promote the educational and professional success of Latinx community college students.

Future Research Several suggestions for future research are provided, including qualitative work that explores how students identify and interact with mentors and other institutional agents during college and how they utilize these relationships to navigate the college environment.


This article is published as Crisp, Gloria, Erin Doran, Vincent Carales, and Christopher Potts. "Disrupting the Dominant Discourse: Exploring the Mentoring Experiences of Latinx Community College Students." Journal for the Study of Postsecondary and Tertiary Education 5 (2020): 57-78. DOI: 10.28945/4510. Posted with permission.

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Wed Jan 01 00:00:00 UTC 2020