Engaging Latino Men in Community Colleges: The Role of Student-Faculty Interactions

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Date
2016-01-01
Authors
Rodriguez, Sarah
Rodriguez, Sarah
Massey, Kristine
Saenz, Victor
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Abstract

Community college faculty members are essential to promoting student engagement and success, yet little research in this area has focused on the interactions of Latino men with their faculty members. The study utilized Harris and Wood’s (2013) Socio-Ecological Outcomes (SEO) model which focuses on the educational success of men of color in community colleges, to examine how Latino men made meaning of their interactions with faculty members and how these interactions influenced their community college success. Latino men made meaning of their faculty experiences based on (a) the accessibility and approachability of the faculty member, (b) their own hesitancy to seek help from faculty members, and (c) the level of investment or authentic care exhibited by the faculty member. These student-faculty interactions influenced the way in which Latino men engaged both inside and outside of the classroom as well as the way in which they sought support from faculty members.

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This article is published as Rodriguez, S. L., Massey, K., Saenz, V.B. (2016). Engaging Latino Men in Community Colleges: The Role of Student-Faculty Engagement. Journal of Applied Research in the Community College, 23(2), 21-40. Posted with permission.

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