Campus Units
Education, School of
Document Type
Article
Publication Version
Published Version
Publication Date
2016
Journal or Book Title
Journal of Applied Research in the Community College
Volume
23
Issue
2
First Page
21
Last Page
40
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.
Copyright Owner
The Author(s)
Copyright Date
2016
Language
en
File Format
application/pdf
Recommended Citation
Rodriguez, Sarah L.; Massey, Kristine; and Saenz, Victor B., "Engaging Latino Men in Community Colleges: The Role of Student-Faculty Interactions" (2016). Education Publications. 115.
https://lib.dr.iastate.edu/edu_pubs/115
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Community College Leadership Commons, Curriculum and Social Inquiry Commons, Higher Education Commons, Latin American Languages and Societies Commons
Comments
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.