"Not the Pobrecito Mindset": Latina/o Faculty Creating Transformative Ruptures for Latino Men in Community College.
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| Title: | "Not the Pobrecito Mindset": Latina/o Faculty Creating Transformative Ruptures for Latino Men in Community College. |
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| Authors: | Martinez Jr, Eligio1 (AUTHOR) eligiom@cpp.edu, Aguilar-Hernandez, Jose M.1 (AUTHOR), Mariscal, Janette2 (AUTHOR), Huerta, Adrian H.3 (AUTHOR) |
| Source: | Community College Review. Apr2026, Vol. 54 Issue 2, p166-183. 18p. |
| Subject Terms: | *Community colleges, *University faculty, *Higher education, Latin Americans, Social change, Mentoring, Social advocacy |
| Abstract: | Objective: The purpose of this study explores how Latina/o faculty can serve as advocates for Latino men in a community college. The authors apply Bernal and Aleman's theoretical construct of transformative ruptures to demonstrate how Latina/o faculty choose to actively engage as change agents to support Latino men's experiences in one community college. Methods: Individual semi-structured interviews were conducted with 5 Latina/o community college faculty to explore how their practices created transformative ruptures for Latino men. Results: Findings demonstrate how faculty engaged Latino men by developing mentoring relationships, challenging institutional practices, and advocating that helped to reframe the narratives of Latino men. Conclusion/Contribution: This study highlights practices that community colleges can adopt to challenge institutional norms and practices to create a supportive campus for Latino men. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Objective: The purpose of this study explores how Latina/o faculty can serve as advocates for Latino men in a community college. The authors apply Bernal and Aleman's theoretical construct of transformative ruptures to demonstrate how Latina/o faculty choose to actively engage as change agents to support Latino men's experiences in one community college. Methods: Individual semi-structured interviews were conducted with 5 Latina/o community college faculty to explore how their practices created transformative ruptures for Latino men. Results: Findings demonstrate how faculty engaged Latino men by developing mentoring relationships, challenging institutional practices, and advocating that helped to reframe the narratives of Latino men. Conclusion/Contribution: This study highlights practices that community colleges can adopt to challenge institutional norms and practices to create a supportive campus for Latino men. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00915521 |
| DOI: | 10.1177/00915521251401217 |
