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

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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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Keywords: ENGAGEMENT; FACULTY; LATINO; MEN; MEN OF COLOR

Document Type: Research Article

Publication date: 01 September 2016

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  • Since 1993, the Journal of Applied Research in the Community College (JARCC) has served the institutional research and planning professionals in community colleges. JARCC is a semi-annual peer-reviewed journal that features articles relating to the integration of research and theory to practice in community colleges. The journal provides an intellectual space to communicate innovative practices in applied research that supports educational and administrative decision-making at the institutional, state, and national levels. JARCC is published by the San Diego State University's EdD program in Community College Leadership and Community College Leadership Alumni Chapter
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