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men of colorEnsuring the Academic Successo Latino Males in Higher Education
By Victor B. Senz, Ph.D.and Luis Ponjuan, Ph.D.
november 2011
DIRECTED BY THE INSTITUTE FOR HIGHER EDUCATION POLICY
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men o color:Ensuring thE AcAdEmic succEss o LAtino mALEs in highEr EducAtion
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Acknowledgments
te a wl lke ak e a e i-
e he Ea Ply w be
beLelle Epa, P.d., e ply
a ae ave a Ae Bwle, m.A., ply
a ea aae. We ealy appeae e
eebak, ae, a pp. i a, we
exe ak e cee mexa Aease a e dv dvey a cy
Eaeeb a e uvey texa (ut) a
A e e pp wk
pa e. We ae epeally ael
lleae a pae a s texa cllee
(stc)Ve Pee Wlla seaa a Aae
dea Lzela caalew ave bee eal
elp la Pje mALEs (me
Aeve La Eaal se), a j e
bewee ut-A a stc a e e
La ale e ea. ally, we ae
ael e a pp tg
eea y La ale alle By Pel.
About the Authors
v b. sz, P.d., a aa pe
e ea aa e depae
Eaal Aa, cllee Ea, a euvey texa a A. he al a aly alae
w e ut cee mexa Aea se,
a aly ellw w e ut dv dvey a
cy Eaee, a a aly aae w
e ucLA he Ea reea ie.
l Pja, P.d., a aa pe
e ea aa e cllee
Ea a e uvey la. he a aly
alae w e cee La Aea se.
Table of ConTenTs
03 Exeve say
04 i
05 te c La male Ea
06 La male Pe-cllee Paway, cllee Ae, a cllee se
11 Aleave caee a Le Paway La male
12 Blep A: cea a maa sel iave La male
14 P Pa a Pae La male Eaal se
15 ipla Ply a Pae: Ae e Eaal c a La male
17 cl
18 reeee
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exeCuTive summary
The U.S. Census data are clear: In the coming years, Americas Latinacommunity will continue to drive population and labor orce growth. Thereoederal and state policymakers, higher education leaders, and communitismall and large across the pre-K to college continuum would be wise to sethis sizeable demographic shit to help propel the United States into a positio economic and social prosperity. Yet, as advocates have articulated, improvithe proportion o Latinas/os that access and complete college armed with t
knowledge and skills to compete in the 21st century will require much work. Tpressing reality is that men o color, and Latino males in particular, lag signicanbehind their emale peers in terms o both college access and degree attainmeThis situation weakens the nations ability to utilize its great human capital aensure the success o its diverse amilies and communities.
t be eek elevae e ave a a
eale e w ee ap eaal
aae a Laa/ a pve e-
ea ea pae, al
leae, a eeal a ae plyake w
pp La ale e a a
llee a e wke. A ep ee e La ale pve a
a aee akele a e eeal, ae,
eal, a lal level b ebae a ple-
e a peeve aea a pa ealy l-
llee. t aea l epaze
aly a y eaee; llee a
aee-eay la; lke aae a al
pp; a aably, apaey, a aal
leay. t a e, e a pve (1) a evew
ee e a eaal aae aa a
elae a p ealy l, e
a peay ea Laa/; (2
p blep elp evelp a ple
ea pa a ave eae
e La ale e; a (3) ply a
paa pla akele eek ea ae a e pe-llee a llee lev
a w aal, ae, a lal ex. s
peeve appa pze e ee
La ale a vale e lal ex
m ppy pve e a
al avaee y wll ave
p pa e e u.s. ze a
e a ey.
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The uture o our nations Latino male student population is in peril. Even as the
total number o Latinas/os attending college1 and attaining degrees has increasedsteadily in recent decades, the proportional representation o Latino males contin-ues to decline relative to their emale peers (Saenz and Ponjuan 2009). Thisgrowing gender gap is not unique to Latino male students, but it has largely goneunnoticed and underexamined by policymakers and education leaders. Such anunacknowledged crisis has untold implications or the uture economic prosperityo our country and the well-being o our rapidly growing Latina/o communities.
te e w a wy La2 ale ae -
l ae a ee llee ae plex. Ye
we ae ake a pe e ab
llee ple al a e ape eaal e ea ply aea, ee qe-
be awee a e aea allee
ae. i p Pee obaa 2020 gal
a Aea wll e aa ave e e ae
llee aae ay a e wla
l e p w e La ppla
ve e pa eae a e eeeable e,
aal, ae, a lal akele e
e a l e ee a aevee ap
La a all e eepeee e
ppla (Exeve oe 13555 2010).
Pp
t ee-pa be a bee we b eee
lay e w ee ap eaal
aae a Laa/ a pve e-
ea ea pae, al
leae, a eeal a ae plyake w
pp La ale a e aal a eal
level. t a e, be a:
i. A evew ee e a eaal aa-
e aa, ey al a p
ealy l, eay, a peay
ea bewee Laa/ by a l a
ae llee eae a ple;
ii. te a p blep a
le key a elp evelp a ple-
e ea pa a ave
eae e e La ale e; a
iii. Ply a paa pla ake-
le eek ea ae a e pe-lleea llee level a w aal, ae, a
lal ex.
ulaely, e be a La ale
e be ae a la all a
a plyake, e plap y,
ea, ale, a e lae a all.
sply ae, we a aeally a llab-
avely, La ale ay e va e
Aea e ea laape.
inTroduCTion
More than three in ve
degrees earned byHispanics in 2009 wereearned by emales, aratio that appears tobe growing (NationalCenter or EducationStatistics 2010).
1 cllee efe pbl a pvae w- a -yea peay ea-
al .
2 t be e e w La a hpa eaeably (al w e
e Blak a Aa Aea). ule e, all eeee We a
Aa-Aea ee -hpa.
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la a 2010 u.s. c
To ully grasp the urgency o the growing gender gap in educational attainmeamong the Latina/o population, we need only to consider the broader demograpcontext. In early 2003, the U.S. Census released new data conrming that Latinos had ocially become the nations largest racial/ethnic minority group, edgipast Arican Americans (U.S. Census Bureau 2006) and denoting a symbomoment in the demographic history o this country. More recent data rom the 20Census show the Hispanic population totaling 50.5 million, or roughly one in Americans (16.3 percent). This represents a 45 percent increase in the Hispapopulation over the previous decade (Pew Hispanic Center 2011), a phenomegrowth rate. In act, hal o the countrys overall population growth between 200
and 2010 was attributable to Hispanics alone, and their percentages increasin every state o the union.
A peep a a e
v e w e hpa e-
apy. Al a wll e play a
le, ave-b hpa wll be e key ve
ppla w e eae (tea
2009), a e a w w ealy y e
hpa ppla elave e p. i 2009,
e ea ae e ypal Aea wa 36, ye
wa 17 ave-b hpa (Pew hpa cee
2011). me e p, al hpa wee 16.3
pee e veall u.s. ppla 2010, ey
al epeee le e le
e ae 18 (23.1 pee), a pp a j
e w ae lke texa, cala, a n
mex (Pew hpa cee 2011). i ewe a
yea, le e ee e ae 5 24
be hpa (tea 2009). te le : i
yea, e pepeally y Laa/ pp
wll e ve ppla a lab
w. teee, pv e eaal e
e Laa/ ppla peave e
Aea e ppey.
The CondiTion oflaTino males in eduCaTion
Let unnoticed or
unheeded, the growinggender gap in educa-tional attainment orLatinas/os is a directthreat to our uture socialand economic stability.
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Education research oers stark evidence o the challenges that Hispanic studentsace in navigating the many transitions in their postsecondary education experience.Challenges oten stem rom lower amily income and parental education levels
(Arbona and Nora 2007; Harrell and Forney 2003; Longerbeam, Sedlacek, andAlatorre 2004; Sanchez, Marder, Berry, and Ross 1992), poor academic prepara-tion (Ramani, Gilbertson, Fox, and Provasnik 2007), and lack o access to inorma-tion about the college-going process (McDonough 1997). Other scholars haveocused on student success, noting that Latina/o students oten rely on amilialand community support as well as extended social and amily networks to persistin higher education (Yosso 2005). Latina/o student retention is urther infuencedby how well students are provided with ongoing cultural validation and positivementoring experiences (Rendn 1994; Nora, Barlow, and Crisp 2005). Yet eventhough college-success actors or Latinas/os are well documented (Padilla 2008;
Zarate, Saenz, and Oseguera 2011), the extant research literature is mostly silenton the postsecondary pathways o Latino males.
te lak elable aa La ale e
ape e evl a eea aea
p. ew aal aa e allw a exa-
ve aaly La ale eaal paway, a
la eea ee a be aee. te
e e aal ea aa
avalable ae llee va u.s. ce aa
l, a ee aa ae e yeze a ae-
ae e naal cee Ea sa
(ncEs) aal Digest of Educational Statistics. Ye
ee aa ave faw, l e a a e ncEsieae Peay Ea daa syee
aal e e ea aae
ake a pa-e, e-ey, y
llee ae e, all w ae a baal
p e La peay e ppla.
te avalable aa, weve fawe, ebe a ea-
al aae ap La ale e
pe-K peay . tee e
be bevable eee ae elle,
peee, a ple bewee ale a eale
e ealy l, eleeay a
eay l, a peay
ea, epeally a Laa/. A e llw
e llae, w ee ap a
aea yp ae laely aea
eqy, a ee e p e eaal
ppe La ale a ay ee e
ably avae e al a p e
way wa a peay ea.
ea c, ea,
a sa ea
obevable eee elle ae bewee
ale a eale e be w p ealy
l ea, epeally a La a
Blak le. i 2009, 44.4 pee Laa eale
e ae ve wee elle l a pa-
ll-e ba, pae w 39.4 pee La
laTino male Pre-CollegePaThways, College aCCess,and College suCCess
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ale ae ae ae (ncEs 2010). t a
pa a a level papa ealy
l ea aly ae e ealy
aae e (Alexae a Ewle 1988).
e p pae e ee ealy
a by ae be eae w a ye a e
akwlee e peal a e alelea yle e eaal pae (ga
a seve 2005). By ae, by ae a aveae
a yea a yea a a al be l ea a
w able (ncEs 2000). meve, by
ae e ae we a lkely a l
be el bak a ae (ncEs 2006). Table 1 exae
ee e a e ee pbl l ea-
al ppele (K12); e aa w a 12.4 pee
hpa ale a 25.6 pee Blak ale
ave epeae a lea e ae. deeal ae
pe a expl ae al b.
tAble 1Ptg P Sh Stdts Wh Hv
rptd Gd, b Sspdd, b
expd y r/ethty d Gd 2007
rAcE/EthnicitY totAL mALE EmALE
% k12 a a pa a a
tal1 11.5 13.9 8.9
We 8.7 11.2 6.1
Blak 20.9 25.6 15.3
hpa 11.8 12.4 11.1
Aa 3.5 6.5 0.0
% a 612 a a p
tal1 21.6 27.9 14.9
We 15.6 21.3 9.7
Blak 42.8 49.5 34.7
hpa 21.9 29.6 14.1
Aa 10.8 14.9
% a 612 a a xp
tal1 3.4 4.5 2.3
We 1.0 1.3 0.7
Blak 12.8 16.6 8.2
hpa 3.0 3.1 2.9
Aa
notE: All aa ae bae pae ep. rae aee exle pe
hpa ey.
rep aa e.
1 tal le e ae/ey aee epaaely w.
sourcE: u.s. depae Ea, naal cee Ea
sa, Pae a aly ivlvee Ea svey e naal
hel Ea svey Pa, 2007
tee pae p a pe ae a
be aae w e ealy beav
ae a l lea e ea
ppe ale. exaple, La a A
Aea ale ae veepeee peal e
ak, eeal jvele je aee (J
cee 2011), a l p ae (saez a
Pja 2009). se ee e ae a aa
ze-leae ple ple a ave veakay l, epeally ba aea (skba 2000)
a ee y l ple ple tex
eeae a 83 pee Aa Ae
ale a 74 pee hpa ale epe
lea e eay vla bewee eve a
12 ae, aly e ae a e
e eale epa (Je cee 2011). t
ae y al epe a pee expel
e ae al ee e e lkely
vlve e jvele je ye e llw ye
oe eeae ave al pae w
eaal ye a pe ealy bale by l a ay p e l--be
ajee. se e lae 1960, e u.s. oe c
r a epe e pevave pble vee
eea aal/e y le e
ably aee (Ale, hay, rely, a c
2002; e a c 2005), a e pae a
eve e pe ale e l. t
pee veepeea by l
peal ea aee well ee (
a c 2005; Le a oel 2002, ga a
seve 2005; Pllak 1998). By ae we a lk
a l be labele lea able, ey ae ev
e e lkely be ae w ae ee ae e ypeavy e,
e p 67 pee e peal ea
ppla, a e l ye ey ae p
e e lkely be ae w e e
a beaval e. oe ly ae
ee allee le e a a ae
l peal ae ea be well-e
eve, b e ee eqee
e be aelly eexae ve e pe
ally e ee La ale e.
i a e plaee by
l eay l, ae al
ae La e paway llee
lak La ale e ea wke
2007, e ce Ppla svey e
ly 6.7 pee all eleeay a e
eae wee Laa/. o e le ll
eae eplye K12, ly ab a qae w
ale, a a e pp La
eae lwe a eale a all a
level. Zapaa (1988) ae a eae l
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Figure 1
Hghst lv lt/ edt attt y Sx d Spf ag rgs
sourcE: u.s. ce Bea, Current Population Survey, 2010 Aal sal a E spplee
tAble 2Ptg th lt/ Ppt ed ay Sh* (y g gp)
LAtino mALEs (%) LAtinA EmALEs (%)
A gp 1980 1990 2009 1980 1990
1617 yea 81.5 85.5 92.5 82.2 85.3 92.6
1819 yea 36.9 40.7 51.8 38.8 47.2 62.5
2021 yea 21.4 21.7 31.2 17.6 33.1 43.1
2224 yea 10.7 11.2 18.6 12.6 8.4 22.2
notE: sl le elle ay ype ae pbl, paal, e pvae l. t al le eleeay l, l, llee,
vee, a peal l.
sourcE: ncEs, Digest of Educational Statistics, 2010, table 6
al beae ey ay be bee eqppe ee
e lea a e ee a ea
pp e l ppla a eae
e bak. i a, ale eae
l a eve a le el La a Aa-
Aea ale e.
h s gaa, c e,
a d cp
i ee yea, u.s. ce aa l
ple a llee elle w a
eee e ae bewee hpa ale
a eale e (saez a Pja 2009; swal,
cabea, Lee, a Wlla 2005). Table 2 play
Laa/ ppla elle e eay
peay by ae p ve e pa
30 yea. A lae w a La ale
a eale w ee ae ave ae
ea e elle ve pe, a
ealy a e a a be eae.
hweve, a le lk a 2010 e aa va
ae ae Laa/ w ae pa
pe l a llee ple ap.
iGure 1
, w w e e level eaalaae by hpa e ee a ae
, ae ake ppal eee
a b e. A k eee a
a hpa ale 1824 yea ae, 34.2
pee ave le a a l eee. e-
e, a all ae (exep 60 yea a
ve), we pae hpa eale, hpa
ale ave eae ewe bael eee. tee
eee le , a a
e w ee ap epeally ale a
epay ae p.
male
34.2
3.2
25.9
5.2
31.5
12.8
15.9
12.5 13.0 9.4 9.412.1
17.614.2 14.4
12.0 9.9
27.1
36.0
29.8
37.535.4
50.6 50.1
male male maleeale18 24 yea 25 39 yea 40 59 yea 60 yea a ve
eale eale eale
50%
Percent
0%
Le a hs ga se llee ( eee) B.A. e
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men o color:Ensuring thE AcAdEmic succEss o LAtino mALEs in highEr EducAtion
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Figure 2
bhs Dgs awdd t lts y Gd 19772009
sourcE: u.s. ce Bea, Current Population Survey, 2010 Aal sal a E spplee
Figure 3
bhs Dg Hgh y ethty d Gd 1995 t 2010
sourcE: u.s. ce Bea, Current Population Survey, 2010 Aal sal a E spplee
twey yea a, ee wa lle eee bewee
La ale a eale e e eee
ple ae. Ye 2009, 62 pee bael
eee eae by hpa wee eae by eale,
p 50 pee 1990 (iGure 2). sla ap
ae eve aae eee: i 2009, Laa
eale wee awae 62.5 pee ee eeea all hpa (ncEs 2010).
tw eae pay eaal aae
a aee el e veall ppla. t
peeae Laa eale w a bael
eee e a eae aaally ve
pa 20 yea, al bl 8.4 pee
1995 14.9 pee 2010. La ale ave a
ee a e eae e ( 10.1 pe 12.9 pee), b ey ave bee elpe by
eale epa, a w iGure 3.
30.0
10.0
20.0
01995
199519941991199019811977
hpa ale
hpa ale
hpa eale
hpa eale
tal u.s. Ppla
1996
1996
1997
1997
1998
1998
1999
1999
2000
2000
2001
2001
2002
2002
2003
2003
2004
2004
2005
2005
2006
2006
2007
2007
2008
2008
2009
20
20
Percent
80,000
60,000
40,000
20,000
0
#o
fdegrees
50,
78,
12
14.
29
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10
Figure 5
Hsp edt attt y Sx d Spf ag rgs
sourcE: u.s. ce Bea, Current Population Survey, 2010 Aal sal a E spplee
tee ep a pell pa e p-
eay eee aae e bewee hpa
ale a eale, evee a e llae
e w ee ap. iGure 4 pve a eal-e
lpe e e ee ap eee aa-
e, aely a Laa eae bee a ee
ve (61.6 pee) eee eae a hpa 2009. te pay aw be eee eae
eve e pell. Laa eae a be
140,080 aae bael eee 2009, well
ve 52,700 e a e ale epa.
te eaal epeae La ale
al eve we pae aa all ale e
w a ve ae . iGure 5 pae e
e level eaal aae hpa
ale ve all ale a va ae ,
a w a hpa ale la be e
ale pee veall eaal aae. iee,
aa eee ae beve hpa ale
e ea a bael eee e
a ea ae .
i , Laa eale eally a ppaely
pae e ale epa a all al ea-
a p: h l ple, llee
elle, aae a eaae eee
ple, a veall eaal aae w
e eeal ppla. Al, e ee ap veall
eaal aae appea be w,
ee e ey a e pa
akele a plyake a all level.
Figure 4
assts d bhs Dgs ed y Hsp m d W, 2009
sourcE: u.s. ce Bea, Current Population Survey, 2010 Aal sal a E spplee
hpa male hpa male hpa male hpa maleAll male All male All male All male
18 24 yea 25 39 yea 40 59 yea 60 yea a ve
50%
Perce
nt
0%
34.2
21.7
36.0
12.9
37.5
11.5
50.6
17.1
25.9
3.2
7.9
12.1
29.8
14.2
30.2
12.0
31.034.1
12.8
17.9
12.5
16.3
9.4
15.2
hpa male A.A.' hpa male B.A.' hpa eale A.A.' hpa eale B.A.'
50,628
36,739
80,000
90,000
70,000
60,000
50,000
40,000
30,000
20,000
10,000
0
#o
fdegrees
38.4%
61.6%
61,182
78,898
Le a hs ga se llee ( eee) B.A. e
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la ma wf
Latinos have historically had among the highest participation rates in the U.S. laborce, but they tend to work in occupations that pay low wages, provide low econommobility, provide little or no health insurance, are less stable, and are more hazardoustheir health and well-being (Maldonado and Farmer 2006). Latino males are most otin these positions because o low educational attainment; limited English languaprociency; and lack o work experience, training, or other employability skills (sDeadly Trend 2002). Owing to their disproportionate representation within low-sjobs, which were the rst to be shed during the recent recession, Latino males w
greatly aected by the recent downturn (Kochhar, Espinoza, and Hinze-Pier 2010
la ma u.s. A F
La ale pe appxaely 11.5 pee
e al ele evee a we w
e depae deee, w le all e
ae e (u.s. depae deee 2009). i
l be e a all La ale ae elble
eve e lay: te ae l
p a e peae a a
ake ay La elble. i exa e el-
e ae by ee, La ae e lae
p ele ale, b a le exaa
e lay appe La ale ae
a ey ae ll eepeee e lay
pa w e aa w La e
eeal ppla.
la ma u.s. P s
La ale ave a a peee e u
p ye. i 2009, La pe ab
pee e al eal ppla 2.1 l
(We, sabl, a geea 2010). Al La
ale ae le lkely a Blak ale ee
jal ye, e e ae appxaely
e lkely a We ale ee p
e lee (Bza a Bek 1997). Al e
be ae a, e aal be a
ae La ay aally be e a ae
by ep aee beae ee
aal/e ea. W e ex lle
ae La ale, a ee ep by e u.s. ce
Bea (2006) a e a La ale
e ve llee e 2.7 1.
t r f Familisimo l f la ma
oe e e pa a e lal vale a La e ue sae familismo, w
vlve e ea a aae eae a exee aly. te vale familism
ebe by eel lyaly, epbly, a lay w e La aly (ma a
ma 1991; saez-oz a saez-oz 1995). s lyaly a bla e apae by
ee pve aal a eal pp e aly, qale a l a a eeaa
le a a a (ma a ma 1991). t al ea a La ale ae e lkely j ewke eaely ae l ea p a llee eee eeal.
neele, familismo a La ale l be ee a a eave e wk pepeae
ap eaal aae bewee ale a eale. sla ave e a familismoa eve a
a al ewk a a al apal a a alae lel eaal e (saez
oz a saez-oz 1995; Valezela 1999). Aly, familismo a wk a a lal ae
a y La ale a eale ava e eaal ye by bl a
a aly ewk, w a laely be aee pp e aae aevee (Valezela
a db 1994).
alTernaTive Career and lifePaThways for laTino males
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men o color:Ensuring thE AcAdEmic succEss o LAtino mALEs in highEr EducAtion
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Despite the many challenging realities presented in this brie, there are opportunitiesto improve educational outcomes o Latino males, especially given a national, state,and regional ocus on increasing the number o individuals with college degrees andcredentials, coupled with great interest in encouraging those students who havebeen previously deemed nontraditional. Similar to the ongoing, well-establishedeorts to improve the educational outcomes o Arican-American/Black males inhigher education, the nascent national movement on behal o Latino males suggeststhat we consider promising regional and local initiatives that target Latinos. As such,this brie highlights several currently unded programs ocused on Latino males.
Although the reerenced programs are not exhaustive, they oer a glimpse intopromising activities ocused on this critical issue. To better discuss these programs,the authors have established a blueprint based on their work with successul Latinomale initiatives across the country.
bp f A
te pa le e blep ae
, aeal pae e wk a
e a eaal leae pv e
e La ale e. o e ba e
expeee bev a wk w pa,
a ez e ee ale p el
e e ea ae a ple La ale e, e a ave evel-
pe a eale blep elp e a
eaal evelp ew pa
ae ex pa eve La ale. i
aze al elee a a elp ea
a y leae evelp e aee
eae La ale e. Al e blep
e ply a ee elee wll aaee
ply paa e, e l
e pae l a eal pla
a ae evelpe.
A w iGure 6, e blep aee ee
a ae ea:
1. Pa a dp: A ake
e al pa evelpe ae;
2. r dp a saa:
sele ep eee eae a aal
bae a aable ee e
wk; a
3. oa a ca: P
pae a y by- a be-
qe e evee e eaal e
La ale.
bluePrinT for aCTion: CreaTing andmainTaining suCCessful iniTiaTivesfor laTino males
The nascent nationalmovement on behal oLatino males suggeststhat we considerpromising local andregional initiatives thattarget Latinos.
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men o color:Ensuring thE AcAdEmic succEss o LAtino mALEs in highEr EducAtion
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Figure 6
lt m Sss bpt at
PurPoSe acTion criTical STePS
1
ceae Awaee ue (a/ lle ew) ea awke aa ae eeaal a eplye e
La ale.
u ee aa, evelp a ee, eeaep, ply be, a/ pae e wa epa ee eee eaal
ae, eee aae, a eplye pae.ce pe eaal e by La
ale a e peee -ea el(e.., ee a eee).
develp a newk spp
tap P-20 ea, plal, ay leae; be ap;a pbl a pvae azae p e e La ale.
We ea, e e abve aa elp ea e (e.., be, e ea) eee pae La ale aev aala eal ea a wke al.
hae e pp a expee e ewk avae a blze epeve e pp La ale eaal e aaee ppy.
develp a V am saee tey cae
ceae e by- ajly e aeea/ ey ae La
ale e.
develp a lea a apaal aeea le e a eea-bae plya pae pe e e La ale.
develp a ey ae a le well-eep, fee, ap, a e La ale e.
iey s- aL-te meaablegal a objeve
W y v a aeea a e, evelp ab al abjeve La ale e.
sae al a ep bjeve w aly,a, e, a pae e expeaa lvae by- lple akele.
ue e aa La ale e ebl al a bjeve.
2
develp KeyBeak atak Pe
develp beak e ebjeve ak pe waee ee el.
develp a evala pla a eae aep eeae a lae e y ave().
Le e aa a e evala vee e a bl a ae el aea well a a bae evee, w val ea e .
de reea-Bae PaaAve mee edeae objeve
reeee eea eeve ap paa ave e pa evelpe apleea.
take avaae lea avae, eeae,pee, a e ebe y ppewk e ea a ppelpaa ave.
gae ree see e eeay a apal,aal ee, a ae paa pla a exe.
W aa a a a lea eae -ae (ale ea aee), eek a vee pl a le val,lal a, lal bee, ae a,a pbl a pvae aza.
re a a qale a lea papleea, w a pala epa e e l.
Pe pyal pae a ae la aa plae ave; y pa wa able ey (e.., l, llee) ay be we.
ceae aala naalsaably
Ee e l-e vably evelpe ave.
Pze e evelpe a ae aale by lva l-e elap w yewk a w e a.
clvae elap w p a elybee y e.
3
i sakele cae ply a paeeea.
Pblze e y evala, palaly plyake, pae, peal e, ae fee ee ap.
ceae a vee, ba, a ae eapla a ay le iee, al ea, p,a elev a le.
ue y ewk ea ppe.
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men o color:Ensuring thE AcAdEmic succEss o LAtino mALEs in highEr EducAtion
14
The Pathways to College Networks 2009 publication Removing Roadblocksto Rigorpromotes the provision o adequate academic and social supports toensure college readiness and success. The report outlines ve key elements thatprograms and policies should exhibit to acilitate students smoother transitionsand educational success rom high school through postsecondary institutions:
1. ea sppEae a a epe
e, pee pp, a val
el.
2. ia sppoe able eve-, a wkp e aal
leay, y kll, a e aaee.
3. ifaa sppoe valable -
a elae aae a, aae
av, a aee e.
4.Appaa sppoe eebak
bae e pe.
5. sa sppPve al a al
e pve e l le a lae.
Belw ae eveal vave pa e
La ale ea. te l exave, b pve a ab e pa ale a
pe wk a a a p ay aza-
e evelp ave La ale.
P-c l Pa
1. Fathers Active in Communities and Education
llae a e emotional (e.., p
pp) a informational(e.., llee pla
wkp) pp La ae. By avely
ea La ae eae w e
le le a l, e pa
ee e pae a llee ea.
2. Encuentros Leadership, XY Zone, a Puente
Projecte emotional(e.., e) a instru-
mental(e.., aal pa) pp La
ale. tee pa ae peally ee
eae a epwe La ale e
pe ea bey l.
3. Latino College Dollars Foundation a a la
pv instrumental(e.., ee-bae
aal a) a informational (e.., aal
leay wkp) pp. te aza,
w e e ta rvea Ply ie,
ple a pve La ale w valable
lap a.
cl Pa
1. Laba upl Laba La a cell uve-
y a ale eve aey eae pve
emotional(e.., e) a structural(e.., ae
al aae a al pae) pp
pve La ale vlvee a peee.
2. Project MALES (me Aeve La
Eaal se) a j e bewee
e uvey texa a A a s texacllee e r gae Valley. t pje
a ewly eable ave a elp -
e elle La ale w e aae
a by pv eal pp (e..,
e elap) w le La ale
pee a le el.
3. Doorway to Success: Latino Male Retention
Initiative a me cy cllee, ree,
n.Y., a The Clave Latino Male Empowerment
Program a u cy cllee, ca, n.J.,
e La ale e eal (e.., -
el), instrumental(e.., ), appraisal(e..,aae pe), a structural (e.., e
llaba) pp eae aae
peee a eee ple aee a
eal pa.
Promising Programs and PraCTiCesfor laTino male eduCaTional suCCess
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men o color:Ensuring thE AcAdEmic succEss o LAtino mALEs in highEr EducAtion
15
Along with innovative promising programs, education stakeholders must develeective policies and employ promising practices to encourage Latino malesuccessul academic transitions into postsecondary institutions, ollowed by increasdegree completion rates and promising workorce outcomes.
Fa a c ea
gve e pa le a aly play e lve
y La ale, peave a l a
peay evelp ple a pa-
e a eae La ale a y
ebe bee avely vlve e eaal
expeee e y e. La ale l
be a a al pe ea a
ll a llee- le. B K12 l
a e ea a
ea a e eve ale a
y ebe. K12 a peay leae
ee be epeally eve e e ve
a e p y La, epeally e
lw-e ale, ee e wke ea
a llee. Ea aly
ebe a e y evelp a le
llee e ealy wll ly e aa ea e eeay kwlee, kll, beav,
a pp eee aae e e l.
gve e bea expee a ex llee
ape aly e aa a (e..,
aee av, aal a e, a -
el) e eelveval a epa-
e ave e. i a pv e
paway llee, a elp plae
y e lal e. exaple, w-yea
ay evelp pa a elp La
ale jvele pa w ae y a
bak ey. s pa wll eae e e elp ee e
a bak ea gEd va-
al ea pa a ave a pe-llee
pe, pv a p e ea-
. oe y eaee a
le ea e pa a aw
La ale llee e eve a e a
le el La ale lal pbl l
a ple a lea e pa al-elle a
ealy llee l ppe.
c- a ca-ra c
A a e we e ale bewee K12 a
e ea a eve bee e pa, l
l ae we evelp ple a pv
eqable ae pe-llee l, ale
expea llee a aee e. Pl
ake a leae a e K12 a pe
l pve e eeay plal
a ee ee e el pleea
ave, a e c ce sae sa
a a Aee, l e evelpe
l e e aa a aee a
ep -eve peal evelpe
eae a a b p a e p
ea e evape l. Aa
leae (e.., ppal, eae) ee eqa
ae Avae Plaee (AP) e a
e ee pepae e e llee a aee, l , al a
e elle e, e ieaal Baalae
l, a aee a eal e
e. m e ppae b
AP e l a be ae al
aal, e, ee, a e le. Leae
pay pala ae e ee ap ava
e elle, a La ale la a
be e eale pee papa.
Lal l ba ae al eeal ae ae
ey e a y e
sl ba ea ay ple a lel (e.., AP e avalably), e
(e.., el), a y ea (e
aly ea ea), a ae qely e
e evelp eae ple qe e La
y. exaple, ba l e eq
p eae w peal evelpe a
vave peae a elvey el ve
leae a ale l El a a se
Laae e, a well a aapve el
pp y w wk pp e ale.
imPliCaTions for PoliCy and PraCTiCeaddressing The eduCaTional CrisisfaCing laTino males
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l Aa a sa spp
Al pe be ae evelp
aae aa a aee pepae
e llee a aee, le ae a
bee pa e aae a al evelpeal
pp a e ay ee ea ee a-
a. s pp le aeble av ael, e, wkp a ea y kll
a aal leay, lea e, ,
a llee a aee expla a pla, all
w a elp e ea a ee
expea. Leae a e K12 a e
ea l eee pve lke
aae a al pp ale expea-
peay e. i K12, lke
pp wll elp ee a e ave evel-
pe e aae a al kwlee, beav,
a apable eee ee e-bea e.
slaly, a e peay level, lke aaea aae pp, l el a
av, -yea expeee pa, a aly a
pee e wll elp e ea aa a
ve e wke. J a pa a pv
lke aae a al pp e a
La ale ave le el a e avalable
a evey . cllee a vee ake e-
ly e aly vey e a ea ple
a pe e ee, , a ee
u.s.-b La a e e l aly.
Affa, tapa,
a Faa lai pa a plyake a pae
eze a La e a ale wll ae
l le pay e ea. i
a, ee a well-kw e bewee
e kwlee a ale ave ab e aal
a pe a e ppe a ae avalable
e. Laae bae, a pay lal
apal (.e., e w ae e aly ae
llee), a p a-a by l a
llee ae allee a y e
l a e ale, all w p e
pae eae apaey e pa
peay a e e ea
y pv aae aa. tee aa
l le ly , b al e a
e ee bak pay ae
e , l e peee a e ll
aeae ay lap a.
i al be apae ab e -
bewee a/lap a la, a well
a ype la. se l ave a
e aveae aal a pakae aeae
by ype a (Pell, al a, ae a, e.),
aveae e la eb, aveae elqey a
eal ae aeae by e aae,
a a pble , l w
aal a pakae ay ae yea yea.
i a eae apaey , pe-
ay l pbl lea a elable aa
aveae e eee, peee a aa-
ae aeae by ae/ey, ee a
e level, a jb plaee a aae l
a ae w x aa by -
val aae pa (e.., eaal eee,
pyly, be aa). Ae w e
a, ale a pae wll be able
pae e vale ee aal a pakae
a ay al ype; e e e-
ak by La e a e ale ay lea
eae llee- a ple e.
J a pa, aal leay pa a pl-e a pp e avalably eal a-
-a a e evelpe e beav a
kll eee ake e a aally ee
e, palaly aally eeve
ppla, be a pa ay llee a aee
l a b e K12 a e ea level.
We e a e ea, La/
a ae le lkely bw pay llee, eve
ey ave e aal ee ae a a a bee
ake a. reae bw, palaly
La/a, ve lae pa by peep
a le peeve aal k, e ve e
l -e e a ve a eaa l-e eaal vee, aly pae
a lal a a eb a bw, a
a lak alay w e ea-
(ca a saa 2008). Pa a
ple a ae pae a e ealy a
pve e a eleva a a
e ea, peeably w valze pp
a expeee ea pve, wll a l
way ee a La/a ae eqppe ake
aal e. A e ye a ae level,
la vee ple a pve eaal a
aee e. exaple, a ae ply a pve
la vee e p 10 pee ew ea
aae pbl -yea ea pa l
eae e e e ea aee;
e ae l e e ewa ea p-
l w ppla La
e. tee a e vave ple eae
ew way ae La ale eaal e
byLa ale eelve. ta , ee ae
eaal aae La e, we
eqp La leae w e l a ppe
elp ee ae .
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ConClusion
te be a a eale La ale
ae a la all pave a. a ply
a pae pepeve, ee be e a
all level ea a by all ey playe.
i e La ale ee al vae
aae paway, eeae, plyake, pbl
al, pvae e leae, a La ale a
e ebae a peeve aea.
te a ae pelle ae awaee
e a e el ea a w y
leae, palaly e La ale e bea appe ee elleal akeplae.
te eaal a al eal, ye ea
ab, ee, a e ay
ply ex, w e ve e
pble e a al eqee.
a e pepeve, e La ee ap
eaal aae l al e klle lab
e a well a eeae lab pvy. o
eap w a ealy y La
lab pply a e ae w eplye p
a ye e elze ale bae.
e, Aea a apal apay a l
pevee wll be ealy epee
w ee e ppla (mala
a ae 2006).
a al pepeve, e le La ale
pe, ae, y leae, a le
y e l be pe a a el ea le, laely e e ab
lll e al e a al le k
e pwaly ble ale a
e. teee, ple a pae a ee
all a ake a e ee a l
ex be pleee a e pe-
llee apalze e ll pea
La ale, a ee e l-e vab
u.s. ze a e ey.
Young Latinosrepresent the astestgrowing employmentpool and yet themost underutilizedtalent base.
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t Paa c nis an alliance o national organizations that advances college opportunity
or underrepresented students by promoting evidence-based policies and practices across the K12 and higher
education sectors. The Pathways to College Network promotes the use o research-based policies and practices;
the development o rigorous and actionable new research; and the alignment o eorts across middle school,high school, and higher education in order to promote college access and success or all students. To learn more
about the Pathways to College Network, visit www.pathwaystocollege.net.
institute For higher e ducAtion Policy
1320 19th Street, NW, Suite 400202 861 8223 telePhone
202 861 9307 FAcsimile
t i f h ea P (iheP) is a nonpartisan, nonprot organization committed to pro-
moting access to and success in higher education or all students. Based in Washington, D.C., IHEP develops
innovative policy- and practice-oriented research to guide policymakers and education leaders, who develop
high-impact policies that will address our nations most pressing education challenges.