Abstract
Research on high-achieving Latino men is nascent, especially considering the gender attainment gaps that exist for Latino men in higher education. This multiple-site case study explored two men of color (MoC) programs located at two Hispanic-serving institution (HSI) community colleges in Texas. Using two rounds of qualitative semi-structured interviews, a participant intake form, and an institutional questionnaire, this research applied Schreiner’s (2010) “The Thriving Quotient” and Garcia’s (2018) “Organizational Frameworks for Decolonizing HSIs” to understand how MoC program staff define high-achievement and how MoC programs support high-achieving Latino men. Findings show that MoC staff define high-achievement in various ways that include traditional and decolonial measurements. Moreover, MoC programs support high-achieving Latino men by providing them with mentorship, academic support, and opportunities to learn and engage with the world outside of the classroom. These findings highlight the importance of MoC programs as institutions work to address the gender attainment gaps. Implications for research, policy, and practice are included in this study.
