Los Logradores: Understanding The Role Of Community Cultural Wealth In The Experiences Of Latino Male Achievers At A Selective Predominantly White Institution
Open Access
- Author:
- Perez, David
- Graduate Program:
- Higher Education
- Degree:
- Doctor of Education
- Document Type:
- Dissertation
- Date of Defense:
- June 26, 2012
- Committee Members:
- Kimberly A Griffin, Dissertation Advisor/Co-Advisor
Kimberly A Griffin, Committee Chair/Co-Chair
Kevin J Thomas, Committee Member
Leticia Oseguera, Committee Member
Susan Ruth Rankin, Committee Member
Shaun R Harper, Special Member - Keywords:
- Latino males
Hispanic males
Achievement
Undergraduates
Community Cultural Wealth
Phenomenology - Abstract:
- In recent years, the educational crisis facing Latino males has garnered the attention of numerous stakeholders within higher education. While researchers offer numerous explanations regarding the underrepresentation and underachievement of Latina/o collegians, this study offers a different response to this emergent crisis by focusing on factors that contributed to the achievement of Latino males at a highly-selective, predominantly White research university. Yosso’s community cultural wealth framework was utilized to explore how Latino males conceptualized and demonstrated their achievement. Qualitative research methods were used to explore the achievement patterns of 10 logradores [Latino male achievers] who were born or raised prior to the age of five in the United States, traditional age college students, enrolled full-time, entered as freshmen at the institution, completing their junior or senior year, and maintained a cumulative grade point average of 3.0 or higher during the 2010 – 2011 academic year. Logradores were asked to participate in a three hour semi-structured interview, complete a demographic profile form, and submit a copy of their academic transcript. A phenomenological approach guided the execution of this study. The manner in which logradores conceptualized their achievement deviated from traditional measures of success. While Latino males acknowledged the importance of grades, they emphasized the importance of being the best, being involved, and being well-rounded college students. These conceptualizations of achievement were associated with specific forms of capital reflected in Yosso’s community cultural wealth framework. Implications for research, theory, policy, and practice are presented with emphasis placed on increasing the achievement of Latino male collegians at predominantly White institutions.