Not Only Surviving, but Thriving: High-Achieving Latino Undergraduate Males at Elite Universities

• In Event: High-Achieving Latinx Students: Navigating Successful Pathways at Elite Colleges and Universities

Abstract

Latino males are often portrayed as persistently lagging behind their peers on key metrics of educational attainment (Reynolds, Sneva, & Beehler, 2010; Snyder, de Brey, & Dillow; 2018). Some researchers focus disproportionately on the underachievement of Latino undergraduate males, as national trends on college enrollment and completion data still point to a gender gap (Sáenz, Ponjuán, & Figueroa, 2016). However, this study offers a different perspective by focusing on high-achieving Latino males thriving at selective universities. We use the term thriving to describe Latino males that are “not only are academically successful, [but who] also experience a sense of community and a level of psychological well-being that . . . allows them to gain maximum benefit from being in college” (Schreiner, 2010, p. 4).

Using qualitative data from The National Study on Latino Male Achievement, we addressed two research questions: 1) How do Latino undergraduate males define collegiate success? 2) In what ways are high-achieving Latino undergraduate males thriving at selective institutions? Our findings elucidate how 21 high-achieving undergraduates exhibited five qualities associated with the thriving quotient: 1) Engaged Learning, 2) Academic Determination, 3) Positive Perspective, 4) Social Connectedness, and 5) Diverse Citizenship. Our analyses revealed participants emphasized thriving with greater frequency, which suggests that researchers should use measures that go beyond traditional metrics of collegiate to understand the achievement patterns of Latino undergraduate males.

Most high-achieving Latino undergraduate males welcomed new learning experiences, but participants that identified as first-generation college students talked about engaged learning with greater frequency. High-achieving Latino undergraduate males attributed most of their success to exercising academic determination. In general, participants emphasized that it was important to take full advantage of curricular and co-curricular activities. Despite their academic performance, high-achieving Latino undergraduate males needed to maintain a positive perspective in responses to stressors they experienced at selective institutions. Participants described numerous instances when they were subjected to microaggressions and how they attempted to debunk negative stereotypes about Latinx/a/o students. Although less than one-quarter of the participants established meaningful connections with faculty and administrators, they spoke extensively about how peers contributed to their sense of social connectedness. Most high-achieving Latino males purposefully engaged in co-curricular activities to connect with their peers, though some indicated that they were actively recruited; being involved in Latino student organizations provided participants with opportunities to engage in diverse citizenship. In addition to supporting their families, high-achieving Latino males emphasize the importance of serving their communities.

While many of the participants were thriving in their academic and social lives, they were also simultaneously overcoming challenges that are often concealed within narratives of success. We learned that there is an underlying story to be told that goes beyond being a high-achiever based on traditional metrics of success (e.g., GPA, test scores, etc.). At first glance, many of these students appeared to be successful, but they also experienced deeper challenges that undermined their success. Implications for research, policy, and practice center on increasing Latino male achievement and fostering pathways to selective universities.

Authors

• David Perez II, Syracuse University

• Victor B. Saenz, The University of Texas at Austin

• Jorge Burmicky, The University of Texas - Austin