Exploring Faculty Commitment to Black and Latino Males in Texas Community Colleges

• In Event: Moscone Center North Roundtable Session 7
  In Roundtable Session: Faculty, Mentorship, and Student-Faculty Communication for College Success

Abstract

Through a critical epistemological approach, we employed Stanton-Salazars (2011) faculty as transformative agents to explore the ways in which community college faculty describe their own commitment to the educational success of Black and Latino males on their campus. The study produced three main themes, suggesting that faculty do not feel they are positioned well to most effectively advocate for and serve Black and Latino males in their classrooms. The findings reveal a perception by faculty that all students matter, problematizing a focus on Black and Latino males, patchwork understandings about the condition of Black and Latino males enrolled in college, as well as an overburden of taking on this work with no systemic support.

Authors

• DeAna Swan, The University of Texas at Austin

• Cheyenne Valdez, The University of Texas at Austin

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

• Jase Kugiya, The University of Texas-Austin

• Christopher Estrella, The University of Texas at Austin