De Niños a Hombres: Understanding the Educational Pipeline of Latinos From Middle Through Graduate School

Session Submission Type: Symposium

Abstract

Latino students in public schools has reached significant numbers as a proportion to the total student population, however barriers to academic success persist. In particular, educational achievement for Latino males is disproportionately lower than the national average, and face various challenges in succeeding and completing secondary and post-secondary education (Saenz & Ponjuan, 2009; College Board, 2010; Howard, 2010). Using a variety of theories and methodologies, including Critical Race Theory, social capital, identity formation, and portraiture, this session focuses on the experiences of Latino male students in the educational pipeline from middle through graduate school. Papers will expand the limited research on the academic experience of Latino males in the pipeline while stressing the importance of understanding barriers, successes, and develop long-term plans to strengthen engagement and solutions throughout the pipeline.

Sub Unit

• Division G - Social Context of Education / Section 2: Education in Multicultural Contexts Within and Across Subject Areas

Chair

• Cristobal Rodriguez, New Mexico State University

Papers

• When Boys Become Men: Latino Middle School Boys and Identity Development - Eligio Martinez Jr, University of Washington

• Divergent College-Going Rates of Latino Males: A Structural Equation Modeling - Manuel Gonzalez, The University of Texas - Austin; Jose Manuel Hernandez, University of Washington; José Muñoz, University of Missouri

• Don’t Ask, Don’t Tell ’em About College: A Portraiture of Latino Military Veterans’ Educational Experiences - Eduardo Lara, University of California - Los Angeles

• Tragos Amargos: The Graduate School Experience of Latino Male Graduate Students - Juan G. Berumen, Indiana University - Bloomington; Adrian H. Huerta, University of California - Los Angeles; Luis E. Ramirez, University of California - Davis; Rudy Mondragon, Gonzaga University

Discussant

• Daniel Gilbert Solorzano, University of California - Los Angeles