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Phenomenological Study of Masculinity Constructs and their Effect on College Experiences  \nVictor B. Sáenz Beth E. Bukoski  \nUniversity of Texas at Austin University of Louisville  \nCharles Lu Sarah Rodriguez  \nUniversity of Texas at Austin University of Texas at Austin  \nLatino male college students are vanishing from postsecondary institutions. This phenomenological qualitative research study explores the educational attainment gap of Latino male community college students. Using male gender role conflict as the framework, this study determines three findings: (a) pride, or machismo, triggers men to admit emotionality only in rigid ways, (b) pride and fear prevent men from seeking academic support, and (c) cultural and familial expectations of getting a job and earning money as a marker of manhood all serve to “pull” Latino men away from their studies and make dropping out the easier and more viable option.  \nKeywords: Latino males, community college, qualitative, male gender role conflict  \nLatino male college students are effectively vanishing from our postsecondary institutions (Sáenz & Ponjuan, 2009, 2011) . Recent attention from leaders and policymakers (College Board, 2011) finally mirror years of concern from educational leaders about this persistent and growing gender gap in educational attainment. Since 2000, colleges and universities in Texas have focused on bridging gaps among identified racial and gender groups by reaching prescribed targets for higher education participation and success outlined in the State’s Closing the Gaps benchmarks. In a recent revision to these benchmarks (Texas Higher Education Coordinating Board [THECB], 2010), the State explicitly highlighted the importance  \nCorrespondence regarding this article should be directed to Victor B. Sáenz, Associate Professor, Department of Educational Administration, The University of Texas at Austin, 1912 Speedway D5400, Austin, TX 78712-1604. [Email: vsaenz@austin.utexas.edu](Email: vsaenz@austin.utexas.edu).  \n©2013 Sáenz, Bukoski, Lu, & Rodriguez 82  \nJOURNAL OF AFRICAN AMERICAN MALES IN EDUCATION  \nof improving participation and success rates for Latino males, especially within the community college sector. In light of this renewed policy imperative, this qualitative study focused on Latino males community college experiences within the state of Texas.  \nCollege completion rates among Latinas/os is an issue that has attracted the attention of policymakers and researchers alike. Those with an interest in combating educational attainment gaps within the Latina/o student population are well aware of an even more nuanced discrepancy: a severe underrepresentation of Latino males in postsecondary education (Castellanos & Jones, 2003; Sáenz, Oseguera, & Hurtado, 2007; Sáenz & Ponjuan, 2009) . Estimates suggest Latina females are twice as likely to receive a postsecondary degree as their Latino male counterparts (Aud, Fox & Ramani, 2010) .  \nA similar trend exists in the state of Texas: Latina females are earning baccalaureate degrees at higher rates than Latino males. In 2011, 51.5% of Latina 1 women completed a university baccalaureate degree in six years compared to 41.3% of Latino men (THECB, 2010) . These statistics are alarming considering that Texas boasts the second largest Hispanic population, with 37.6% of Texans being of Hispanic descent and Hispanics accounting for 65% of the state’s population growth since 2000 (U.S. Census Bureau, 2010) . To address the genderbased educational disparities, the Texas Higher Education Coordinating Board (THECB) created the Minority Male Initiative in 2009 to provide postsecondary services and programs for minority male academic success.  \nDespite the growing educational gap between male and female Latina/o students, only recently have researchers focused specifically on male community college stu","cbCaicfqpdi9UUzL","https://ap.wps.com/l/cbCaicfqpdi9UUzL","pdf",335068,21,"English","# Review of the Literature\n## Latino Students and Community College\n## Latino Males in Texas Community Colleges","[{\"question\":\"What research question guides the study?\",\"answer\":\"How do masculinity constructs influence the educational experiences of Latino males in Texas community colleges?\"},{\"question\":\"What framework does the study use to interpret findings?\",\"answer\":\"The study uses male gender role conflict as its conceptual framework.\"},{\"question\":\"What factors lead to Latino men disengaging from their studies?\",\"answer\":\"Machismo-related rigidity around emotional expression, pride and fear preventing academic support-seeking, and cultural/familial expectations to work and earn money contribute to disengagement.\"}]","Latino Males in Texas Community Colleges - A Phenomenological Study of Masculinity Constructs and their Effect on College Experiences | PDF",1791059648,53]