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It highlights how engaging vulnerability and embracing peer support can counter isolation and marginalization in higher education. 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Carrilloa1 and Jason Mendezb  \na University of North Carolina, Chapel Hill  \nb University of Pittsburgh  \nAbstract  \nDrawing from Espino, Vega, Rendón, Ranero, and Muñiz (2012), the authors of this article utilize dialogue partners to develop collaborative testimonios of Latino male faculty. We center the importance of engaging in vulnerability while embracing peer support to address issues of isolation, marginalization, and other challenges that Latino male faculty experience in higher education. We then develop and discuss the implications of a homebodied intellectual manhood, which we define as an identity that has emancipatory potential related to self-authorship, knowledge creation, negotiation of power in academia, and pursuit of social justice-oriented practices.  \nKeywords: males of color, faculty, testimonios, higher education  \nSituating knowledge in the brown body begins the validation of the narratives of survival, transformation, and emancipation of our respective communities, reclaiming histories and identities (Cruz, 2001, p. 668) .  \nFor Latino males, school is often a site of alienation, trauma, and frustration without sufficient emotional support for grappling with these experiences (Cammarota, 2008; Conchas & Vigil, 2012; Noguera, Hurtado, & Fergus, 2012) . For Latin@ faculty, the university can be a cold and unsupportive environment (Aguirre, 2000 ; Gutiérrez y Muhs, Niemann, Gonzalez, & Harris, 2012) . In some ways, this is not surprising considering that Urrieta, Méndez, and Rodríguez (2015) note that “of the overall number of U. S. faculty, Latina/o tenured faculty represent 1.48% of the total and Latina/o full professors account for a shameful 0.68% of all US faculty” (p. 2) . Within this context, collaborative testimonios can serve as resources for intellectual, emotional, cultural, and spiritual support for Latino male faculty.  \nIn this article, we model the use of reflexiónes to inform testimonios (Espino, Vega, Rendón, Ranero, & Muñiz, 2012) with dialogue partners who assist each other with expressing emotion, engaging pain and suffering, and collaborating in the healing process  \n1 Correspondence concerning this article should be addressed to: Juan Fernando Carrillo, Ph.D., Assistant Professor, University of North Carolina at Chapel Hill, School of Education, 212C Peabody Hall, CB 3500, Chapel Hill, NC 27599-3500. Email: [jfcarril@email.unc.edu](jfcarril@email.unc.edu).  \nBerkeley Review of Education Vol. 6 No. 1, pp. 29–53  \n30 Carrillo & Mendez  \nfor Latino males in educational settings. By working as dialogue partners, we address three core prompts:  \n1. How do our identities as Latino males with working-class backgrounds impact our perspectives and experiences in the academy?  \n2. What does it mean to “belong” in the academy?  \n3. What are our perspectives on “selling out,” that is, sacrificing one’s integrity, core values, or identity to gain approval, popularity, or praise from others?  \nVia our collaborative testimonio approach, we seek to contribute to a more embodied, less individualistic, and more holistic set of narratives on achievement and success for males of color. To this end, we introduce the concept of homebodied intellectual manhood to describe the body as a site of knowledge that can provide aresource for critical, ep","cbCaigTn83xpG4Yt","https://ap.wps.com/l/cbCaigTn83xpG4Yt","pdf",380945,26,"English","# Abstract\n# Keywords\n## Background and context\n## Collaborative testimonio approach\n## Core prompts for dialogue\n## Theoretical grounding\n## Research on Latino and working-class males in education","[{\"question\":\"What is the article’s main purpose for Latino male faculty?\",\"answer\":\"The article models collaborative testimonios that help Latino male faculty engage vulnerability, receive peer support, and address isolation, marginalization, and other higher-education challenges.\"},{\"question\":\"What concept does the article introduce to describe identity and knowledge?\",\"answer\":\"It introduces homebodied intellectual manhood, defined as an emancipatory identity connected to self-authorship, knowledge creation, power negotiation in academia, and social-justice-oriented practices.\"},{\"question\":\"What are the three core prompts guiding the collaborative testimonio approach?\",\"answer\":\"The prompts ask how working-class backgrounds shape Latino male perspectives in academia, what it means to belong in the academy, and how “selling out” involves sacrificing integrity, values, or identity for approval or praise.\"}]","Vulnerable Manhood: Collaborative Testimonios of Latino Male Faculty | PDF",1792079784,66]