latinos: ensuring the academic success of latino males in higher education

8/3/2019 Latinos: Ensuring the Academic Success of Latino Males in Higher Education

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men of colorEnsuring the Academic Successo Latino Males in Higher Education

By Victor B. Senz, Ph.D.and Luis Ponjuan, Ph.D.

november 2011

DIRECTED BY THE INSTITUTE FOR HIGHER EDUCATION POLICY


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men o color:Ensuring thE AcAdEmic succEss o LAtino mALEs in highEr EducAtion

02

Acknowledgments

te a wl lke ak e a e i-

e he Ea Ply w be

beLelle Epa, P.d., e ply

a ae ave a Ae Bwle, m.A., ply

a ea aae. We ealy appeae e

eebak, ae, a pp. i a, we

exe ak e cee mexa Aease a e dv dvey a cy

Eaeeb a e uvey texa (ut) a

A e e pp wk

pa e. We ae epeally ael

lleae a pae a s texa cllee

(stc)Ve Pee Wlla seaa a Aae

dea Lzela caalew ave bee eal

elp la Pje mALEs (me

Aeve La Eaal se), a j e

bewee ut-A a stc a e e

La ale e ea. ally, we ae

ael e a pp tg

eea y La ale alle By Pel.

About the Authors

v b. sz, P.d., a aa pe

e ea aa e depae

Eaal Aa, cllee Ea, a euvey texa a A. he al a aly alae

w e ut cee mexa Aea se,

a aly ellw w e ut dv dvey a

cy Eaee, a a aly aae w

e ucLA he Ea reea ie.

l Pja, P.d., a aa pe

e ea aa e cllee

Ea a e uvey la. he a aly

alae w e cee La Aea se.

Table of ConTenTs

03 Exeve say

04 i

05 te c La male Ea

06 La male Pe-cllee Paway, cllee Ae, a cllee se

11 Aleave caee a Le Paway La male

12 Blep A: cea a maa sel iave La male

14 P Pa a Pae La male Eaal se

15 ipla Ply a Pae: Ae e Eaal c a La male

17 cl

18 reeee


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03

exeCuTive summary

The U.S. Census data are clear: In the coming years, Americas Latinacommunity will continue to drive population and labor orce growth. Thereoederal and state policymakers, higher education leaders, and communitismall and large across the pre-K to college continuum would be wise to sethis sizeable demographic shit to help propel the United States into a positio economic and social prosperity. Yet, as advocates have articulated, improvithe proportion o Latinas/os that access and complete college armed with t

knowledge and skills to compete in the 21st century will require much work. Tpressing reality is that men o color, and Latino males in particular, lag signicanbehind their emale peers in terms o both college access and degree attainmeThis situation weakens the nations ability to utilize its great human capital aensure the success o its diverse amilies and communities.

t be eek elevae e ave a a

eale e w ee ap eaal

aae a Laa/ a pve e-

ea ea pae, al

leae, a eeal a ae plyake w

pp La ale e a a

llee a e wke. A ep ee e La ale pve a

a aee akele a e eeal, ae,

eal, a lal level b ebae a ple-

e a peeve aea a pa ealy l-

llee. t aea l epaze

aly a y eaee; llee a

aee-eay la; lke aae a al

pp; a aably, apaey, a aal

leay. t a e, e a pve (1) a evew

ee e a eaal aae aa a

elae a p ealy l, e

a peay ea Laa/; (2

p blep elp evelp a ple

ea pa a ave eae

e La ale e; a (3) ply a

paa pla akele eek ea ae a e pe-llee a llee lev

a w aal, ae, a lal ex. s

peeve appa pze e ee

La ale a vale e lal ex

m ppy pve e a

al avaee y wll ave

p pa e e u.s. ze a

e a ey.


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04

The uture o our nations Latino male student population is in peril. Even as the

total number o Latinas/os attending college1 and attaining degrees has increasedsteadily in recent decades, the proportional representation o Latino males contin-ues to decline relative to their emale peers (Saenz and Ponjuan 2009). Thisgrowing gender gap is not unique to Latino male students, but it has largely goneunnoticed and underexamined by policymakers and education leaders. Such anunacknowledged crisis has untold implications or the uture economic prosperityo our country and the well-being o our rapidly growing Latina/o communities.

te e w a wy La2 ale ae -

l ae a ee llee ae plex. Ye

we ae ake a pe e ab

llee ple al a e ape eaal e ea ply aea, ee qe-

be awee a e aea allee

ae. i p Pee obaa 2020 gal

a Aea wll e aa ave e e ae

llee aae ay a e wla

l e p w e La ppla

ve e pa eae a e eeeable e,

aal, ae, a lal akele e

e a l e ee a aevee ap

La a all e eepeee e

ppla (Exeve oe 13555 2010).

Pp

t ee-pa be a bee we b eee

lay e w ee ap eaal

aae a Laa/ a pve e-

ea ea pae, al

leae, a eeal a ae plyake w

pp La ale a e aal a eal

level. t a e, be a:

i. A evew ee e a eaal aa-

e aa, ey al a p

ealy l, eay, a peay

ea bewee Laa/ by a l a

ae llee eae a ple;

ii. te a p blep a

le key a elp evelp a ple-

e ea pa a ave

eae e e La ale e; a

iii. Ply a paa pla ake-

le eek ea ae a e pe-lleea llee level a w aal, ae, a

lal ex.

ulaely, e be a La ale

e be ae a la all a

a plyake, e plap y,

ea, ale, a e lae a all.

sply ae, we a aeally a llab-

avely, La ale ay e va e

Aea e ea laape.

inTroduCTion

More than three in ve

degrees earned byHispanics in 2009 wereearned by emales, aratio that appears tobe growing (NationalCenter or EducationStatistics 2010).

1 cllee efe pbl a pvae w- a -yea peay ea-

al .

2 t be e e w La a hpa eaeably (al w e

e Blak a Aa Aea). ule e, all eeee We a

Aa-Aea ee -hpa.


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05

la a 2010 u.s. c

To ully grasp the urgency o the growing gender gap in educational attainmeamong the Latina/o population, we need only to consider the broader demograpcontext. In early 2003, the U.S. Census released new data conrming that Latinos had ocially become the nations largest racial/ethnic minority group, edgipast Arican Americans (U.S. Census Bureau 2006) and denoting a symbomoment in the demographic history o this country. More recent data rom the 20Census show the Hispanic population totaling 50.5 million, or roughly one in Americans (16.3 percent). This represents a 45 percent increase in the Hispapopulation over the previous decade (Pew Hispanic Center 2011), a phenomegrowth rate. In act, hal o the countrys overall population growth between 200

and 2010 was attributable to Hispanics alone, and their percentages increasin every state o the union.

A peep a a e

v e w e hpa e-

apy. Al a wll e play a

le, ave-b hpa wll be e key ve

ppla w e eae (tea

2009), a e a w w ealy y e

hpa ppla elave e p. i 2009,

e ea ae e ypal Aea wa 36, ye

wa 17 ave-b hpa (Pew hpa cee

2011). me e p, al hpa wee 16.3

pee e veall u.s. ppla 2010, ey

al epeee le e le

e ae 18 (23.1 pee), a pp a j

e w ae lke texa, cala, a n

mex (Pew hpa cee 2011). i ewe a

yea, le e ee e ae 5 24

be hpa (tea 2009). te le : i

yea, e pepeally y Laa/ pp

wll e ve ppla a lab

w. teee, pv e eaal e

e Laa/ ppla peave e

Aea e ppey.

The CondiTion oflaTino males in eduCaTion

Let unnoticed or

unheeded, the growinggender gap in educa-tional attainment orLatinas/os is a directthreat to our uture socialand economic stability.


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06

Education research oers stark evidence o the challenges that Hispanic studentsace in navigating the many transitions in their postsecondary education experience.Challenges oten stem rom lower amily income and parental education levels

(Arbona and Nora 2007; Harrell and Forney 2003; Longerbeam, Sedlacek, andAlatorre 2004; Sanchez, Marder, Berry, and Ross 1992), poor academic prepara-tion (Ramani, Gilbertson, Fox, and Provasnik 2007), and lack o access to inorma-tion about the college-going process (McDonough 1997). Other scholars haveocused on student success, noting that Latina/o students oten rely on amilialand community support as well as extended social and amily networks to persistin higher education (Yosso 2005). Latina/o student retention is urther infuencedby how well students are provided with ongoing cultural validation and positivementoring experiences (Rendn 1994; Nora, Barlow, and Crisp 2005). Yet eventhough college-success actors or Latinas/os are well documented (Padilla 2008;

Zarate, Saenz, and Oseguera 2011), the extant research literature is mostly silenton the postsecondary pathways o Latino males.

te lak elable aa La ale e

ape e evl a eea aea

p. ew aal aa e allw a exa-

ve aaly La ale eaal paway, a

la eea ee a be aee. te

e e aal ea aa

avalable ae llee va u.s. ce aa

l, a ee aa ae e yeze a ae-

ae e naal cee Ea sa

(ncEs) aal Digest of Educational Statistics. Ye

ee aa ave faw, l e a a e ncEsieae Peay Ea daa syee

aal e e ea aae

ake a pa-e, e-ey, y

llee ae e, all w ae a baal

p e La peay e ppla.

te avalable aa, weve fawe, ebe a ea-

al aae ap La ale e

pe-K peay . tee e

be bevable eee ae elle,

peee, a ple bewee ale a eale

e ealy l, eleeay a

eay l, a peay

ea, epeally a Laa/. A e llw

e llae, w ee ap a

aea yp ae laely aea

eqy, a ee e p e eaal

ppe La ale a ay ee e

ably avae e al a p e

way wa a peay ea.

ea c, ea,

a sa ea

obevable eee elle ae bewee

ale a eale e be w p ealy

l ea, epeally a La a

Blak le. i 2009, 44.4 pee Laa eale

e ae ve wee elle l a pa-

ll-e ba, pae w 39.4 pee La

laTino male Pre-CollegePaThways, College aCCess,and College suCCess


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07

ale ae ae ae (ncEs 2010). t a

pa a a level papa ealy

l ea aly ae e ealy

aae e (Alexae a Ewle 1988).

e p pae e ee ealy

a by ae be eae w a ye a e

akwlee e peal a e alelea yle e eaal pae (ga

a seve 2005). By ae, by ae a aveae

a yea a yea a a al be l ea a

w able (ncEs 2000). meve, by

ae e ae we a lkely a l

be el bak a ae (ncEs 2006). Table 1 exae

ee e a e ee pbl l ea-

al ppele (K12); e aa w a 12.4 pee

hpa ale a 25.6 pee Blak ale

ave epeae a lea e ae. deeal ae

pe a expl ae al b.

tAble 1Ptg P Sh Stdts Wh Hv

rptd Gd, b Sspdd, b

expd y r/ethty d Gd 2007

rAcE/EthnicitY totAL mALE EmALE

% k12 a a pa a a

tal1 11.5 13.9 8.9

We 8.7 11.2 6.1

Blak 20.9 25.6 15.3

hpa 11.8 12.4 11.1

Aa 3.5 6.5 0.0

% a 612 a a p

tal1 21.6 27.9 14.9

We 15.6 21.3 9.7

Blak 42.8 49.5 34.7

hpa 21.9 29.6 14.1

Aa 10.8 14.9

% a 612 a a xp

tal1 3.4 4.5 2.3

We 1.0 1.3 0.7

Blak 12.8 16.6 8.2

hpa 3.0 3.1 2.9

Aa

notE: All aa ae bae pae ep. rae aee exle pe

hpa ey.

rep aa e.

1 tal le e ae/ey aee epaaely w.

sourcE: u.s. depae Ea, naal cee Ea

sa, Pae a aly ivlvee Ea svey e naal

hel Ea svey Pa, 2007

tee pae p a pe ae a

be aae w e ealy beav

ae a l lea e ea

ppe ale. exaple, La a A

Aea ale ae veepeee peal e

ak, eeal jvele je aee (J

cee 2011), a l p ae (saez a

Pja 2009). se ee e ae a aa

ze-leae ple ple a ave veakay l, epeally ba aea (skba 2000)

a ee y l ple ple tex

eeae a 83 pee Aa Ae

ale a 74 pee hpa ale epe

lea e eay vla bewee eve a

12 ae, aly e ae a e

e eale epa (Je cee 2011). t

ae y al epe a pee expel

e ae al ee e e lkely

vlve e jvele je ye e llw ye

oe eeae ave al pae w

eaal ye a pe ealy bale by l a ay p e l--be

ajee. se e lae 1960, e u.s. oe c

r a epe e pevave pble vee

eea aal/e y le e

ably aee (Ale, hay, rely, a c

2002; e a c 2005), a e pae a

eve e pe ale e l. t

pee veepeea by l

peal ea aee well ee (

a c 2005; Le a oel 2002, ga a

seve 2005; Pllak 1998). By ae we a lk

a l be labele lea able, ey ae ev

e e lkely be ae w ae ee ae e ypeavy e,

e p 67 pee e peal ea

ppla, a e l ye ey ae p

e e lkely be ae w e e

a beaval e. oe ly ae

ee allee le e a a ae

l peal ae ea be well-e

eve, b e ee eqee

e be aelly eexae ve e pe

ally e ee La ale e.

i a e plaee by

l eay l, ae al

ae La e paway llee

lak La ale e ea wke

2007, e ce Ppla svey e

ly 6.7 pee all eleeay a e

eae wee Laa/. o e le ll

eae eplye K12, ly ab a qae w

ale, a a e pp La

eae lwe a eale a all a

level. Zapaa (1988) ae a eae l


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08

Figure 1

Hghst lv lt/ edt attt y Sx d Spf ag rgs

sourcE: u.s. ce Bea, Current Population Survey, 2010 Aal sal a E spplee

tAble 2Ptg th lt/ Ppt ed ay Sh* (y g gp)

LAtino mALEs (%) LAtinA EmALEs (%)

A gp 1980 1990 2009 1980 1990

1617 yea 81.5 85.5 92.5 82.2 85.3 92.6

1819 yea 36.9 40.7 51.8 38.8 47.2 62.5

2021 yea 21.4 21.7 31.2 17.6 33.1 43.1

2224 yea 10.7 11.2 18.6 12.6 8.4 22.2

notE: sl le elle ay ype ae pbl, paal, e pvae l. t al le eleeay l, l, llee,

vee, a peal l.

sourcE: ncEs, Digest of Educational Statistics, 2010, table 6

al beae ey ay be bee eqppe ee

e lea a e ee a ea

pp e l ppla a eae

e bak. i a, ale eae

l a eve a le el La a Aa-

Aea ale e.

h s gaa, c e,

a d cp

i ee yea, u.s. ce aa l

ple a llee elle w a

eee e ae bewee hpa ale

a eale e (saez a Pja 2009; swal,

cabea, Lee, a Wlla 2005). Table 2 play

Laa/ ppla elle e eay

peay by ae p ve e pa

30 yea. A lae w a La ale

a eale w ee ae ave ae

ea e elle ve pe, a

ealy a e a a be eae.

hweve, a le lk a 2010 e aa va

ae ae Laa/ w ae pa

pe l a llee ple ap.

iGure 1

, w w e e level eaalaae by hpa e ee a ae

, ae ake ppal eee

a b e. A k eee a

a hpa ale 1824 yea ae, 34.2

pee ave le a a l eee. e-

e, a all ae (exep 60 yea a

ve), we pae hpa eale, hpa

ale ave eae ewe bael eee. tee

eee le , a a

e w ee ap epeally ale a

epay ae p.

male

34.2

3.2

25.9

5.2

31.5

12.8

15.9

12.5 13.0 9.4 9.412.1

17.614.2 14.4

12.0 9.9

27.1

36.0

29.8

37.535.4

50.6 50.1

male male maleeale18 24 yea 25 39 yea 40 59 yea 60 yea a ve

eale eale eale

50%

Percent

0%

Le a hs ga se llee ( eee) B.A. e


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09

Figure 2

bhs Dgs awdd t lts y Gd 19772009


Figure 3

bhs Dg Hgh y ethty d Gd 1995 t 2010


twey yea a, ee wa lle eee bewee

La ale a eale e e eee

ple ae. Ye 2009, 62 pee bael

eee eae by hpa wee eae by eale,

p 50 pee 1990 (iGure 2). sla ap

ae eve aae eee: i 2009, Laa

eale wee awae 62.5 pee ee eeea all hpa (ncEs 2010).

tw eae pay eaal aae

a aee el e veall ppla. t

peeae Laa eale w a bael

eee e a eae aaally ve

pa 20 yea, al bl 8.4 pee

1995 14.9 pee 2010. La ale ave a

ee a e eae e ( 10.1 pe 12.9 pee), b ey ave bee elpe by

eale epa, a w iGure 3.

30.0

10.0

20.0

01995

199519941991199019811977

hpa ale

hpa ale

hpa eale

hpa eale

tal u.s. Ppla

1996

1996

1997

1997

1998

1998

1999

1999

2000

2000

2001

2001

2002

2002

2003

2003

2004

2004

2005

2005

2006

2006

2007

2007

2008

2008

2009

20

20

Percent

80,000

60,000

40,000

20,000

0

#o

fdegrees

50,

78,

12

14.

29


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10

Figure 5

Hsp edt attt y Sx d Spf ag rgs


tee ep a pell pa e p-

eay eee aae e bewee hpa

ale a eale, evee a e llae

e w ee ap. iGure 4 pve a eal-e

lpe e e ee ap eee aa-

e, aely a Laa eae bee a ee

ve (61.6 pee) eee eae a hpa 2009. te pay aw be eee eae

eve e pell. Laa eae a be

140,080 aae bael eee 2009, well

ve 52,700 e a e ale epa.

te eaal epeae La ale

al eve we pae aa all ale e

w a ve ae . iGure 5 pae e

e level eaal aae hpa

ale ve all ale a va ae ,

a w a hpa ale la be e

ale pee veall eaal aae. iee,

aa eee ae beve hpa ale

e ea a bael eee e

a ea ae .

i , Laa eale eally a ppaely

pae e ale epa a all al ea-

a p: h l ple, llee

elle, aae a eaae eee

ple, a veall eaal aae w

e eeal ppla. Al, e ee ap veall

eaal aae appea be w,

ee e ey a e pa

akele a plyake a all level.

Figure 4

assts d bhs Dgs ed y Hsp m d W, 2009


hpa male hpa male hpa male hpa maleAll male All male All male All male

18 24 yea 25 39 yea 40 59 yea 60 yea a ve

50%

Perce

nt

0%

34.2

21.7

36.0

12.9

37.5

11.5

50.6

17.1

25.9

3.2

7.9

12.1

29.8

14.2

30.2

12.0

31.034.1

12.8

17.9

12.5

16.3

9.4

15.2

hpa male A.A.' hpa male B.A.' hpa eale A.A.' hpa eale B.A.'

50,628

36,739

80,000

90,000

70,000

60,000

50,000

40,000

30,000

20,000

10,000

0

#o

fdegrees

38.4%

61.6%

61,182

78,898

Le a hs ga se llee ( eee) B.A. e


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11

la ma wf

Latinos have historically had among the highest participation rates in the U.S. laborce, but they tend to work in occupations that pay low wages, provide low econommobility, provide little or no health insurance, are less stable, and are more hazardoustheir health and well-being (Maldonado and Farmer 2006). Latino males are most otin these positions because o low educational attainment; limited English languaprociency; and lack o work experience, training, or other employability skills (sDeadly Trend 2002). Owing to their disproportionate representation within low-sjobs, which were the rst to be shed during the recent recession, Latino males w

greatly aected by the recent downturn (Kochhar, Espinoza, and Hinze-Pier 2010

la ma u.s. A F

La ale pe appxaely 11.5 pee

e al ele evee a we w

e depae deee, w le all e

ae e (u.s. depae deee 2009). i

l be e a all La ale ae elble

eve e lay: te ae l

p a e peae a a

ake ay La elble. i exa e el-

e ae by ee, La ae e lae

p ele ale, b a le exaa

e lay appe La ale ae

a ey ae ll eepeee e lay

pa w e aa w La e

eeal ppla.

la ma u.s. P s

La ale ave a a peee e u

p ye. i 2009, La pe ab

pee e al eal ppla 2.1 l

(We, sabl, a geea 2010). Al La

ale ae le lkely a Blak ale ee

jal ye, e e ae appxaely

e lkely a We ale ee p

e lee (Bza a Bek 1997). Al e

be ae a, e aal be a

ae La ay aally be e a ae

by ep aee beae ee

aal/e ea. W e ex lle

ae La ale, a ee ep by e u.s. ce

Bea (2006) a e a La ale

e ve llee e 2.7 1.

t r f Familisimo l f la ma

oe e e pa a e lal vale a La e ue sae familismo, w

vlve e ea a aae eae a exee aly. te vale familism

ebe by eel lyaly, epbly, a lay w e La aly (ma a

ma 1991; saez-oz a saez-oz 1995). s lyaly a bla e apae by

ee pve aal a eal pp e aly, qale a l a a eeaa

le a a a (ma a ma 1991). t al ea a La ale ae e lkely j ewke eaely ae l ea p a llee eee eeal.

neele, familismo a La ale l be ee a a eave e wk pepeae

ap eaal aae bewee ale a eale. sla ave e a familismoa eve a

a al ewk a a al apal a a alae lel eaal e (saez

oz a saez-oz 1995; Valezela 1999). Aly, familismo a wk a a lal ae

a y La ale a eale ava e eaal ye by bl a

a aly ewk, w a laely be aee pp e aae aevee (Valezela

a db 1994).

alTernaTive Career and lifePaThways for laTino males


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12

Despite the many challenging realities presented in this brie, there are opportunitiesto improve educational outcomes o Latino males, especially given a national, state,and regional ocus on increasing the number o individuals with college degrees andcredentials, coupled with great interest in encouraging those students who havebeen previously deemed nontraditional. Similar to the ongoing, well-establishedeorts to improve the educational outcomes o Arican-American/Black males inhigher education, the nascent national movement on behal o Latino males suggeststhat we consider promising regional and local initiatives that target Latinos. As such,this brie highlights several currently unded programs ocused on Latino males.

Although the reerenced programs are not exhaustive, they oer a glimpse intopromising activities ocused on this critical issue. To better discuss these programs,the authors have established a blueprint based on their work with successul Latinomale initiatives across the country.

bp f A

te pa le e blep ae

, aeal pae e wk a

e a eaal leae pv e

e La ale e. o e ba e

expeee bev a wk w pa,

a ez e ee ale p el

e e ea ae a ple La ale e, e a ave evel-

pe a eale blep elp e a

eaal evelp ew pa

ae ex pa eve La ale. i

aze al elee a a elp ea

a y leae evelp e aee

eae La ale e. Al e blep

e ply a ee elee wll aaee

ply paa e, e l

e pae l a eal pla

a ae evelpe.

A w iGure 6, e blep aee ee

a ae ea:

1. Pa a dp: A ake

e al pa evelpe ae;

2. r dp a saa:

sele ep eee eae a aal

bae a aable ee e

wk; a

3. oa a ca: P

pae a y by- a be-

qe e evee e eaal e

La ale.

bluePrinT for aCTion: CreaTing andmainTaining suCCessful iniTiaTivesfor laTino males

The nascent nationalmovement on behal oLatino males suggeststhat we considerpromising local andregional initiatives thattarget Latinos.


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Figure 6

lt m Sss bpt at

PurPoSe acTion criTical STePS

1

ceae Awaee ue (a/ lle ew) ea awke aa ae eeaal a eplye e

La ale.

u ee aa, evelp a ee, eeaep, ply be, a/ pae e wa epa ee eee eaal

ae, eee aae, a eplye pae.ce pe eaal e by La

ale a e peee -ea el(e.., ee a eee).

develp a newk spp

tap P-20 ea, plal, ay leae; be ap;a pbl a pvae azae p e e La ale.

We ea, e e abve aa elp ea e (e.., be, e ea) eee pae La ale aev aala eal ea a wke al.

hae e pp a expee e ewk avae a blze epeve e pp La ale eaal e aaee ppy.

develp a V am saee tey cae

ceae e by- ajly e aeea/ ey ae La

ale e.

develp a lea a apaal aeea le e a eea-bae plya pae pe e e La ale.

develp a ey ae a le well-eep, fee, ap, a e La ale e.

iey s- aL-te meaablegal a objeve

W y v a aeea a e, evelp ab al abjeve La ale e.

sae al a ep bjeve w aly,a, e, a pae e expeaa lvae by- lple akele.

ue e aa La ale e ebl al a bjeve.

2

develp KeyBeak atak Pe

develp beak e ebjeve ak pe waee ee el.

develp a evala pla a eae aep eeae a lae e y ave().

Le e aa a e evala vee e a bl a ae el aea well a a bae evee, w val ea e .

de reea-Bae PaaAve mee edeae objeve

reeee eea eeve ap paa ave e pa evelpe apleea.

take avaae lea avae, eeae,pee, a e ebe y ppewk e ea a ppelpaa ave.

gae ree see e eeay a apal,aal ee, a ae paa pla a exe.

W aa a a a lea eae -ae (ale ea aee), eek a vee pl a le val,lal a, lal bee, ae a,a pbl a pvae aza.

re a a qale a lea papleea, w a pala epa e e l.

Pe pyal pae a ae la aa plae ave; y pa wa able ey (e.., l, llee) ay be we.

ceae aala naalsaably

Ee e l-e vably evelpe ave.

Pze e evelpe a ae aale by lva l-e elap w yewk a w e a.

clvae elap w p a elybee y e.

3

i sakele cae ply a paeeea.

Pblze e y evala, palaly plyake, pae, peal e, ae fee ee ap.

ceae a vee, ba, a ae eapla a ay le iee, al ea, p,a elev a le.

ue y ewk ea ppe.


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14

The Pathways to College Networks 2009 publication Removing Roadblocksto Rigorpromotes the provision o adequate academic and social supports toensure college readiness and success. The report outlines ve key elements thatprograms and policies should exhibit to acilitate students smoother transitionsand educational success rom high school through postsecondary institutions:

1. ea sppEae a a epe

e, pee pp, a val

el.

2. ia sppoe able eve-, a wkp e aal

leay, y kll, a e aaee.

3. ifaa sppoe valable -

a elae aae a, aae

av, a aee e.

4.Appaa sppoe eebak

bae e pe.

5. sa sppPve al a al

e pve e l le a lae.

Belw ae eveal vave pa e

La ale ea. te l exave, b pve a ab e pa ale a

pe wk a a a p ay aza-

e evelp ave La ale.

P-c l Pa

1. Fathers Active in Communities and Education

llae a e emotional (e.., p

pp) a informational(e.., llee pla

wkp) pp La ae. By avely

ea La ae eae w e

le le a l, e pa

ee e pae a llee ea.

2. Encuentros Leadership, XY Zone, a Puente

Projecte emotional(e.., e) a instru-

mental(e.., aal pa) pp La

ale. tee pa ae peally ee

eae a epwe La ale e

pe ea bey l.

3. Latino College Dollars Foundation a a la

pv instrumental(e.., ee-bae

aal a) a informational (e.., aal

leay wkp) pp. te aza,

w e e ta rvea Ply ie,

ple a pve La ale w valable

lap a.

cl Pa

1. Laba upl Laba La a cell uve-

y a ale eve aey eae pve

emotional(e.., e) a structural(e.., ae

al aae a al pae) pp

pve La ale vlvee a peee.

2. Project MALES (me Aeve La

Eaal se) a j e bewee

e uvey texa a A a s texacllee e r gae Valley. t pje

a ewly eable ave a elp -

e elle La ale w e aae

a by pv eal pp (e..,

e elap) w le La ale

pee a le el.

3. Doorway to Success: Latino Male Retention

Initiative a me cy cllee, ree,

n.Y., a The Clave Latino Male Empowerment

Program a u cy cllee, ca, n.J.,

e La ale e eal (e.., -

el), instrumental(e.., ), appraisal(e..,aae pe), a structural (e.., e

llaba) pp eae aae

peee a eee ple aee a

eal pa.

Promising Programs and PraCTiCesfor laTino male eduCaTional suCCess


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15

Along with innovative promising programs, education stakeholders must develeective policies and employ promising practices to encourage Latino malesuccessul academic transitions into postsecondary institutions, ollowed by increasdegree completion rates and promising workorce outcomes.

Fa a c ea

gve e pa le a aly play e lve

y La ale, peave a l a

peay evelp ple a pa-

e a eae La ale a y

ebe bee avely vlve e eaal

expeee e y e. La ale l

be a a al pe ea a

ll a llee- le. B K12 l

a e ea a

ea a e eve ale a

y ebe. K12 a peay leae

ee be epeally eve e e ve

a e p y La, epeally e

lw-e ale, ee e wke ea

a llee. Ea aly

ebe a e y evelp a le

llee e ealy wll ly e aa ea e eeay kwlee, kll, beav,

a pp eee aae e e l.

gve e bea expee a ex llee

ape aly e aa a (e..,

aee av, aal a e, a -

el) e eelveval a epa-

e ave e. i a pv e

paway llee, a elp plae

y e lal e. exaple, w-yea

ay evelp pa a elp La

ale jvele pa w ae y a

bak ey. s pa wll eae e e elp ee e

a bak ea gEd va-

al ea pa a ave a pe-llee

pe, pv a p e ea-

. oe y eaee a

le ea e pa a aw

La ale llee e eve a e a

le el La ale lal pbl l

a ple a lea e pa al-elle a

ealy llee l ppe.

c- a ca-ra c

A a e we e ale bewee K12 a

e ea a eve bee e pa, l

l ae we evelp ple a pv

eqable ae pe-llee l, ale

expea llee a aee e. Pl

ake a leae a e K12 a pe

l pve e eeay plal

a ee ee e el pleea

ave, a e c ce sae sa

a a Aee, l e evelpe

l e e aa a aee a

ep -eve peal evelpe

eae a a b p a e p

ea e evape l. Aa

leae (e.., ppal, eae) ee eqa

ae Avae Plaee (AP) e a

e ee pepae e e llee a aee, l , al a

e elle e, e ieaal Baalae

l, a aee a eal e

e. m e ppae b

AP e l a be ae al

aal, e, ee, a e le. Leae

pay pala ae e ee ap ava

e elle, a La ale la a

be e eale pee papa.

Lal l ba ae al eeal ae ae

ey e a y e

sl ba ea ay ple a lel (e.., AP e avalably), e

(e.., el), a y ea (e

aly ea ea), a ae qely e

e evelp eae ple qe e La

y. exaple, ba l e eq

p eae w peal evelpe a

vave peae a elvey el ve

leae a ale l El a a se

Laae e, a well a aapve el

pp y w wk pp e ale.

imPliCaTions for PoliCy and PraCTiCeaddressing The eduCaTional CrisisfaCing laTino males


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16

l Aa a sa spp

Al pe be ae evelp

aae aa a aee pepae

e llee a aee, le ae a

bee pa e aae a al evelpeal

pp a e ay ee ea ee a-

a. s pp le aeble av ael, e, wkp a ea y kll

a aal leay, lea e, ,

a llee a aee expla a pla, all

w a elp e ea a ee

expea. Leae a e K12 a e

ea l eee pve lke

aae a al pp ale expea-

peay e. i K12, lke

pp wll elp ee a e ave evel-

pe e aae a al kwlee, beav,

a apable eee ee e-bea e.

slaly, a e peay level, lke aaea aae pp, l el a

av, -yea expeee pa, a aly a

pee e wll elp e ea aa a

ve e wke. J a pa a pv

lke aae a al pp e a

La ale ave le el a e avalable

a evey . cllee a vee ake e-

ly e aly vey e a ea ple

a pe e ee, , a ee

u.s.-b La a e e l aly.

Affa, tapa,

a Faa lai pa a plyake a pae

eze a La e a ale wll ae

l le pay e ea. i

a, ee a well-kw e bewee

e kwlee a ale ave ab e aal

a pe a e ppe a ae avalable

e. Laae bae, a pay lal

apal (.e., e w ae e aly ae

llee), a p a-a by l a

llee ae allee a y e

l a e ale, all w p e

pae eae apaey e pa

peay a e e ea

y pv aae aa. tee aa

l le ly , b al e a

e ee bak pay ae

e , l e peee a e ll

aeae ay lap a.

i al be apae ab e -

bewee a/lap a la, a well

a ype la. se l ave a

e aveae aal a pakae aeae

by ype a (Pell, al a, ae a, e.),

aveae e la eb, aveae elqey a

eal ae aeae by e aae,

a a pble , l w

aal a pakae ay ae yea yea.

i a eae apaey , pe-

ay l pbl lea a elable aa

aveae e eee, peee a aa-

ae aeae by ae/ey, ee a

e level, a jb plaee a aae l

a ae w x aa by -

val aae pa (e.., eaal eee,

pyly, be aa). Ae w e

a, ale a pae wll be able

pae e vale ee aal a pakae

a ay al ype; e e e-

ak by La e a e ale ay lea

eae llee- a ple e.

J a pa, aal leay pa a pl-e a pp e avalably eal a-

-a a e evelpe e beav a

kll eee ake e a aally ee

e, palaly aally eeve

ppla, be a pa ay llee a aee

l a b e K12 a e ea level.

We e a e ea, La/

a ae le lkely bw pay llee, eve

ey ave e aal ee ae a a a bee

ake a. reae bw, palaly

La/a, ve lae pa by peep

a le peeve aal k, e ve e

l -e e a ve a eaa l-e eaal vee, aly pae

a lal a a eb a bw, a

a lak alay w e ea-

(ca a saa 2008). Pa a

ple a ae pae a e ealy a

pve e a eleva a a

e ea, peeably w valze pp

a expeee ea pve, wll a l

way ee a La/a ae eqppe ake

aal e. A e ye a ae level,

la vee ple a pve eaal a

aee e. exaple, a ae ply a pve

la vee e p 10 pee ew ea

aae pbl -yea ea pa l

eae e e e ea aee;

e ae l e e ewa ea p-

l w ppla La

e. tee a e vave ple eae

ew way ae La ale eaal e

byLa ale eelve. ta , ee ae

eaal aae La e, we

eqp La leae w e l a ppe

elp ee ae .


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17

ConClusion

te be a a eale La ale

ae a la all pave a. a ply

a pae pepeve, ee be e a

all level ea a by all ey playe.

i e La ale ee al vae

aae paway, eeae, plyake, pbl

al, pvae e leae, a La ale a

e ebae a peeve aea.

te a ae pelle ae awaee

e a e el ea a w y

leae, palaly e La ale e bea appe ee elleal akeplae.

te eaal a al eal, ye ea

ab, ee, a e ay

ply ex, w e ve e

pble e a al eqee.

a e pepeve, e La ee ap

eaal aae l al e klle lab

e a well a eeae lab pvy. o

eap w a ealy y La

lab pply a e ae w eplye p

a ye e elze ale bae.

e, Aea a apal apay a l

pevee wll be ealy epee

w ee e ppla (mala

a ae 2006).

a al pepeve, e le La ale

pe, ae, y leae, a le

y e l be pe a a el ea le, laely e e ab

lll e al e a al le k

e pwaly ble ale a

e. teee, ple a pae a ee

all a ake a e ee a l

ex be pleee a e pe-

llee apalze e ll pea

La ale, a ee e l-e vab

u.s. ze a e ey.

Young Latinosrepresent the astestgrowing employmentpool and yet themost underutilizedtalent base.


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18

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t Paa c nis an alliance o national organizations that advances college opportunity

or underrepresented students by promoting evidence-based policies and practices across the K12 and higher

education sectors. The Pathways to College Network promotes the use o research-based policies and practices;

the development o rigorous and actionable new research; and the alignment o eorts across middle school,high school, and higher education in order to promote college access and success or all students. To learn more

about the Pathways to College Network, visit www.pathwaystocollege.net.

institute For higher e ducAtion Policy

1320 19th Street, NW, Suite 400202 861 8223 telePhone

202 861 9307 FAcsimile

t i f h ea P (iheP) is a nonpartisan, nonprot organization committed to pro-

moting access to and success in higher education or all students. Based in Washington, D.C., IHEP develops

innovative policy- and practice-oriented research to guide policymakers and education leaders, who develop

high-impact policies that will address our nations most pressing education challenges.

latinos: ensuring the academic success of latino males in higher education

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