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Student Involvement & Academic Outcomes

Implications for Diverse College Student Populations


Edited By Donald Jr. Mitchell, Krista M. Soria, Elizabeth A. Daniele and John A. Gipson

Student Involvement and Academic Outcomes links student involvement to tangible academic outcomes (i.e., GPAs, retention rates, graduation rates). This is particularly important for diverse student populations (e.g., underrepresented minority, first-generation college, and low-income students) who now make up a significant portion (and will soon become the majority) of U.S. college students. The text is a valuable tool for higher education administrators, faculty, staff, graduate students, parents, students, and scholars alike. In addition, the volume is ideal for master’s and doctoral programs in higher education and student affairs-related fields and for courses that examine issues/experiences associated with diverse U.S. college students, student affairs intervention strategies, racial and ethnic diversity in higher education, and critical/contemporary issues in higher education.
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Chapter Twelve: Mexicano Male Students’ Engagement with Faculty in the Community College


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Mexicano Male Students’ Engagement WITH Faculty IN THE Community College


In the past 10 years, research relevant to men of color in postsecondary education has explored factors influencing their success in college (Bush & Bush, 2010; Flowers, 2006; Mason, 1998; Wood, 2012). In particular, scholars have found that men of color who are more academically engaged in college environments tend to perform better than those who are not academically engaged, specifically within academic achievement and persistence (Ingram & Gonzalez-Matthews, 2013; Sutherland, 2011). One important type of engagement often examined in research is that of faculty-student engagement. Faculty-student engagement refers to key interactions inside and outside of the class that students have with faculty regarding academic and nonacademic matters (Wood & Ireland, 2014); however, students’ engagement in any academic environment can be hindered by the nexus of numerous factors.

In this chapter, we examine key engagement experience for Mexicano men in community colleges. Due to the nature of this study that has differentiated Latino subgroups as in other comprehensive studies (Navarro, 2005), Mexicano was operationalized to refer to men of Mexican, Mexican American, and Chicano identity in order to distinguish students of Mexican descent from other Latino subgroups, that is, Guatemalteco, Salvadoreño, Hondureño, Costarriqueño, Panameño, Colombiano, Venezolano, Brasileño, Argentino, Cubano, Puertorriqueño, and so forth. To provide context to this...

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