If You’re Latino, You’re Not Really Expected to Go to College

Understanding Latino Men’s Psychosociocultural Resilience in Higher Education

Datos Bibliográficos

ID6064937
AutoresCatherine Restrepo-Widney (0000-0002-0561-0970, Florida Atlantic University, Boca Raton, USA, autor de correspondencia), Cristóbal Salinas (0000-0002-2628-5839, Florida Atlantic University, Boca Raton, USA), Marissa C Vasquez (0000-0003-2840-1319, San Diego State University, CA, USA), Sarah L Rodríguez (0000-0002-3409-7096, Virginia Tech, Blacksburg, USA)
Año2025
Volumen48
Número1
Páginas89-113
Fecha de publicación2025-11-11
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaHispanic Journal of Behavioral Sciences (JOURNAL)
Identificadores de la revistaISSN: 0739-9863 • E-ISSN: 1552-6364
EditorialSAGE Publications Inc (PUBLISHER)
DOI10.1177/07399863251383757
OpenAlexW4416101877
IdiomaEN
Citas recibidas1
Referencias citadas40

Latino men continue to experience lower college completion rates compared to other demographic groups, highlighting the need to better understand factors contributing to their success. Grounded in Gloria and Rodriguez’s psychosociocultural theoretical framework, this phenomenological study highlights how Latino men experience and cultivate resilience during their higher education journey. Through 68 semi-structured interviews with 34 Latino men who transferred from community colleges to 4-year universities in California, Florida, and Texas, three interconnected themes emerged. First, Latino men transform skepticism from family members and society into psychological motivation, reframing doubts as catalysts for academic persistence. Second, multifaceted mentorship emerged as a critical social support mechanism, combining nurturing guidance with direct feedback while fostering career development and accountability. This mentorship extended beyond traditional academic support to include emotional and crisis intervention. Third, Latino men actively negotiate their cultural identities within higher education spaces, balancing their heritage with institutional norms while challenging stereotypes about their academic capabilities. These findings demonstrate how Latino men’s resilience manifests through their ability to convert challenges into motivation, build meaningful mentoring relationships, and navigate complex cultural dynamics. The study suggests that supporting Latino men in higher education requires a holistic approach that recognizes and leverages the interconnected nature of psychological, social, and cultural factors. Implications highlight the importance of developing comprehensive support systems that address these dimensions simultaneously rather than treating them as separate entities

Cognitive reframing · Cultural diversity · Higher education · Interpretative phenomenological analysis · Mentorship · Negotiation · Psychological resilience · Qualitative research · Skepticism · Career Development and Diversity · Racial and Ethnic Identity Research · Resilience and Mental Health