Latino Male Community College Students' Perceptions of Course-Related Interactions: A Critical Race Analysis

Autor/inn/en	Abrica, Elvira J.; Dorsten, Amanda
Titel	Latino Male Community College Students' Perceptions of Course-Related Interactions: A Critical Race Analysis
Quelle	In: Journal of Latinos and Education, 22 (2023) 3, S.977-989 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abrica, Elvira J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2021.1899921
Schlagwörter	Hispanic American Students; Males; Community College Students; Student Attitudes; Teacher Student Relationship; Minority Serving Institutions; Critical Race Theory; Racism; Racial Discrimination; College Faculty; Diversity (Faculty); Community Colleges; Expectation; California + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Community college; Community colleges; College students; Community College; Collegestudent; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Rassismus; Racial bias; Fakultät; Expectancy; Erwartung; Kalifornien
Abstract	This paper explores Latino male community college students' perceptions of their course-related interactions with faculty at a Hispanic Serving Institution in California. Using a Critical Race Theory in Education framework, we qualitatively examine the ways in which race and racism shape students' descriptions of these interactions and the extent to which students attribute negative interactions to racial discrimination and/or oppression. Longitudinal, semi-structured interview data (N = 24) presented underscore the need for structurally diverse faculty in community colleges. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01