Latino Men Using Compañerismo to Navigate the Unchartered Waters of the Doctoral Program: A Conceptual Model

Autor/inn/en	Flores, Osly J.; Patrón, Oscar E.
Titel	Latino Men Using Compañerismo to Navigate the Unchartered Waters of the Doctoral Program: A Conceptual Model
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 25 (2023) 3, S.427-451 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Flores, Osly J.) ORCID (Patrón, Oscar E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025120987816
Schlagwörter	Models; First Generation College Students; Hispanic American Students; Males; Interpersonal Relationship; Doctoral Programs; Doctoral Students; School Role; Resilience (Psychology); Cultural Influences; Academic Persistence + Suchen Sie Ihr Suchwort? Analogiemodell; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Doktorandenprogramm; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorand; Doktorandin; Cultural influence; Kultureinfluss
Abstract	In this paper, we present a conceptual model of the development of a relationship between first-generation Latino men while navigating the unchartered waters, or the unknown, of a doctoral program. Drawing from focus groups, we outline the various components (e.g., institutional role and support, resilience, cultural affinity) that contributed to the model of compañerismo and how this cultural phenomenon, in turn, led to the participants' successful navigation of their graduate education. Compañerismo represents the evolvement from a surface-level friendship to a cultural, personal, and academic support system. Guided by the data, we offer practical implications for higher education stakeholders to better support Latino men and their persistence and retention in doctoral programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01