Description
California community colleges account for the overwhelming majority of Latinx student enrollment in public higher education institutions. However, student equity or parity in educational outcomes in California community colleges continue to be a problem, especially for Latino men. While the research concerning these men has increased in recent years, there continue to be a dearth of literature. Of the research that currently exists on Latino men in community college, most indicate retention, persistence and completion rates lag far behind their Latina female counterparts, and especially when compared to White students. This study sought to further the literature on Latino me in community college about faculty-student engagement through quantitative methods. The purpose of this study was to examine factors that predict faculty-student engagement for Latino men in California community college utilizing hierarchal regression analysis (HRA). The philosophical and epistemologically underpinnings used to guide this study were the transformative paradigm and equity-mindedness as a conceptual schema. Next, the Socio-Ecological Outcomes model was used as a guiding framework of this study and informed the HRA research design. Findings underscored the importance of community college faculty needing to create validating, welcoming, and personal relationships and environments to increase engagement with Latino men. Implications for research and practice are shared.
