“If You’re Latino, You’re Not Really Expected to Go to College”: Understanding Latino Men’s Psychosociocultural Resilience in Higher Education

Beyond Machismo. Intersectional Latino Masculinities

The purpose of this study was to share findings from semistructured qualitative interviews with 9 African American and 12 Latino men about their ideas on how university personnel could better support their needs. Stressing the need for African American men to learn self-reliance to counter microaggressions, African American participants offered recommendations to students rather than personnel. Latino participants discussed the need for personnel to provide critical information about college resources. Keywords: African Americans, Latinos, microaggressions ********** Despite increased representation in the United States, African American and Latino young men struggle in many important areas of their lives. For the past 4 decades, they have maintained the highest school dropout and incarceration rates of all ethnic groups in the United States (Reyes & Nakagawa, 2010), and although most youth transition front adolescence to adulthood to lead healthy, sustainable lives, some young people, a disproportionate number of whom are Black and Latino males, are trapped in a cycle of prison, poverty, and disadvantage (Reyes & Nakagawa, 2010, p. 37). With respect to college completion, the number of African American and Latino men attaining a bachelor's degree is much lower than the number of White and Asian and Pacific Islander men (Aud et al., 2012). It is known that degree attainment contributes to greater economic stability (U.S. Department of Labor, 2015), which is positively associated with mental health (Eaton & Muntaner, 1999). Thus, diminished educational attainment has significant consequences for African American and Latino men, who already contend with gendered racism in the workplace, housing, and many other important areas of their lives (Edley & Ruiz de Velasco, 2010). The academic achievement of African American and Latino men is an important issue for counselors in educational settings. As outlined by Lewis, Arnold, House, and Toporek (2003), advocacy-oriented counselors recognize the impact of social, political, economic, and cultural factors on human development (p. 1) and, in the case of African American and Latino men, understand both the challenges they face in their pursuit of higher education and the importance of degree completion for men's later quality of life. Unfortunately, research has found that as Latino men advance in college, they become less likely to rely on others for support (Gloria, Castellanos, Scull, & Villegas, 2009). Munoz (1986) found that Latino students reported higher levels of personal stress than did their White peers when they sought out support for academic and/ or personal needs for fear that they were confirming others' perceptions that they were not college material. Therefore, more research is needed to explore the barriers faced by African American and Latino college men with accessing critical campus resources, such as mental health support, as well as the important role counselors can play in improving men's overall educational experiences. Conceptual Framework This study was greatly informed by critical race theory (CRT), a paradigm based in critical legal studies (Delgado & Stefancic, 2001; Ladson-Billings, 1998) that emerged in the 1970s to critique the treatment of race and racism in American legal ideology and practice. Critical legal studies was rooted in the assumption that legal doctrine within the United States, having developed amid the backdrop of the nation's historically oppressive treatment of people of color, could not function as a race-neutral system. Rather, the American legal system, much like other major institutions, was an extension of the racist underpinnings of the country and thereby inadvertently served to maintain the status quo (i.e., the mistreatment of people of color). Within education, CRT has been adopted as a conceptual framework that places a historical and cultural lens on educational policies and policy making and thereby encourages an analysis of racial exclusion and other forms of discrimination against students (Ladson-Billings, 1998; Villalpando, 2004). …

ABSTRACTThe possible connections between the physical form of a higher education institution and its effectiveness as a site for teaching, learning, scholarship and research have only become explicit, to some extent, from the mid-twentieth century. This may be thought surprising, not least in view of the large proportion of most institutional budgets devoted to creating and maintaining physical fabric. This lack of consideration is now being rectified from both theoretical and operational perspectives. Space and place – the latter conceptualised here as what people make of space – in higher education have come under examination in recent years from philosophical, sociological, pedagogic, architectural, and other perspectives. The conceptual breadth of these perspectives makes it difficult to analyse or to theorise convincingly in a general sense about physical space in higher education – to a greater extent, arguably, than for other overarching determinants of higher education outcomes. I present here some conclusions drawing on current understandings of the meanings of space and place in higher education; how they are seen as interacting (or not) with academic work; and what directions further work in this area might usefully take.

Our first guest-edited issue for Vol. 6 (2018) will address itself to the politics of space, language and identity in higher education, in Africa and globally. The contributions in the guest-edited issue will singularly and collectively grapple with the nuances attendant to the intersections amongst space, language and identity in higher education. Key topics to be pursued in this issue include: • Higher education spaces and the politics of space in higher education • Space and identity, symbols and signs in the post-colonial university • Politics of identity: student protests, language, institutional culture • Institutional policies and their impact on (the politics of) practice (e.g. language policies) • Social cohesion, diversity and citizenship • Intersections of language, curriculum, educational access and transformation • Curriculum, decolonisation, and epistemic injustices | freedoms • Student experience, student identity, and student politics of diverse student groups (e.g. LGBTIQ+ students).

An effective education system is an environment where students feel cared for, included and are able to deliver critical dialogical input in their learnings on Learning Management Systems (LMS) platforms. The article aims to epitomizes quality education where skills, values and equal distribution of resources can be accessed by all. This includes effectively trained lecturers who manages diversity and teach effectively, to foster success, and to provide a safe and friendly classroom environment for students. This article comes from a larger work done on how to administer clear dialogical and caring aims (policy) in higher online education spaces where students grow holistically and critically. The paper focuses on the kind of space lecturers need to create online in-order to provide students the opportunity to be part of a caring teaching and learning process in order to form part of an active citizenry beyond their immediate context. This article employed a qualitative research methodology, where a questionnaire was used for lecturers at the Faculty of Theology and Religion at the University of the Free State. These questionnaires covered 30 lecturers who made use of the University’s LMS’ platform. The data was analyzed through the interpretivist paradigm. The finding in this article reveal that the little to no cultivation of critical pedagogical action vis-à-vis the enactment of activism and justice in and through higher education in the context of real pedagogical action in online (LMS) higher education spaces are important. The study is significant because it emphasizes a topic that are helpful in understanding how critical pedagogical action through Freire’s dialogical theory in the online (LMS) higher education platforms ought to be engaged.Contribution: The contribution in this article is an amendment to Freire’s pedagogy frame work framed with the Faculty of Theology and Religion and extending his notion of dialogical engagement to deliberative action in the online (LMS) higher education space is critical tenant for student wholistic growth.

The purpose of this study was to examine patterns and predictors of HIV/STI risk over time among Latino migrant men in a new receiving community. Latino men (N = 125) were interviewed quarterly for 18 months and HIV/STI tested annually. Selected individual, environmental and cultural factors by partner type and condom use were explored longitudinally and in a cross-section. Sex with female sex workers (FSWs) and multiple partners decreased, sex with main partners and abstinence increased, while the number of casual partners remained stable. Consistent condom use was highest with FSWs, lowest with main partners and midrange with casual partners with no trends over time. STI morbidity was low; no HIV was detected. Drug use and high mobility were associated with inconsistent condom use with FSW, whereas having family in the household was protective. HIV/STI prevention efforts should focus on drug using Latino migrants who are highly mobile and should foster healthy social connections.

The 2002 ‘glonacal’ paper described higher education as a multi-scalar sector where individual and institutional agents have open possibilities and causation flows from any of the interacting local, national and global scales. None have permanent primacy: global activity is growing; the nation-state is crucial in policy, regulation and funding; and like the other scales, the local scale in higher education and knowledge is continually being remade and newly invented. The glonacal paper has been widely used in higher education studies, though single-scale nation-bound methods still have a strong hold. Drawing on insights from human geography and selected empirical studies, the present paper builds on the glonacal paper in a larger theorization of space and scale. It describes how material elements, imagination and social practices interact in making space, which is the sphere of social relations; it discusses multiplicity in higher education space and sameness/different tensions; and it takes further the investigation of one kind of constructed space in higher education, its heterogenous scales (national, local, regional, global etc.). The paper reviews the intersections between scales, especially between national and global, the ever-changing ordering of scales, and how agents in higher education mix and match scales. It also critiques ideas of fixed scalar primacy such as methodological nationalism and methodological globalism—influential in studies of higher education but radically limiting of what can be imagined and practised. Ideas matter. The single-scale visions and scale-driven universals must be cleared away to bring a fuller geography of higher education to life.

Racially minoritized college presidents represent less than 17% of all college and university presidencies in the United States, and less than four percent are Latinx/a/o. This study explored how Latino college president men, a heavily underrepresented group in the leadership pipeline, ascribe meaning to their intersecting identities while navigating systemic oppression within higher education contexts. By applying a hermeneutical phenomenological approach, this study provided in-depth insights into how Latino men make sense of their masculine identities and leadership development. Findings revealed that influential women or mujeres influyentes in the family significantly shape the masculine identity development of Latino men. Furthermore, graduate school education played a key role in socializing Latino men in the field and was an essential step for achieving the college presidency. Additional findings underscored the biases and stereotypes that Latino men overcome throughout their career trajectories. Implications for research and practice are also included in this study.

Learning spaces in higher education are changing in crucial and myriad ways. It is important to know how learning spaces are associated with learning in order to provide students with the most appropriate spaces to learn. This study investigates the relationship between students’ learning patterns and learning spaces in higher education through empirical work. It was divided into two phases – firstly, it selected two contrasting learning spaces in a Chinese university and used an adapted Inventory of Learning Styles (ILS) to compare how students went about their learning differently within the spaces. In the second stage, students were recruited to participate in focus group interviews, in which they were asked about their learning experiences of, and attitudes towards, the spaces. Quantitative and qualitative data were combined and analysed in order to identify patterns of covariation that related to features of students’ learning patterns and preferences for learning spaces. The findings revealed that students with features of a typical application-directed learning pattern preferred flexible, innovative learning spaces; students who showed characteristics of a reproductive learning pattern considered traditional, didactic learning spaces as desirable or necessary; and students who adopted more strategies of a meaning-directed learning pattern placed less emphasis on the importance of space as they tended to choose different types of learning space according to their own learning needs. Implications for further research and practice of learning spaces in higher education, as well as the generalisability of the findings, are discussed.

PurposeToday, academic work includes increasingly informal and collaborative activities. This research attempts to determine whether stakeholders in the development of learning spaces in higher education could benefit from the principles of co-working space. This paper aims to determine whether a need exists for co-working space as a learning space solution from the viewpoint of academic space users. This determination will be made by examining the following research question: How does the co-working space concept meet user expectations regarding academic space?Design/methodology/approachThe research question is answered by investigating users’ experiences of existing learning spaces in higher education in light of future workplace needs. Users’ requirements are examined by analysing user experience survey and interviews. The results are confirmed by focus group interviews and examined in the light of co-working space characteristics that are identified in the literature from the viewpoint of workplace management by searching for similarities between descriptions in the literature and the empirical data.FindingsThis research suggests that academic space users would appreciate it if the spaces they use would reflect some of the co-working space characteristics. These characteristics are community, multipurpose office, high accessibility and attractive workplace. A less applicable co-working space characteristic is space as service.Research limitations/implicationsThe results of this study are based on one case, which limits the generalisability of the results.Practical implicationsThe results provide suggestions for corporate real estate management and stakeholders in academic institutions to consider when renovating outdated spaces.Originality/valueThe paper expands the literature on learning spaces in higher education and related practices by linking it with co-working spaces, thereby contributing to a field that has not yet been explored in depth.

Reviewed by: Reclaiming Indigenous Research in Higher Education ed. by Robin Starr Minthorn and Heather J. Shotton Sharon Stein Robin Starr Minthorn and Heather J. Shotton (Editors). Reclaiming Indigenous Research in Higher Education. New Brunswick, NJ: Rutgers University Press, 2018. 228 pp. Paperback: $34.95. ISBN 9780813588698 In their introduction to the edited volume, Reclaiming Indigenous Research in Higher Education, editors Robin Starr Zape-tah-hol-ah Minthorn (Kiowa/Apache/Umatilla/Nez Perce/Assiniboine) and Heather J. Shotton (Wichita/Kiowa/Cheyenne)1 frame their text as an effort to "reclaim our space in academia, to reclaim Indigenous research in higher education" (p. 2). In doing so, they intend to both hold up and extend existing Indigenous scholarship in the field. The book makes it clear that there is no singular approach to Indigenous research, and beyond speaking from their positions as members of diverse Indigenous nations, the contributors tackle multiple issues, employ distinct methods/methodologies, and emphasize different opportunities, offerings, and challenges of Indigenous research in and on higher education. Apart from simply providing a space to bring together the work of several Native American, Native Hawaiian, and Alaska Native higher education scholars, the book emphasizes the importance of relationality in Indigenous knowledge production. Rather than merely stating this as an orienting value, throughout the text the authors demonstrate the centrality of their relationships and responsibilities to each other, their research participants, their ancestors, and future generations. They also give thanks to the Indigenous education scholars who came before them, including Bryan McKinley Jones Brayboy (Lumbee), who offers a foreword to the book. The editors frame three common threads that run throughout the text: Indigenous voice and identity in research; Native higher education students making their own pathways to success; and Indigenizing spaces in higher education. In this review, I emphasize two different but related recurrent themes: tradition and innovation; and responsibility and relationship. I conclude by considering how non-Indigenous readers like myself might honor the work of the book's editors and contributors by reflexively examining our own roles and responsibilities in relation to the necessary, difficult, and unsettling work of decolonizing higher education research. Tradition and Innovation According to an unnamed contributor, "the process of reclaiming Indigenous research in higher education [is] what emerges when higher education meets grandma" (as cited by Shotton Minthorn, p. 208). Indeed, the wisdom of grandmothers, grandfathers, mothers, mothers-in-law, mentors, and other-than-human-kin are all cited as influences on the authors' work. Shotton and Minthorn also assert, "As we work to reclaim our spaces in higher education research through Indigenous Methodologies, we cannot be afraid to take our work in new directions" (p. 208). This means honoring ancestral knowledges while reframing them for the present; and taking from mainstream or "whitestream" (Grande, 2004) methodologies and theories what is useful, and leaving what is not. Rather than a commitment to any particular methodology or theory, this work is oriented by the imperative to serve one's kin and communities. Theresa Jean Stewart (San Luis Rey Band of Mission Indians, Gabrieliño/Tongva) describes producing quantitative research in a way that "coincided [End Page E-9] with [her] worldview as a Native woman" (p. 89). Stewart both employs and problematizes the uses of whitestream datasets for studying leadership development among American Indian and Alaska Native students. David Sanders (Ogala Sioux Tribe) and Matthew Van Alstine Makomenaw (Grand Traverse Bay Band of Ottawa and Chippewa Indians) also take up quantitative methods to address the success and pathways of students who start at Tribal Colleges and Universities (TCUs) and transfer to four-year schools. They emphasize the difficulty of gathering accurate data about Indigenous students from whitestream data sources, owing to the fact that this data often relies on self-reported identification of Indigeneity. The authors acknowledge that "Indian identification is a very important, contested, political ground" (p. 121), but nonetheless argue for the importance of verifying enrollment in, or other proof of descendance from, a state or federally recognized tribe in order to produce more relevant research. Meanwhile, Amanda R. Tachine (Navajo) uses the metaphor of a Navajo story rug to describe her research and writing process. She also...

The objective of this study was to explore beliefs and treatment decisions of foreign-born Latino men from Cuba, Mexico, Colombia, and Venezuela, who have been diagnosed with cancer and who live in Central Florida, USA. Experiences related to knowledge of diagnosis, treatment decisions, communication with health providers, family involvement, and advance care planning (ACP) discussions following the diagnosis of cancer are central to this study. This study used qualitative in-depth semi-structured interviews and thematic analysis. The interviews were conducted with 15 Latino men who have been diagnosed with cancer within the past 5 years and who reside in the community. The interviews were conducted and transcribed in Spanish and then translated into English. The median age was 55.4 years. Nine Latino men had prostate cancer, two had brain cancer, two had colorectal cancer, and two had lung cancer. Emerging themes involved the suddenness of the diagnosis, fear of dying, expectations of diagnosis-related communication, reliance on physicians for treatment decisions, limited information pertaining to ACP, family support, and role changes. Latino men's limited knowledge of cancer diagnosis and treatment options coupled with their fear led them to immediately believe that they were going to die. Knowledge gaps regarding diagnosis-related communication, treatment decisions, and ACP varied among the men. The forthright diagnosis communication and the expectation to engage in decision making are contrary to Latinos men's beliefs of reliance on health providers decisions. The findings contribute to understanding Latino men's beliefs about a cancer diagnosis and treatment decisions.

37 Background: SARS-CoV-2 entry into host cells is facilitated by the transmembrane protease TMPRSS2. TMPRSS2 expression can be modulated by the androgen receptor. It is unclear whether androgen deprivation therapy (ADT) may partially protect from SARS-CoV-2 infection. Methods: A retrospective registry study of adult men with prostate cancer who underwent testing for SARS-CoV-2 in the UC Health System between February 1, 2020 and October 6, 2020 was performed. The University of California Health COVID Research Data Set (UC CORDS), which includes electronic health data of all patients who underwent testing for SARS-CoV-2 at 5 UC academic medical centers (UC Davis, UC Irvine, UC Los Angeles, UC San Diego, and UC San Francisco) and 12 affiliated hospitals across California, was used. Association of SARS-CoV-2 infection and receipt of ADT (GnRH agonist or antagonist) within 90 days of COVID testing was determined using the Chi-Squared test. Analyses (Chi-Squared or Fisher’s exact tests) were also performed in race/ethnicity subgroups. Results: Overall, 2,948 men with prostate cancer who underwent SARS-CoV-2 testing were identified, of whom 59 (2.0%) tested positive. Of the 2,948 men, 2,124 (72%) were White; 219 (7%) Black or African-American; 182 (6%) Asian or Native Hawaiian/Pacific-Islander; 176 (6%) Other race; and 247 (8%) Unknown race. There were 235 (8%) Hispanic or Latino men. Among the 444 men who received ADT in the entire cohort, 7 (1.6%) tested positive, and among the 2,504 men who did not receive ADT, 52 (2.1%) tested positive (OR 0.76, 95% CI 0.34-1.67, P = 0.49). No statistically significant association between ADT and SARS-CoV-2 positivity was found within race or ethnicity subgroups. Conclusions: No association between the use of ADT and the risk of testing positive for SARS-CoV-2 was identified in this study of a diverse patient population in the University of California Health System medical centers and hospitals. In this setting of an overall low prevalence of SARS-CoV-2 infection, thus far, there is no strong evidence of a protective benefit of ADT.

One of the contemporary trends in global higher education is the emergence of regional spaces that transcend national boundaries, fostering cross-border integration and cooperation. This paper presents original data from surveys of university international officers and interviews with national policy-makers to explore regional spaces in higher education across the Caucasus (Armenia, Azerbaijan, Georgia) and Central Asia (Kazakhstan, Kyrgyzstan, Tajikistan, Uzbekistan). The findings unveil a complex landscape of spatial identities marked by diversity and tensions. The European space is recognised as by far the most important space in higher education. At the same time, the Eurasian/the Commonwealth of Independent States’ space(s) remain to be prominent in higher education, albeit to a varying degree in different countries. The study also observes the nascent development of immediate geographic spaces in Central Asia and the Caucasus, where participants express enthusiasm for collaborative efforts with neighbouring countries to advance common interests in higher education and research.

South African researcher Zach Simpson of the University of Johannesburg reviews the book Changing pedagogical spaces in Higher Education: diversity, inequalities and misrecognition by Penny Jane Burke, Gill Crozier and Lauren Ila Misiaszek. This book was published by the Society for Research in Higher Education (SRHE), in partnership with Routledge, an imprint of Taylor and Francis, for the SRHE Book Series.
 
 How to cite this book review:
 SIMPSON, Zachary. Book review: Burke, PJ, Crozier, G and Misiaszek, LI. 2017. Changing Pedagogical Spaces in Higher Education: Diversity, Inequalities and Misrecognition. London: Routledge. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 114-116, sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=17>. Date accessed: 12 Sep. 2017.
 
 This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/