Abstract
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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
