Abstract
This study provides insight into the relationship between Latino males’ perceptions of school as a feminine domain and the following non-cognitive outcomes: degree utility (the level to which Latino men perceive their degree to be worthwhile), locus of control (the degree to which Latino men believe they have personal control over their education), intrinsic interest (the degree to which Latino men are intrinsically motivated to pursue their collegiate goals), and self-efficacy (the degree to which Latino men believe that they can succeed). Findings from the hierarchical multiple regression revealed that degree utility, locus of control, and intrinsic interest were significant predictors of Latino males’ perception of school as a feminine domain.
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