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Planting the seeds of change: a journey of resilience and challenges faced by men of color in community colleges

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Planting the seeds of change: a journey of resilience and challenges faced by men of color in community colleges

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Content PLANTING THE SEEDS OF CHANGE: A JOURNEY OF RESLIENCE AND CHALLENGES
FACED BY MEN OF COLOR IN COMMUNITY COLLEGES
by
Jose Guadalupe Bermejo Luna Jr.
A Thesis Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
MASTER OF EDUCATION
EDUCATIONAL COUNSELING
May 2024
Copyright 2024 Jose Guadalupe Bermejo Luna Jr.

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Dedication
To the friends who brightened my educational path, this thesis is a tribute to the laughter
shared during our time together, the encouragement through challenging times, and the enduring
companionship that made this journey unforgettable. Your unwavering support has been the
nurturing I needed to blossom through the highs and lows of academia. As we collectively
navigated the twists and turns of learning, your friendship became an integral part of my
educational narrative. Each memory we created together has enriched my experience and shaped
my growth. This dedication is a token of appreciation for the bonds forged in the crucible of
education, and a celebration of the collective resilience and joy we found along the way.

iii
Acknowledgments
I extend my deepest gratitude to the cherished network of friends who have been an
unwavering source of support and camaraderie throughout my journey in the master’s program
in Educational Counseling. Your encouragement, shared insights, and enduring friendships have
added immeasurable value to this academic endeavor. To my esteemed mentors at Fullerton
College and El Camino College, your guidance has been a beacon of inspiration. Your wisdom,
expertise, and dedication to the field of education have played a pivotal role in shaping my
understanding and passion for educational counseling. I am grateful for the opportunities to gain
experience from your experiences and for the encouragement to reach new heights in my
academic and professional pursuits. I also extend my heartfelt appreciation to the professors
whose support and love have been instrumental in my journey. Your belief in my abilities,
academic guidance, and genuine care have fueled my determination to succeed. Special thanks to
the Master’s Program Office at USC and the research team from the Pullias Center for Higher
Education for their invaluable support. This dedication is a tribute to the collective impact of
friends, mentors, professors, and institutional support, all of whom have contributed to my
growth and success in the field. Your commitment to fostering a nurturing learning environment
has been transformative, and I am fortunate to have experienced such mentorship. This final
dedication is a tribute to the collective impact of friends, mentors, and professors who have
contributed to my growth and success in the field of educational counseling. Your combined
support has been a cornerstone, and I carry the lessons learned and the connections forged with
deep gratitude.

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Table of Contents
Dedication ......................................................................................................................................ii
Acknowledgments..........................................................................................................................iii
Abstract........................................................................................................................................ viii
Chapter One: Introduction .............................................................................................................1
Statement of the Problem ................................................................................................. 3
Main Research Question................................................................................................... 4
Purpose and significance of the study................................................................................6
Brief Description of Theoretical Framework................................................................................7
Brief Description of Methodology .............................................................................................. 8
Chapter One: Introduction………...................................................................................10
Chapter Two: Research Design and Approach................................................................10
Chapter Three: Review of Relevant Literature………………….…..............................11
Chapter Four: Discussion of Findings…………........................................................... 11
Chapter Two: Research and Design Approach......................................................................... 12
Interpretive Research Grounding.................................................................................. 13
Design and Technical Standpoint………………………............................................. 14
Researcher Background................................................................................................ 14
Trustworthiness of the Data, Researcher Bias, and Other Related Issues.....................16
Connections to Methods and Data to be Presented in Chapter Three.......................... 18
Chapter 3: Review of Relevant Literature ............................................................................... 20

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Situating Men of Color................................................................................................ 20
Who are you? A Journey............................................................................................. 21
Overview of the types of research that exist on this topic .......................................... 28
Men of Color and Their Academic Experience........................................................... 29
Highlighting Culture and Societal Expectations.......................................................... 32
Men of Color Supports and Initiatives......................................................................... 33
Connection to your topic and theoretical framework................................................... 38
Connection between this research and your theoretical framework............................. 39
Concluding Remarks.................................................................................................... 40
Chapter 4: Discussion, Implications for Practice and Continued Research............................. 42
Overview....................................................................................................................... 42
Research Questions....................................................................................................... 42
Counter Narratives to Deficit Frames .......................................................................... 43
Cultural Mismatch........................................................................................................ 44
Inadequate Academic Preparation................................................................................ 45
Inclusive Spaces........................................................................................................... 46
Limitations of the Study............................................................................................... 47
Recommendations for Practice..................................................................................... 49
Recommendations for Research................................................................................... 51
Epilogue.................................................................................................................................... 55
References..................................................................................................................................57

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Abstract
Men of color are facing a challenge with their persistence to remain and succeed in
college. There are unique obstacles and challenges encountered by men of color in community
college settings. The research aims to provide actionable insights into the creation of culturally
responsive policies, practices, and support mechanisms that better serve the academic needs of
men of color. Through decolonized interpretive research, subjective experiences, coupled with
social validation theory, provide a deep understanding of the challenges faced by men of color in
community college settings. The identity development of men of color in higher education is
explored, with a focus on how the intersectionality of race and gender shapes their experiences.
The challenges faced by these men include navigating academic environments, challenging
stereotypes, and overcoming systemic barriers. Moreover, these men often encounter financial
instability, limited access to support services, inadequate academic preparation, and social and
academic isolation. The study emphasizes the importance of community-based interventions,
mentoring programs, accountable peer support networks, and culturally responsive policies and
practices. These critical support mechanisms play a pivotal role in addressing the unique
challenges faced by men of color in community college settings. The findings aim to inform
institutional policies and practices that can better serve this demographic, promoting their
academic achievement and retention within community college settings.
Keyword: Men of Color, Community College, Engagement, Social Validation, Sense of
Belonging.

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Chapter One: Introduction
In contemporary higher education, men of color grapple with persistent challenges that
permeate access, retention, and degree attainment, underscoring a troubling disparity despite
intensified efforts toward diversity and inclusion (National Center for Education Statistics,
2019). This pressing concern necessitates a thorough examination of the unique experiences and
barriers encountered by men of color, particularly within the dynamic context of community
colleges where their educational trajectories are profoundly shaped and often contested. As a
first-generation, low-income Mexican American male from Southern California, I faced
challenges navigating community college, including balancing academic pursuits with the need
to contribute financially. Although support programs were available, there was a distinct absence
of an on-campus presence for male students of color. My personal experiences highlight some of
the complexities faced by men of color in community college settings, including navigating
academic environments, challenging stereotypes, and overcoming systemic barriers.
Understanding and addressing the specific needs of this demographic is critical for fostering
academic success and holistic development in higher education.
Navigating the landscape of higher education, men of color encounter multifaceted
challenges intricately intertwined with their racial and gender identities. These challenges
encompass negotiating academic environments, challenging stereotypes, and overcoming
systemic barriers that impede their academic progress (Smith, 2018). Understanding and
addressing the specific needs of this demographic are paramount for fostering academic success
and holistic development (Harper & Hurtado, 2007).

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As we delve into the intricacies of higher education for men of color, it becomes evident
that challenges extend beyond the academic realm. Disparities in access to higher education, a
crucial factor in their educational journey, are conspicuous, with community colleges serving as
pivotal pathways for these individuals (Person et al., 2017). Moreover, success disparities persist,
disproportionately affecting African American and Latino males compared to their counterparts
from other racial and gender groups (AACC, 2016; Lewis & Middleton, 2003). Financial
instability emerges as a pervasive challenge, impacting the ability of men of color to persist and
successfully complete their degrees (Wood, 2012). Despite facing these adversities, many men of
color exhibit remarkable resilience and motivation, driven by aspirations to enhance their lives
and serve as role models within their communities (Jones & Person, 2016; Person et al., 2017).
Engagement in support systems, including tutoring, mentoring, and culturally responsive
programs, emerges as a critical factor contributing to successful outcomes for men of color in
higher education (Person et al., 2017). These support structures play a pivotal role in addressing
the unique challenges faced by this demographic.
Exploring the identity development of men of color in higher education, the
intersectionality of race and gender emerges as a pivotal aspect shaping their experiences
(Hondagneu-Sotelo et al., 2015). Understanding these complexities and disparities is essential for
developing targeted interventions and support mechanisms to empower men of color in their
pursuit of higher education. This introduction lays the foundation for a comprehensive
examination of the challenges and opportunities within the realm of higher education for men of
color, drawing on a synthesis of general insights and paraphrased statistics from academic
sources.

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Statement of the Problem
Despite the compelling need for institutional support and meaningful community
engagement, men of color in community colleges persistently grapple with substantial obstacles
that impede their academic success (Delmar Dualeh et al., 2018). These obstacles are
multifaceted, encompassing a lack of access to crucial support services, insufficient preparation
for college-level work, and a profound sense of social and academic isolation (Cabrera et al.,
2022). Moreover, men of color in community colleges encounter a cultural mismatch, where
institutional expectations and norms may diverge from their cultural values, leading to
disengagement and a diminished sense of belonging (Huerta & McDonough, 2018). The
cumulative impact of these challenges manifests in lower retention and graduation rates for men
of color in community college settings compared to their peers (Harris & Wood, 2013).
A central issue facing men of color in community college settings revolves around a
deficiency in access to support services. Many of these men are first-generation college students,
necessitating additional support to navigate the intricate complexities of higher education.
However, essential support services such as counseling, mentoring, and tutoring are often limited
or unavailable to men of color in community colleges, exacerbating the hurdles they face
(Delmar Dualeh et al., 2018). This lack of access to support services can create a cascade effect,
adversely impacting the academic performance and retention of men of color, thereby limiting
their opportunities for advancement.
Inadequate preparation for college-level work emerges as another significant challenge
confronting men of color in community colleges. A considerable number of these students hail
from under-resourced schools or have experienced academic gaps due to social and economic

4
disadvantages (Cabrera et al., 2022). The absence of adequate preparation places men of color in
community colleges at a disadvantage, making it challenging for them to meet the demands of
college-level work. This struggle can result in a diminished sense of competence and selfefficacy, contributing to disengagement and leading to lower retention rates among men of color
in community college settings (Harris & Wood, 2013).
Finally, men of color in community college settings grapple with social and academic
isolation, contributing to negative academic outcomes. These students may encounter a lack of
representation among their peers and instructors, resulting in a diminished sense of belonging
and community (Huerta, 2022). Social and academic isolation further fosters disengagement
from the institution, translating into lower retention and graduation rates for men of color in
community college settings (Harris & Wood, 2013).
In summary, the challenges faced by men of color in community college settings are
intricate and diverse, demanding nuanced solutions and institutional support to better serve this
population. By diligently identifying and addressing these formidable obstacles, community
colleges can significantly enhance their support for the success of men of color, thereby
improving their academic outcomes and fostering increased representation in higher education.
Main Research Question
The specific challenges faced by men of color in community college settings encompass
a complex array of obstacles that significantly impact their academic success. These challenges
include a lack of access to essential support services, inadequate academic preparation, cultural
mismatch, and social and academic isolation, all of which contribute to lower retention and

5
graduation rates compared to their peers. To comprehensively address these challenges and
explore potential solutions, this study is driven by the following research questions:
1) What specific obstacles and challenges do men of color in community college
settings face, and how do these obstacles impact their academic success?
2) How can community engagement be leveraged to better support the academic
success of men of color in community college settings?
The literature highlights key findings that shed light on the challenges faced by men of
color. Cabrera et al. (2022) observed that community colleges often fall short in fostering a sense
of belonging and engagement among men of color, hindering their academic progression and
holistic development. Delmar Dualeh et al. (2018) revealed that institutional policies and
practices related to access to support services are frequently inadequate and do not adequately
address the unique needs of men of color. Additionally, Chang et al. (2020) emphasized the role
of cultural mismatch, contributing to a lack of validation of experiences and identities within
institutional settings, leading to a sense of disengagement.
Addressing these challenges requires a multifaceted approach. Cabrera et al. (2022)
suggested that community-based interventions, mentoring programs, and peer support networks
may be effective strategies to improve the academic outcomes of men of color in community
college settings. These insights underscore the importance of both institutional and communitydriven initiatives in creating a supportive environment for men of color. By delving into the
research questions posed in this study, the aim is to provide a deeper understanding of the
challenges faced by men of color in community college settings, identify potential solutions, and
contribute to the enhancement of academic success for this population within community college

6
settings. This study seeks to bridge the knowledge gap, offering actionable insights for
institutions and communities to better support the academic journey of men of color in
community colleges.
Purpose and significance of the study
The purpose of this study is to provide a comprehensive understanding of the challenges
faced by men of color in community college settings and to identify potential solutions and
initiatives that can improve their academic success. By shedding light on these critical issues,
this study aims to inform institutional policies and practices that can better serve this
demographic.
Men of color in community college settings face unique challenges related to identity,
cultural mismatch, and systemic barriers that can impede their academic success (Harris &
Wood, 2013; Person et al., 2017). While community colleges are meant to be accessible and
affordable institutions that serve low-income and first-generation students, they often fail to meet
the needs of men of color, leading to lower completion rates and diminished prospects for
advancement (Crenshaw, 2014).
Moreover, institutional policies and practices often fail to address the specific needs of
men of color in community college settings (Delmar Dualeh et al., 2018; Huerta, 2022). These
policies and practices may contribute to a sense of disengagement and social isolation among
men of color, further limiting their opportunities for success.
By identifying and addressing the challenges faced by men of color in community college
settings, this study aims to inform institutional policies and practices that can better serve this

7
population. The findings of this study may inform the development of culturally responsive
policies, practices, and support services that can better support the academic success and
retention of men of color in community college settings. By increasing the success rates of this
demographic, this study aims to advance both equity and social justice in higher education.
Furthermore, this study may have wider implications for the broader landscape of higher
education. As the population of men of color continues to grow, better supporting their success
in community college settings may have broader implications for increasing diversity, equity,
and inclusion in higher education. By shedding light on the challenges faced by men of color in
community college settings and identifying potential solutions to these challenges, this study
aims to contribute to a more just and equitable society.
Brief description of the theoretical framework
Social validation theory, as posited by Chang et al. (2020), constitutes a foundational
framework for understanding the dynamics that shape individuals' behaviors and attitudes based
on the feedback and approval they receive from their social networks. In the context of the study
on men of color in community college settings, this theory holds particular significance, given
that institutional policies and practices play a pivotal role in either validating or invalidating their
experiences and identities. Institutional policies and practices that affirm the experiences and
identities of men of color have the potential to cultivate a profound sense of belonging. This
sense of validation becomes a cornerstone for promoting academic engagement and success
within community college settings. Conversely, policies and practices that invalidate the
experiences and identities of men of color may engender a palpable sense of disengagement and
detachment. These negative experiences can translate into lower academic success and

8
diminished retention rates among men of color in community college settings (Huerta &
McDonough, 2018).
The study, grounded in social validation theory, seeks to delve into the intricate interplay
between institutional dynamics and the experiences of men of color. By employing this
theoretical framework, the goal is not only to analyze the challenges faced by men of color but,
more importantly, to identify viable solutions and initiatives that actively validate their
experiences and identities. The emphasis lies in promoting an academic environment that
acknowledges and affirms the diverse backgrounds and perspectives of men of color, fostering
their success in community college settings. As the study unfolds, the exploration of social
validation theory will be instrumental in uncovering nuanced insights into how institutional
support can be tailored to validate the experiences of men of color. The aim is to contribute to
the development of targeted interventions that not only recognize the unique challenges faced by
this demographic but actively work to create an inclusive and validating academic environment
conducive to their academic achievement and retention.
Brief Description of Methodology
The chosen methodology for this study involves a decolonizing interpretive researchbased project. This approach, which is grounded in interpretive research, strategically combines
subjective experiences with an examination of existing literature to analyze the multifaceted
challenges encountered by men of color in community college settings (Darder, 2015).
Autoethnography, classified as a qualitative research method, uniquely harnesses personal
experience and self-reflection to scrutinize a specific social phenomenon (Hondagneu-Sotelo,
Zinn, & Denissen, 2015). This approach holds distinctive power, enabling the researcher to

9
position their own experiences within the broader social context, thereby facilitating a more
profound and nuanced understanding of the phenomenon in focus. The decolonized interpretive
research-based approach assumes relevance in the study of men of color in community college
settings due to the potential for these individuals to possess unique experiences and perspectives
concerning the challenges they confront. By intertwining subjective experiences with existing
literature, this study endeavors to cultivate a richer comprehension of the diverse experiences and
identities of men of color within the community college landscape. The aim is to situate these
experiences within the broader social context, providing insights that extend beyond individual
narratives to encompass broader trends and patterns.
This methodology serves a dual purpose. Firstly, it seeks to shed light on the intricate
challenges faced by men of color, fostering an in-depth exploration of their experiences.
Secondly, by aligning this qualitative approach with the theoretical framework of social
validation theory, the study aspires to unravel the complexities of institutional dynamics and
their impact on the experiences of men of color in community college settings. This synergistic
approach, merging autoethnography with a robust theoretical framework, creates a platform for a
comprehensive analysis.
The decolonized interpretive research lens allows for the incorporation of personal
narratives, offering a nuanced perspective on the challenges encountered by men of color.
Simultaneously, the use of social validation theory as a guiding framework ensures a structured
examination of how institutional policies and practices contribute to the validation or
invalidation of these experiences. This comprehensive analysis aims to go beyond mere
description, fostering the identification of culturally responsive policies and practices that can
meaningfully enhance the academic success and retention of men of color in community college

10
settings. The synthesis of personal narratives and theoretical underpinnings provides a rich
tapestry for understanding and addressing the challenges faced by men of color, contributing to
the development of more equitable and supportive higher education environments.
Organization of the Thesis
This thesis will consist of four chapters: Introduction, Research Design and Approach,
Review of Relevant Literature, and Discussion of Findings.
Chapter One: Introduction
Chapter One introduces the topic of men of color in community college settings,
including a discussion of their unique challenges, the purpose of the study, and the theoretical
framework. This chapter will include a literature review that highlights the existing research on
the topic of men of color in community colleges and provides an overview of the gaps in the
literature that this study seeks to address. The purpose of this chapter is to set the stage for the
rest of the thesis, providing background information and introducing the central research
question.
Chapter Two: Research Design and Approach
Chapter Two will discuss the research design and approach used in the study. The chapter
will describe the methodology of a decolonized interpretive research-based approach, drawing on
subjective experiences and existing literature to analyze the challenges faced by men of color in
community college settings. This chapter will also describe the methods utilized in collecting and
analyzing data, including the procedures for participant recruitment and data analysis.

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Chapter Three: Review of Relevant Literature
Chapter Three will present a review of relevant literature on the challenges faced by men
of color in community college settings. This chapter will draw on existing research and theory to
identify the challenges faced by men of color and to identify potential solutions and initiatives
that can better support their academic success. The chapter will also examine existing policies
and practices that either support or hinder the academic success of men of color, providing
insights into how these programs can be improved.
Chapter Four: Discussion of Findings
Chapter Four will provide a discussion of the findings of the study, drawing on the
decolonized interpretive research and a review of relevant literature to analyze the challenges
faced by men of color in community college settings. This chapter will also provide insights into
potential solutions and initiatives that can support the academic success of men of color. The
chapter will conclude with a discussion of the broader implications of the study for community
college institutions and the field of higher education more broadly.
Overall, this thesis aims to provide a comprehensive analysis of the challenges faced by
men of color in community college settings and identify potential solutions and initiatives to
improve their academic success. Through an autoethnographic approach and the review of
relevant literature, this thesis aims to provide a deeper understanding of the experiences and
identities of men of color in community college settings, situating their experiences within the
context of social validation theory. By identifying and addressing the challenges faced by men of
color in community college settings, this study aims to inform institutional policies and practices
that can better serve this population.

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Chapter Two: Research and Design Approach
This chapter will discuss the research design and approach used in the study, which
consists of a decolonized interpretive research-based approach with relevant studies aimed at
expressing the current challenges faced by men of color in higher education using a decolonizing
interpretive research-based approach. Autoethnography is a qualitative research method that
places a particular emphasis on the researcher's personal experience and self-reflection
(Hondagneu-Sotelo, Zinn, & Denissen, 2015). In a decolonized interpretive research-based
approach, the researcher draws on their own experiences to examine larger social phenomena,
examining how their experience is situated within the broader social context. In this study, the
researcher will use a combination of narrative and analytical approaches to examine the
challenges faced by men of color in community college settings. Through firsthand experiences
and self-reflection, the researcher seeks to provide a deeper understanding of the experiences and
identities of men of color in community college settings.
The literature review focused on identifying the unique challenges and barriers that limit
the academic success of men of color in community college settings, exploring existing strategies
and initiatives designed to support their success, and proposing recommendations for how
community colleges can better support the academic outcomes of men of color. This thesis
employs a constructivist theoretical approach in its literature review, which posits that
knowledge is constructed through social interactions and experiences (Brayboy, 2005). By
centering these diverse perspectives and experiences, it is possible to construct a comprehensive
and nuanced understanding of the challenges faced by men of color in community college

13
settings. The use of a constructivist theoretical approach enables the research to move beyond
traditional positivist methods, recognizing the complex and often subjective nature of lived
experiences. Furthermore, the focus on cultural sensitivity and awareness in this approach aligns
to center marginalized voices and promote equitable educational practices.
To create a decolonizing interpretive research-based approach in this study, the
researcher will conduct a narrative analysis of their personal experiences and reflections in
community college settings, as well as broader social phenomena related to the challenges faced
by men of color in higher education. The researcher will follow guidelines outlined by Cooper
and Lilyea (2022) using techniques such as thematic analysis, to identify patterns and themes in
the data. By utilizing narrative analysis, the study aims to identify and examine the challenges
experienced by men of color in community college settings from a first-hand perspective and
develop theoretical frameworks accordingly. This approach will validate and respect the
experiences of marginalized groups and produce valuable insights into the realities of
overcoming challenges and barriers in these settings. Ultimately, the decolonizing interpretive
research-based approach will create a comprehensive account of the experiences faced by men of
color in community colleges, providing valuable insights and recommendations to support the
academic success of this underserved community.
Interpretive Research Grounding
Interpretive research grounding is critical for this study, allowing for the incorporation of
lived-experience knowledge as a balance point for the literature (Darder, 2015). To create a
decolonizing interpretive research-based approach in this study, the researcher will conduct a
narrative analysis of their subjective experiences and reflections in community college settings,

14
as well as broader social phenomena related to the challenges faced by men of color in higher
education. Using the Cooper and Lilyea (2022) thematic analysis as mentioned previously, the
study aims to provide a nuanced and intersectional analysis of the challenges and barriers faced
by men of color in community college settings.
Design and Technical Standpoint
The primary sources of information used to conduct this research included scholarly and
peer-reviewed articles, books, and reports related to the topic. Using USC Libraries, which are
known for their extensive collections and access to numerous academic databases, the researcher
utilized several databases including EBSCOhost, Sage, and ProQuest, to obtain literature on the
challenges faced by men of color in higher education. The sources reviewed for this thesis were
selected based on their relevance to the research questions and the theoretical frameworks used.
Keywords such as "men of color," "community college," "minority students," "racial
achievement gap," "cultural competency," and "equity in education" were used to filter and
narrow down the search results. By using keywords and filtering methods, it was possible to
identify and evaluate a large volume of information efficiently. This approach enabled the
researcher to focus on sources that were most relevant to the research questions and theoretical
frameworks, ensuring that the literature review was comprehensive and grounded in relevant
research.
Researcher background
Coming from a low-income background, being the first in my family to attend college,
and identifying as a Mexican-American male from Southern California, my educational journey
has been shaped by unique challenges. At the early age of nine years old, I embarked on a

15
transformative journey of hard work and determination alongside my father, laboring in the
gardens. This early experience instilled in me a profound lesson that would later become the
cornerstone of my educational philosophy – the importance of working with intention and
determination despite the ever-changing landscape.
Throughout my K-12 journey, I faced a balance between school and work, involving latenight lawn mowing and early morning assignments due, all while cultivating a sense of
discipline and goal orientation. Faced with familial responsibilities, I made the pragmatic choice
to attend a 2-year post-secondary institution, a decision influenced by the dynamics of my family
and economic realities. This choice, marked by its pivotal nature, shaped my resilience and
determination to prove my scholarly capabilities. At my community college, the path to
education was not only paved with personal determination but also marked by discouragement
stemming from family responsibilities. Balancing academic pursuits with the need to contribute
financially added an extra layer of complexity to my educational journey, despite being part of
government-funded programs such as the California Promise program and Extended
Opportunities Programs and Services (EOPS), designed to support low-income first-generation
students as a full-time student, the challenges persisted.
While the staff in these programs exhibited commendable efforts in providing services, a
lack of consistency and a subsequent decrease in service quality became apparent after my first
year at Fullerton College. It was a pivotal moment when I found a sense of belonging through
employment at the Fullerton College Counseling Center. Navigating the college system became
a necessity in assisting fellow students, and this experience not only empowered me but also
allowed me to connect with others facing similar challenges. Amidst my interactions with

16
students, particularly male students of color, a poignant realization unfolded. Despite the
presence of support programs, there was a distinct absence of an on-campus presence for male
students of color. Services and resources were tailored for traditional students, assuming an
active on-campus lifestyle. However, for men, their rare appearances during peak hours were
often driven by urgent situations such as failing classes or contemplating dropping out of college.
I, too, worked multiple jobs while in community college full-time, empathizing with the struggle
these male students faced. Their limited presence on campus made it challenging for them to
engage with available resources, exacerbating the difficulties they encountered. Understanding
their predicament, I recognized the need for a more inclusive and accessible support system for
male students of color. Their sporadic appearances, often at the cost of losing work hours,
highlighted the pressing need to reevaluate the structure of support services to better
accommodate their unique challenges.
In my role, I not only became a conduit for assistance but also an advocate for a more
comprehensive on-campus presence for male students of color. This experience fueled my
determination to address the systemic gaps in support, emphasizing the importance of creating an
inclusive environment that caters to the diverse needs of all students, especially those who often
find themselves on the margins of campus engagement. Through these insights, I aim to
contribute to a broader dialogue on reshaping institutional support to better serve the academic
success and well-being of male students of color in community college settings.
Trustworthiness of the Data, Researcher Bias, and Other Related Issues
The decolonized interpretive research approach used in this study may be subject to
potential biases, as it places a particular emphasis on the researcher's individual experiences

17
(Ellis & Bochner, 2016). To address potential biases in this study, the researcher will aim for
transparency in methodology and clarity in the presentation of the findings. By clearly outlining
the methods used in data collection and analysis, the researcher can help to ensure
trustworthiness and transparency in the study.
Additionally, reflexivity on the part of the researcher will be important, as we seek to be
aware of our own biases and the potential implications these biases may have for the findings.
Reflexivity is the process of reflecting on one's role and positionality in the research process,
acknowledging how the researcher's firsthand experiences, biases, and assumptions may shape
the research process and findings (Hondagneu-Sotelo, Zinn, & Denissen, 2015).
To address potential researcher bias in this study, multiple forms of data will be used,
including personal narratives and existing literature. By triangulating these forms of data, we can
develop a more comprehensive understanding of the challenges faced by men of color in
community college settings. Additionally, transparency will be key in ensuring trustworthiness
and validity in the study, with the researcher providing detailed descriptions of the data
collection and analysis process.
Overall, the researcher acknowledges the potential for bias in the decolonized interpretive
research-based approach and is committed to addressing this issue through reflexivity,
transparency, and multiple forms of data. By doing so, we aim to provide a more comprehensive
understanding of the challenges faced by men of color in community college settings and to
develop potential solutions that are grounded in both subjective experiences and existing
literature.

18
Connections to Methods and Data to be Presented in Chapter Three
In Chapter Three, the researcher will present a comprehensive review of existing
literature that will inform the decolonized interpretive research-based approach in exploring the
challenges and experiences of men of color in community college settings. This chapter will
provide a broader contextualization of the study by drawing on existing theory and research to
inform my analysis of the data. The review of relevant literature will be conducted
systematically, using established database searches, keyword searches, and citation searches to
identify relevant articles, books, and research studies. The review will be grounded in social
validation theory, which will provide a lens through which to examine the experiences of men of
color in community college settings. The literature review will examine the challenges,
experiences, and perspectives among men of color in community colleges, with a particular
focus on existing policies, practices, and interventions aimed at supporting their success.
Additionally, the literature review will explore the intersections of gender, race, ethnicity, and
other social identities in shaping the experiences among men of color in community college
settings. Through this review, the research aims to develop a deeper understanding of the
challenges faced by men of color in community college settings and the potential solutions that
could support their academic success and retention.
Overall, Chapter Three will provide a crucial foundation for the rest of the study,
contextualizing the challenges faced by men of color in community college settings and
informing the research design and approach used in the study. By examining the existing
literature, the researcher can ensure that the decolonized interpretive research-based approach is

19
informed by existing research and theory, enhancing the validity and reliability of the study.
Using relevant literature and the decolonized interpretive research-based approach, the
researcher aims to provide a deeper and more nuanced understanding of the unique experiences
and identities of men of color in community college settings.

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Chapter 3: Review of Relevant Literature
Decolonizing interpretive research centers on lived experience as valuable in uncovering
truths about the marginalizing experiences of education in concert with pre-existing scholarly
works to critically examine previously held beliefs and practices towards reimagining and new
paradigms of being. As such, after the initial section of situating men of color, I offer a reflection
on my own experience. As bell hooks suggest, “We are experts in our own lived experience.” As
such, I offer an initial reflection on my identity as a male of color navigating my familial,
cultural, educational, and societal environments. Subsequently, I will weave my narrative with
that of the pre-existing literature to provide a comprehensive view of the experiences of men of
color grounded in actual lived experience - my own.
Situating Men of Color
Men of color refers to male individuals from racially and ethnically marginalized groups
who have historically experienced discrimination and marginalization in the United States, such
as African Americans, Latinos, and other communities of color. According to the 2019-20
National Postsecondary Student Aid Study, nearly 18 million students enrolled in a
postsecondary institution in the United States, with 41.6% being men (NCES, 2019). However,
educational attainment for men of color in 2022 fell short of the national rate of 34.5% for all
men (PNPI, 2024). Therefore, even though the number of men enrolled in post-secondary
institutions is high, the educational attainment rates for men of color are lower than the national
rate.
California has the largest population of Latinos and the third-largest population of
African Americans in the United States. 83.4% and 81.5% of all Black and Latino men in

21
California postsecondary institutions are enrolled in community colleges, respectively (Perna &
Finney, 2014). California community colleges are thus an access point for the majority of men of
color to participate in postsecondary education. However, despite this, there is an overwhelming
decline in enrollment rates among men of color, with further data suggesting a potential
depletion of male students of color representation within the community college sector. This is a
pressing issue that demands thorough examination and calls for the identification of culturally
responsive policies and practices that can meaningfully enhance the academic success and
retention of men of color in community college settings.
Who are you? A Journey
Before I started my educational journey at the community college level, I recall having
no sense of direction in what I wanted to do. I grew up on the east side of Anaheim, California.
Initially, when you hear of my city you think of Disneyland, the happiest place in the world, but
what they fail to mention is that all that happiness is a result of the exploitation of locals. People
who work honest manual labor jobs that contribute to their economy, yet when it comes to
acquiring basic education in search of a better life, it is met with threats in the form of
gentrification. As a result, there has been a culture of survival in my city where so often are
Anaheimers displaced from their homes as soon as the newest attraction comes around and
attempt to make up for it by promoting a season pass dedicated to locals. By then there are no
more families to influence, only luxury apartments that remain vacant till this day. My family is
indifferent to the constant fluctuation of housing. Being the firstborn in my home of 21 family
members, the only thing I knew was that providing for my family was a top priority. The idea of
higher education did not exist, or even support for k-12 education at the least. I came from a low-

22
income working-class family whose highest level of education was 4th grade elementary, not by
choice, but rather by necessity to keep afloat and avoid becoming a traveling circus in search of
the next place to stay. During these times, I recall money being tight to the point where the only
form of clothing I had was two faded red shirts and swim trunks for shorts. We could not afford
to wash on certain weeks due to having to pay rent, so I would flip my shirts inside out to
prevent any stains from showing. I will never forget these moments, because I knew that while
we were not in the best place, there had to be a greater future for us where we could afford
decent clothes and be able to wash these clothes in a washer and dryer, we would call our own.
To make up for the lack of education my family had, they implemented an arduous work ethic to
ensure they would give 100% of their efforts. Through this hard work ethic, we have been able to
secure housing, and every day we make sure to give it our all in our jobs, because if one our
incomes were to be slightly decreased, we would be right back to searching.
An emotion unlocked because of this constant battle to maintain stability: fear. To
combat the fear of being homeless, a philosophy was established that every male in the house, no
matter the age, will serve their purpose to work as in their eyes, “Los hombres sirven para
trabajar, y mantener la familia.” I fell into this belief, showing my quality by doing, and I did
both in my work and in my education. While I tried in school and had slightly above average
grades, my family was not fazed as to whether I graduated from school or not, because the end
goal would be for me to extend my hours working in gardening with my father and increase the
stream of revenue we could receive to avoid persecution from the landlord. While I respected the
hustle we did, a part of me did not always feel the same. I felt conflicted in what my brain and
heart were sensing, as for the first time in my life I did not agree with what my future was going
to be. I wanted more, not just for me, but for my family. So often while working in the luxurious

23
mansions that we serviced, I see these smiles of satisfaction that the customers had as if to say,
“look how happy and peaceful we are. Aren’t we glad to have invested into ourselves and now
we can live life to the fullest, a little at a time.” On top of that, I saw even brighter smiles,
whenever their children stopped by to visit, always asking how school was coming along, and
how proud they were that they got accepted into top universities, or a local UC. Despite the
unfamiliarity in choices for school, I knew that what I wanted was what they were feeling: peace
and satisfaction of their life choices. With this newfound curiosity, I stepped into my school’s
counseling office for the first time, and I was met with hostility and prejudices from appearance
alone. I mentioned to them how I wanted to try college and what it took to do that, and before I
could try to explain myself, the counselor pulled up my grades and just told me out right, “There
is no hope for you in going to a university. Looking at your grades you should just consider
going into manual labor since that seems like a better fit for you, don’t you think?” The
conversation continued with them asking me questions that I did not understand like my choice
for major and means of financing my schooling. After that conversation, I felt discouraged.
Unfortunately, I found myself too late to try the pursuit of happiness as application deadlines had
also already passed, so I was left to ponder over these thoughts to myself thinking that it was a
long shot for someone like me to even consider such a path, or so I thought.
As fate would come around, I found myself under the guidance of an alternative form of
schooling known as the community college. Specifically, I was greeted one day in the counseling
office by representatives of Fullerton College in their California Pledge Program (later renamed
to the California Promise Program). They approached students who had no direction post-high
school, especially those who did not apply or got accepted into any California State University or
University of California. When I came in, it was funny because the way they brought me in and

24
gained my trust was through incentives as they were providing pizza that day, and I had not eaten
all day.
I met with the wonderful staff of the college who assured me that if I kept on coming,
they would continue to provide me with all the free pizza I could ever want. With every
interaction, I grew to understand them as people who cared about me and the circumstances I
was undergoing. Eventually, I would apply to Fullerton College with their support, completing
my FAFSA, and later enrolling in two dual enrollment classes. I would later come to understand
that these individuals were part of the outreach committee under the California Promise Program,
which is a program that assists the transition of first-generation students into college where they
have students enroll in their first-ever semester of college.
It was nerve-wracking at first that out of nowhere I went from having no purpose outside
of what was expected of me once I graduated high school, to then starting my fall semester at my
local community college. I thought the hard part was over, but new difficulties arose when I
needed to let my family know about my new decision to continue my education in hopes of
gaining a brighter future for myself and us all. I initially thought I would be supported in this
pursuit of something potentially beneficial for us; however, to my dismay, my family was
heavily discouraging my choice to go to the local college as they believed higher education
should be left for those who have a future and time to invest as a student such as the kids of the
wealthy customers we served as gardeners.
Their reactions were harsh, but I recognized that I would be the first one in my family to
go to college, so there was no prior knowledge of what to expect. I learned that it had to do with
a combination of responsibilities to provide and fear of being kicked out of our house due to less

25
income being brought in. Although feeling discouraged, I still wanted to pursue this opportunity,
so I did so in secret when I started my first semester of college. Since I did not have an
immediate support system, I made sure to stick closely to the Promise Program as they were my
only source of guidance, my second family.
The Promise Program was very encouraging in everything I did and welcomed every
question I asked without judgment which meant a lot because I felt for once I had a dedicated
support system. They would continuously check in on me, see how I was, and made sure I was
always taken care of. I learned through them, and I found my sense of belonging to the point that
I would work towards finding my campus identity volunteering with the program after one year
to help promote their events for upcoming soon-to-be first-generation students.
When it came to academic progress, however, the same cannot be said as my identities
were challenged once again. In my first semester of courses, I was recommended by a counselor
who did not choose to understand my background and the intricacies that I face, but rather they
chose my direction based on my grades from high school which were always fluctuating. They
decided what was best for me was to take remedial courses not understanding that this would
extend my stay in community college.
Since this was my first time in college, I did not want to question their authority, yet just
like with the counselor in high school who chose to only view me based on my grades, I decided
to look into alternative courses to take, but by the time I wanted to, I was limited in what I could
take due to courses being filled. I decided to switch a couple of courses that I was able to and
was stuck taking a college reading course which felt like I was being insulted in what I could do.
What I mean by this was that it was a course that focused on how to read a textbook and take

26
spelling tests every week as our exams. The professor was not the issue as they were enthusiastic
about what they were teaching; however, the material was not helpful for me, specifically as
someone who had to sacrifice a day of work and critique from my family to attend this class.
What made it difficult was seeing many of my classmates who are men of color, some who were
friends from high school, felt discouraged to attend the course due to feeling like it served no
purpose in our studies since again they based our ability to learn from prior grading rather than
viewing us holistically. Due to this failed attempt to enroll us in courses, many of my male
classmates ended up dropping out and not returning to school in favor of following traditional
gendered roles as they saw an immediate change in their socioeconomic status rather than the
long-term investment of community college.
As I progressed in my studies at my community college, I was found again combating
family expectations to contribute financially in some way. Through my trust in the Promise
Program, I was recommended for a job as an hourly counseling assistant where I would be able
to interact with students daily. In this job, I was able to schedule appointments with students,
assist with registration of courses, navigate their canvas (a course management system), and
provide resources to ensure the success of our students.
In my time here, I found myself resonating with many of our male students of color and
the struggles they faced since I also faced similar challenges. The main concerns were their lack
of identity on campus, meaning they felt left out in their opinions and discussion on campus and
in the classroom. They also faced difficulties accessing resources like financial aid, tutoring, and
basic needs due to the hours being outside of their availability since many students like myself
were working jobs on top of going to school.

27
Another concern was that they felt like no one understood their struggle or why they
chose to go to school, which many voiced to change their socioeconomic status and contribute
financially to their family. When looking at the male students of color, many were traditional at
the start but later transitioned into a non-traditional student meaning they stopped school at one
point and returned later. Very few were available to commit to a full year of college due to the
overwhelming pressure to provide. I found my journey resonating with their current situations,
so I took extra precautions to ensure their voices were heard. It was common for males of color
to come in aggressive and demand immediate change to their academic circumstances, despite
this being impossible without the proper advocacy. It could have been the amount of gratitude
for everyone who has given their time to ensure I succeed that I chose to actively go above and
beyond to talk with them all with the start of a simple question, “How are you?” That is all that it
took for them to go from furious with us to reflecting on their journey and how difficult it has
been for them since the start. I made sure to let them know that we are here to help, and make
sure you can voice your concerns with change to come.
In my job, I was later designated to gather data on retention rates for men of color and
their opportunities to earn an associate degree to graduate. What I found, unfortunately, was that
many of our male students of color who dropped out of college were eligible for degrees many
years ago but failed to be contacted due to a lack of understanding and sense of belonging. These
experiences highlight some of the complexities faced by men of color in community college
settings, including navigating academic environments, challenging stereotypes, and overcoming
systemic barriers. This understanding is critical for fostering academic success and holistic
development in higher education.

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Overview of the types of research that exist on this topic
The literature review on the challenges faced by men of color in community college
settings, with a focus on intersecting issues of race, gender, and cultural mismatch, covers a
variety of research approaches, including quantitative and qualitative studies, as well as
theoretical analyses. Quantitative research approaches have been used extensively to examine
disparities in academic outcomes among underrepresented minorities in higher education (Garcia
& Hilton, 2019). This research has explored the correlates of academic success, such as college
preparation, academic motivation, and institutional support services. Qualitative research
approaches are also commonly used to explore the experiences of underrepresented students in
higher education. These studies frequently explore the perceptions, attitudes, and experiences of
students of color, with a focus on identity formation and the impact of racial and cultural
contexts on academic success (Palmer, Davis, & Hilton, 2017).
In addition to quantitative and qualitative research, theoretical analyses can inform our
understanding of the intersection of identities and social categories amongst men of color in
community college settings. Theories such as social validation provide theoretical insights into
the experiences of men of color in higher education (Ogbu, 1992; Walton & Cohen, 2007).
Overall, the literature review will cover a range of research approaches, including quantitative
and qualitative studies, as well as theoretical analyses, providing a comprehensive understanding
of the challenges faced by men of color in community college settings.

29
Men of Color and Their Academic Experience
Unfortunately, my experiences in community college are far from unique. Rather, they
are echoed throughout the literature on the topic. Men of color in community college settings
face navigating academic environments that may not be designed to meet their unique needs. As
noted by Cabrera et al. (2022), men of color in community colleges often lack access to essential
support services, including academic advising, tutoring, and financial aid. These services are
critical for helping students navigate the complexities of higher education, especially for those
who are low-income or first-generation college students. An additional concern men of color
face are the complexities related to their enrollment status, whether as a full-time or part-student.
Part-time students encounter limited access to on-campus resources, while full-time status often
adds financial pressure to balance academics with providing for their families. Without adequate
support, men of color may experience academic difficulties that impact their retention and
graduation rates.
The academic struggles and social isolation I faced as a man of color in community
college were a significant challenge. It was hard enough balancing my responsibilities as a firstgeneration college student while trying to contribute to my family financially. However, being
one of the few men of color on campus was an even greater challenge. Whenever I walked
through campus, I felt a sense of loneliness and isolation like I did not fit in. I could not seem to
strike a balance between the academic demands of college, my responsibilities outside of school,
and building meaningful connections with my peers. With the added pressure to enroll as a fulltime student I had to utilize every second I had throughout my day where my bathroom breaks

30
would consist of responding to discussions for an assignment, or taking lunch breaks and trying
to access support services such as financial aid for any problems that arose regarding my
disbursement of funds.
My class participation or grades fluctuated at any given moment, leaving me vulnerable
to stereotypes that I was not taking my studies seriously, especially by faculty who taught many
of the classes I needed for my major. Comments like these not only reinforced negative
stereotypes, but they also made me question whether I even belonged in college or if it was
worth it to continue. This sense of isolation and discouragement intensified when I realized that
the resources and services available on campus often did not meet my needs as a working
student. The support programs that existed were predominantly tailored for students who have an
active lifestyle on campus and were not accessible during the hours I needed them most. This
made it challenging for me to access support services like tutoring, and I struggled to build a
sense of community or belonging on campus. Furthermore, cultural mismatch between me, a
non-traditional traditional student, and my professors and peers often made it hard to feel like my
experiences were understood in an academic setting.
Finally, men of color in community colleges often face social and academic isolation,
which can further impact their academic success. As noted by Smith (2018), many men of color
feel that they do not belong in the academic environment due to a lack of representation of
individuals like themselves. This lack of representation can lead to a sense of social isolation, as
men of color may struggle to find individuals with whom they can relate or connect within the
campus community. Academic isolation can also occur, as men of color may struggle with
coursework or lack access to support services that could help them overcome academic barriers.

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These challenges are far-reaching and interconnected, reflecting the complex and intersecting
identities of men of color in community colleges. By acknowledging these challenges,
institutions of higher education can begin to develop more targeted interventions and support
mechanisms that address the unique needs of this population. Through community engagement
and the development of culturally competent policies and practices, community colleges can
better support men of color in their pursuit of higher education.
Palmer, Davis, and Hilton's (2017) literature review on African American males in
community colleges underscores the challenges faced by men of color in navigating the
academic environment and obtaining support services. The authors identify a number of factors
that may contribute to underperformance and dropout rates among this population, including
feelings of social isolation, a lack of access to academic and financial resources, and external
responsibilities such as work and family. The authors recommend a number of strategies to
address these challenges, including mentorship programs, academic and financial support
services, and community engagement initiatives.
A review by Person, Davis, and Jones (2017) further stresses the importance of
interpersonal relationships and a sense of belonging in promoting academic success among Black
males in postsecondary education. This review highlights the role of culturally responsive
support systems, which recognize and affirm the unique experiences and identities of men of
color, in creating an inclusive campus climate. Additionally, previous research suggests that
factors related to identity salience, such as the intersectionality of race and gender, shape the
academic experiences and behaviors of men of color in higher education (Huerta, 2022).

32
Addressing these multifaceted challenges is essential for promoting academic success and
facilitating the retention of men of color in community colleges.
Highlighting Culture and Societal Expectations
Ogbu's (1992) work on cultural diversity and learning further emphasizes the impact of
cultural norms and values on student learning. Ogbu noted that students from marginalized
backgrounds may feel pressured to conform to social norms and values that differ from those of
mainstream academic expectations. This can lead to a sense of cultural mismatch, where students
from non-dominant cultural backgrounds may feel disengaged or alienated from mainstream
academic culture. For men of color, these cultural mismatches can add another layer of
complexity to their already-challenging pursuit of higher education.
During my time in community college, I often felt ostracized when I tried to voice my
opinions, especially those related to personal issues. It seemed like everyone else had their own
problems to deal with, and there was this culture of not wanting to burden others with one's own
struggles. However, as a man of color on campus, there was pre-existing societal pressure as a
man to keep my emotions to myself, which made it even harder for me to share my thoughts and
feelings with others. This internal battle was mentally and physically taxing, and navigating
college was already challenging enough without this added burden. As a result, I frequently
experienced burnout and bouts of depression. It was not until I entered graduate school and
learned about safe spaces that I found a way to express my emotions and validate my feelings.
As a man, especially as a man of color, I have unrealistic expectations set on me to manage
everything including the expectations of providing for my family. This pressure can be more
pronounced in a culture like my Mexican background where family needs take center stage, and

33
anything outside of that may be seen as a distraction if there are no immediate changes to the
living situation.
These subjective experiences highlight the importance of creating inclusive and
empathetic environments that recognize and support the unique challenges faced by men of color
in community college settings. The literature underscores the need to address these challenges
holistically, focusing on issues related to academic preparation, cultural mismatch, and social
and academic isolation. By examining these issues within the broader context of race, gender,
and cultural identity, this study seeks to deepen our understanding of how to better support the
success and well-being of men of color in community college settings. This holistic approach
aligns with the theoretical framework of social validation theory, which emphasizes the
importance of creating supportive and inclusive social contexts.
Further, Harris and Wood's (2013) study on the cultural taxonomies of race and ethnicity
in urban high schools expands on the need for institutions to be more conscious and intentional
about their support towards men of color. The study illuminated how students from nondominant cultural backgrounds are often marginalized and stigmatized, facing additional barriers
to academic success. This resonated in my own experience. Men of color, in general, face unique
challenges that are not always well-understood or supported by institutions of higher education.
The following section seeks to highlight the ways most institutions currently provide support to
men of color.
Men of Color Supports and Initiatives
As previously mentioned, this literature review highlights existing research on the
challenges faced by men of color in community college settings, as well as potential solutions

34
and initiatives designed to support their success. This next section will cover a broad range of
studies, including quantitative and qualitative research studies, as well as reports and initiatives
from various organizations.
One relevant study is by Huerta and McDonough (2018), which explored the experiences
of Black men in community college settings, highlighting the intersecting factors of race, gender,
and institutional culture. The study found that Black men in community college settings often
felt isolated and unsupported, with a lack of campus resources and programs specifically
designed to support their academic success. The literature suggests that community-based
interventions, and peer support networks are effective strategies in improving the academic
outcomes of men of color in community college settings. Within the community-based
interventions, they recommended incorporating a cultural perspective and initiatives that could
be particularly effective in creating an inclusive supporting learning environment. Another
relevant study is by Hurtado and Ruiz Alvarado (2021), which examined the impact of reengaging male students of color in community college settings through transformative leadership
practices. The study found that implementing transformational leadership practices, such as
mentoring, led to higher levels of engagement and academic success among male students of
color. Mentorship, according to Hurtado and Ruiz Alvarado (2021), is defined as a process
through which male students of color develop a relationship with a mentor who guides, supports,
and advocates for them throughout their academic journey. Effective mentorship programs
involve trained mentors who not only provide academic guidance but also offer social and
emotional support. Ideally, these individuals should share similar backgrounds and experiences
and can serve as positive role models for students. Additionally, it is critical for mentors to be

35
equipped with knowledge of institutional structures and policies to effectively help students
navigate through the complexities of college life.
In addition to research studies, initiatives and programs designed to support male students
of color in community college settings have also been developed. For example, the California
Community College Chancellor’s Office has launched the Male Students of Color (MSOC)
Initiative, which aims to bridge the equity gaps for male students of color in community colleges
(California Community Colleges, 2019). The program provides targeted support services, such as
mentorship, leadership programs, and academic counseling, specifically designed for male
students of color.
Community colleges have coherent values of innovation, responsiveness, adaptability,
and access to higher education, especially for the local population, low-income students, and
first-generation college-goers. The focus of this study is to identify the unique challenges faced
by men of color in achieving their educational goals, which can be further integrated into
working policies that embrace diversity and provide equal academic opportunities to all students.
By examining and understanding the complex experiences of men of color in community college
settings, institutions of higher education can develop more targeted interventions and support
services that promote their academic persistence and success.
Moreover, the literature emphasizes the role of community engagement and collaboration
between institutions and local organizations to address the challenges faced by men of color in
community college settings. Such engagement can take the form of mentorship programs,
partnerships with community organizations, and initiatives that promote a sense of belonging for
marginalized students (Hurtado & Ruiz Alvarado, 2021). Culturally responsive approaches

36
recognize and value the diverse backgrounds, experiences, and knowledge of male students of
color, and incorporate these factors into the design and delivery of support services and
programs. Specifically, it is noted that community engagement can have a profound impact on
the academic success of men of color, given the potential for these initiatives to promote a sense
of validation and belonging. Ultimately, community colleges have a crucial role to play in
promoting equity and inclusion in higher education, particularly for underrepresented
populations, including men of color.
The personal narrative shared in the decolonized interpretive research section of this
literature review illustrates the nuances of the challenges experienced by men of color in
community college settings. It highlights the impact of limited access to resources and support
services, as well as the significant role that a lack of on-campus presence for male students of
color plays in hindering their academic success. This lived experience is supported by existing
research that highlights how men of color experience a sense of disengagement and isolation in
community college settings due to various institutional challenges related to identity and social
validation (Huerta et al., 2018; Wood & Harris, 2021).
As I mentioned before for academic advising, my experiences starting off were negative
as they believed every recommendation was best, yet that was not the case since I was put into
remedial courses setting me back and establishing a deficit mindset that I was not capable of
succeeding at the start with my peers. That all changed when I was recommended to the
Extended Opportunity Program and Services (EOPS) who viewed me as a person, but
specifically as a low-income male of color. They did not see me as an individual who was poor,
but rather someone who was determined to succeed wherever I needed to. This was reflected in

37
the counselors who served me with one counselor in particular who showed me all the support a
counselor could. What really changed the narrative was when they recommended a course, they
were teaching titled Introduction to Leadership Development. In that class, I found myself
transforming the will of passion to succeed in a possibility to author my own story while in
college. It was here that I started to recognize the strength in my identities as a first-generation
student and as a male of color.
Further, the literature review highlights the significance of student engagement and
support programs as essential components of addressing the systemic barriers experienced by
men of color. Mentoring and culturally responsive support programs have been found to be
critical in establishing a welcoming and inclusive campus environment that supports academic
persistence for men of color (Person et al., 2017; Huerta et al., 2018). Additionally, initiatives
that validate diverse perspectives and identities have been shown to promote a sense of
belonging and facilitate academic success among marginalized student populations (Walton &
Cohen, 2007).
A lack of cultural competence among college administrators and faculty can further
exacerbate the challenges that men of color face in community colleges. Espinosa (2011) noted
that institutional racism and cultural insensitivity can create a hostile learning environment for
students of color. These negative experiences can lead to feelings of disempowerment,
alienation, and a diminished sense of belonging. Faculty and administrators who are trained in
cultural competence can help create a welcoming and inclusive campus environment that
supports the academic success of men of color and other marginalized student populations.

38
Overall, the personal narrative and cited literature underscore the multi-layered
challenges faced by men of color in community colleges and the importance of culturally
responsive policies and practices to address those challenges effectively. Such policies and
practices can mitigate the academic, financial, and social disparities faced by men of color while
fostering inclusivity and an enabling campus climate for this population. By utilizing a
decolonizing interpretive research-based project, this study creates a platform for a
comprehensive analysis that incorporates personal narratives, theory, and existing research. This
methodology provides a unique perspective that merits further investigation and analysis.
Connection to your topic and theoretical framework
The theoretical framework of this study is grounded in social validation theory, which
emphasizes the role of social connections and validation in shaping academic outcomes among
diverse populations (Walton & Cohen, 2007). Social validation theory posits that individuals’
identity and sense of belonging are profoundly shaped by the social contexts in which they
interact, particularly in academic environments. Social validation theory has been increasingly
used to explain disparities in academic outcomes among underrepresented minority students,
particularly in higher education settings (Gutierrez & Rivas, 2019). This theoretical approach
highlights the ways in which social validation can serve as a protective factor in the face of
academic stress and marginalization.
The use of social validation theory in this study is grounded in the recognition that men
of color in community college settings face unique challenges to their academic success and
well-being. By examining the ways in which social validation can promote academic persistence
and success among men of color in community college settings, this study aims to develop

39
potential solutions for better supporting their academic success. The use of social validation
theory is also supported by previous research that has examined the relationship between social
validation and academic outcomes. For example, research has shown that a sense of belonging
and social validation can improve retention rates for marginalized students in higher education
(Hurtado & Carter, 1997).
The personal narrative shared in the decolonized interpretive research illustrates the
nuances of the challenges experienced by men of color in community college settings. It
highlights the impact of limited access to resources and support services, as well as the
significant role that a lack of on-campus presence for male students of color plays in hindering
their academic success. This lived experience is supported by existing research that highlights
how men of color experience a sense of disengagement and isolation in community college
settings due to various institutional challenges related to identity and social validation (Huerta et
al., 2018; Wood & Harris, 2021).
Further, the literature review highlights the significance of student engagement and support
programs as essential components of addressing the systemic barriers experienced by men of
color. Mentoring and culturally responsive support programs have been found to be critical in
establishing a welcoming and inclusive campus environment that supports academic persistence
for men of color (Person et al., 2017; Huerta et al., 2018). Additionally, initiatives that validate
diverse perspectives and identities have been shown to promote a sense of belonging and
facilitate academic success among marginalized student populations (Walton & Cohen, 2007).
Connection between this research and your theoretical framework

40
This theory is closely related to the challenges faced by men of color in community
college settings, as studies have shown that a sense of belonging and social validation can
significantly impact their academic outcomes. For instance, Huerta and McDonough's (2018)
study of Black men in community college settings found that a lack of resources and programs
that specifically support their academic success led to feelings of isolation and disengagement.
Other studies have demonstrated that mentoring and support programs can have a positive
impact on the academic persistence and success of men of color in community college settings
(Hurtado & Ruiz Alvarado, 2021; Huerta et al., 2018). The connection between social validation
theory and the challenges faced by men of color in community college settings is also supported
by Hurtado and Carter's (1997) study of Latino college students, which found that a sense of
belonging and social validation were key factors in their academic success. Similarly, Walton
and Cohen's (2007) study showed that a sense of social fit and belonging were critical factors in
shaping academic outcomes for diverse populations.
Concluding Remarks
The literature review provides a comprehensive understanding of the challenges faced by men of
color in community college settings. One of the key findings is that factors such as a lack of
access to academic and social support services and negative stereotypes and biases can
negatively impact the academic performance of this population. However, the literature also
highlights several initiatives and strategies that have been developed to support their success,
including mentorship programs, leadership and support groups, and targeted support services.
These initiatives provide valuable insights into potential solutions and initiatives that can
improve the academic success of men of color in community college settings.

41
Additionally, the literature review establishes that social validation theory is a critical
theoretical framework that highlights the importance of a sense of belonging and social fit in
shaping the academic outcomes of men of color in community college settings. By examining
the interplay between social validation, identity, and academic success among men of color, this
study aims to provide a deeper understanding of the unique challenges facing this population and
to develop potential solutions for better supporting their academic success. Chapter Four will
provide a discussion of the findings of the study, drawing on the autoethnographic approach and
literature review to analyze the challenges and experiences of men of color in community college
settings. It will also provide insights into potential solutions and initiatives that can support their
academic success. This chapter will conclude with a discussion of the broader implications of the
study for community college institutions and the field of higher education more broadly. Overall,
the aim of this study is to provide a comprehensive analysis of the challenges faced by men of
color in community college settings and identify potential solutions and initiatives to improve
their academic success.

42
Chapter 4: Discussion, Implications for Practice and Continued Research
Overview
This thesis utilizes a decolonizing interpretive research-based approach to provide a
deeper understanding of the experiences and identities of men of color in community college
settings. The study aims to contextualize their experiences within social validation theory and
identify barriers to their academic success. Furthermore, the study offers actionable insights for
institutions and communities to better support the academic journey of men of color in
community colleges.
The purpose of this study is to comprehensively analyze the challenges faced by men of
color in community college settings and identify potential solutions and initiatives that can
improve their academic success. Men of color in community college settings face unique
challenges related to identity, cultural mismatch, and systemic barriers that can impede their
academic success. By shedding light on these issues, this study aims to inform institutional
policies and practices that can better serve this demographic. This chapter provides a crucial
foundation for the rest of the study, contextualizing the challenges faced by men of color in
community college settings and informing the research design and approach used in the study.
Research Questions
This thesis addresses the complex array of obstacles that significantly impact the
academic success of men of color in community college settings. The main research question is
how to comprehensively address the challenges faced by men of color and how to explore
potential solutions. This question will be driven by culturally relevant practices such as counter-

43
narratives to deficit frames, cultural mismatch, inadequate academic preparation, and inclusive
spaces. By addressing these challenges and identifying potential solutions, this study aimed to
answer how community engagement can be leveraged to better support the academic success of
men of color in community college settings and inform institutional policies and practices that
can better serve this demographic. Overall, the goal helps promote an inclusive and supportive
academic environment that is conducive to their academic achievement and retention.
Counter Narratives to Deficit Frames
A key theme explored in Chapter 3 of the thesis is counter-narratives to deficit frames
regarding men of color in community college settings. Through my excerpts, I identify the
persistent challenges that men of color face in higher education, including access, retention, and
degree attainment disparities. These challenges are related to their racial and gender identities,
and many men of color endure financial instability throughout their educational journey.
However, despite these adversities, many men of color exhibit remarkable resilience and
motivation, driven by aspirations to enhance their lives and serve as role models within their
communities. The engagement of men of color in support systems, such as tutoring, mentoring,
and culturally responsive programs, emerges as a critical factor contributing to their success in
higher education. By identifying and addressing these obstacles, community colleges can
significantly enhance their support for the success of men of color, thereby improving their
academic outcomes and fostering increased representation in higher education. This provides a
counter-narrative to the dominant deficit narratives that view men of color as having lower
academic abilities and cultural deficiencies. In addition, research indicates that these deficit

44
frames are based on limited and biased representations that do not portray the full range of
experiences and perspectives of men of color (Ellis & Bochner, 2016). To counteract these
deficit narratives, researchers advocate for centering diverse perspectives and experiences of men
of color in community college settings. With decolonizing interpretive research-based
approaches, researchers can create a comprehensive and nuanced understanding of the challenges
and barriers faced by men of color.
Cultural Mismatch
Cultural mismatch is a significant issue concerning men of color in community college
settings impacting their academic performance and sense of belonging. Men of color may
encounter institutional expectations and norms that diverge from their cultural values, which can
lead to disengagement and alienation from the academic environment. As a traditional college
student, I know all too well the difficulties of navigating cultural differences within the academic
environment. Throughout my time in community college, I often found myself hesitant to speak
up due to the lack of understanding from my peers. Every time I tried to share my experiences, I
was met with pity rather than the support and affirmation I truly needed. It was a lonely journey
that left me feeling unsupported and alone. Counselors and staff in community colleges must
have empathy and understanding of the unique challenges that face low-income and
underrepresented students, including men of color. Empathy is vital for creating a supportive and
inclusive environment where students feel heard and understood, but it is equally important to
actively validate their experiences and identities. The use of social validation theory in
community college settings has been shown to promote a sense of belonging among
underrepresented minority students and serve as a protective factor in the face of academic stress

45
and marginalization. By actively validating the experiences and identities of students, counselors
and staff can create a supportive academic environment that is conducive to their academic
achievement and retention. Therefore, counselors and staff in community colleges have a
responsibility to validate and support the unique experiences and identities of men of color and
other underrepresented groups as they can positively impact their academic engagement and
success. It is the responsibility of the institution to provide a nurturing environment that
acknowledges and supports these students and their unique backgrounds, experiences, and
identities.
Furthermore, previous research has shown that cultural mismatch can add a layer of
complexity to the challenges men of color face in pursuing higher education. Ogbu (1992)
observed that students from marginalized backgrounds may feel pressured to conform to social
norms and values that differ from those of mainstream academic expectations, leading to
disengagement or alienation from mainstream academic culture. For men of color, these cultural
mismatches can impact their academic experiences and behaviors. In community colleges,
cultural mismatch can manifest in several ways, including feelings of social and academic
isolation, limited access to essential support services, and inadequate academic preparation. This
mismatch can impede the academic success of men of color and limit their opportunities for
advancement in higher education. However, institutions can address cultural mismatch by
creating an inclusive academic environment that recognizes and affirms the unique values and
identities of men of color in these settings.
Inadequate Academic Preparation

46
Inadequate academic preparation constitutes a significant challenge for men of color in
community college settings. Many of these students are first-generation college students or come
from under-resourced schools, which may contribute to academic gaps and social and economic
disadvantages. This struggle can result in a diminished sense of competence and self-efficacy,
contributing to disengagement and leading to lower retention rates among men of color in
community college settings. Addressing these challenges requires a multifaceted approach that
incorporates positive inclusivity through mentorship, culturally sensitive systems, and academic
success. By recognizing and affirming the unique experiences and identities of men of color,
institutions, and communities can progress toward fair and equitable representation that in turn,
promotes academic success among men of color in community colleges. Developing targeted
interventions and support mechanisms that address the unique needs of this population can help
overcome the challenges mentioned above. Through community engagement and the
development of culturally competent policies and practices, community colleges can better
support men of color in their pursuit of higher education. Improper preparation for college-level
work, cultural mismatch, and other challenges also needs to be addressed to enhance the
academic success of men of color in community college settings.
Inclusive Spaces
The analysis of the literature aims to employ social validation theory to analyze the
challenges faced by men of color and identify viable solutions and initiatives that actively
validate their experiences and identities. The theme that emerges from the literature is the
importance of social validation theory in creating inclusive spaces for men of color in
community college settings. As stated in my excerpt, social validation theory is especially

47
relevant to the study of men of color in community college settings since institutional policies
and practices can either validate or invalidate their experiences and identities. Policies that affirm
the experiences and identities of men of color can promote a profound sense of belonging and
increase academic success and retention rates, while policies and practices that invalidate their
experiences and identities can lead to lower academic success and retention rates. This highlights
the importance of creating culturally relevant practices that align with social validation theory to
promote inclusive spaces. The use of mentorship programs, leadership and support groups, and
targeted support services have been shown to positively impact the academic persistence and
success of men of color in community college settings. Therefore, institutions can create
inclusive spaces by implementing these practices that validate the experiences of men of color
and foster a sense of belonging. Additionally, culturally relevant pedagogy can contribute to
creating inclusive spaces. Studies have shown that a sense of belonging and social validation
significantly impact the academic outcomes of men of color in community college settings.
Institutions can promote belonging by developing culturally relevant pedagogy that incorporates
diverse perspectives and experiences.
Overall, promoting inclusive spaces requires institutional policies and practices that
validate and affirm the diverse experiences and identities of men of color in community college
settings. Culturally relevant practices, such as mentorship programs, leadership and support
groups, targeted support services, and culturally relevant pedagogy, can foster a sense of
belonging, increase academic success, and promote equity and social justice in higher education.
Limitations of the Study

48
The decolonized interpretive research-based approach used in this study may be subject
to potential biases, limitations, and representational issues. For instance, the researcher's
firsthand experiences may not provide an objective representation of the experiences and
perspectives of men of color in community college settings (Ellis & Bochner, 2016). As a result,
the study may not fully capture the richness and diversity of these experiences. The decolonized
interpretive research-based approach may also be inherently subjective, as it is based on the
researcher's subjective interpretations and experiences of their social world (Chang, Fernandez,
& Figueroa, 2018).
The existing literature on the challenges faced by men of color in community college
settings may also have limitations. For example, the literature may be limited in scope or not
adequately represent the experiences of marginalized populations within this demographic
(Hondagneu-Sotelo, Zinn, & Denissen, 2015). This may result in a lack of representation of the
challenges that men of color face in achieving academic success.
To address these limitations, the researcher will employ numerous techniques to promote
trustworthiness, including member checking, prolonged engagement, and thick description
(Morse et al., 2002). By describing the research process and related findings in detail, and by
providing access to the raw data, the researcher will help to promote transparency and validity.
Additionally, the researcher will critically reflect on their own subjectivity and positionality
throughout the study, aiming to be aware of potential personal biases that may impact their
analysis and interpretation.
Overall, while the decolonized interpretive research-based approach used in this study
has limitations and potential biases, it offers a unique and nuanced perspective on the challenges

49
faced by men of color in community college settings. By documenting the research process and
critically reflecting on the findings, the researcher aims to address potential biases and increase
the trustworthiness of the study.
Recommendations for Practice
Cervantes, Burmicky, and Martinez (2022) provide research-based recommendations for
community college practitioners to support the success of Latino men and men of color. The
recommendations include improving student engagement by creating an inclusive campus
culture that recognizes and responds to the unique and diverse needs of men of color. These
needs may include providing targeted academic and social support services, mentoring programs
grounded in shared experience, and leadership development opportunities. Institutions should
also consider developing programs or initiatives specifically for men of color, such as learning
communities or student organizations.
The literature on men of color in community college settings suggests that effective
programming for success should address the intersectionality of men of color's experiences,
including race, gender, and cultural identity. Theoretical models, such as social validation theory
highlight the importance of a sense of belonging and social fit in shaping the academic outcomes
of men of color in community college settings. Thus, programs designed to support success
should recognize these critical factors and provide culturally responsive policies and practices
(Chang et al., 2020).
Considering these findings, practice recommendations include designing and
implementing initiatives tailored to the unique needs of men of color, centering their experiences

50
and perspectives, and fostering a sense of community and belonging. This can be achieved
through the development of targeted programs, such as supportive learning communities or
student organizations, which provide academic and social support for men of color. Mentoring
programs grounded in shared experiences and cultural identity can also be effective in supporting
the success of men of color (Cervantes et al., 2022). Practitioners should also strive to create a
campus culture that recognizes and responds to the unique and diverse needs of men of color,
through the implementation of culturally responsive pedagogical practices, and targeted outreach
and recruitment strategies. Culturally responsive pedagogical practices in the classroom for
males of color involve acknowledging the cultural experiences of students and weaving these
experiences into the curriculum to build a meaningful connection between the content being
taught and the students' firsthand experiences. Flexibility, individualized attention, and open
communication are also critical practices to better accommodate male students of color in the
classroom. This approach aims to validate the experiences and identities of male students of
color while promoting a sense of belonging in the classroom and improving academic outcomes.
Recommendations for community colleges include advocating for funding and
institutional support for initiatives and practices that promote the academic success of men of
color in community college settings. Institutions should review and reassess their policies and
practices to ensure they are effectively addressing the challenges faced by men of color. Policies
designed to support low-income, first-generation students, and underrepresented groups must
take into consideration the unique needs of men of color, recognizing the intersectionality of
race, gender, and cultural identity. Furthermore, policies should aim to foster a nurturing

51
environment that supports the academic journey of men of color, with a focus on increasing
retention and graduation rates and contributing to diversity, equity, and inclusion in higher
education. Through my personal experience, there is evidence that the provision of food can be
an incentive for prospective students to trust an institution and pursue higher education.
Providing basic needs such as food can be crucial in addressing some of the financial burdens
that low-income students face, promoting their academic success, and facilitating their retention
in higher education. Therefore, incentivizing the recruitment of low-income students through the
provision of food and other resources tailored to their needs can be a potential strategy to
consider.
In conclusion, effective programming for the success of men of color in community
college settings should recognize their unique experiences, and intersectionality of identities, and
foster a sense of community and belonging. Notable examples such as the EOPS, California
Promise, and Male Student Success Initiatives are targeted interventions that provide effective
mentoring, and leadership opportunities that should be developed and implemented, with
practitioners advocating for the policies and funding to support their initiatives. Institutions must
review and reassess their policies and practices to ensure they are effectively addressing the
challenges faced by men of color.
Recommendations for Research
A key priority for future research on supporting the academic success of men of color in
community college settings is to identify effective interventions and programs that can help to
address the unique challenges they face. As mentioned previously, research studies have
identified several potential strategies and initiatives that could significantly improve the

52
academic outcomes of men of color, including targeted support services, mentoring programs,
and the use of culturally responsive pedagogy.
One potential area of future research is to explore the impact of mentorship on the
academic success of men of color in community college settings. Research has identified
mentoring programs as a promising strategy for supporting the academic success of
underrepresented students, including men of color (Palmer et al., 2017). By exploring the
effectiveness of diverse types of mentorship programs, the nature of mentoring relationships, and
the impact of mentorship on academic outcomes, researchers can identify best practices and
develop effective mentorship programs tailored to the needs of men of color in community
college settings.
Another area of future research is to explore the impact of culturally responsive pedagogy
on the academic success of men of color in community college settings. Culturally responsive
pedagogy is an approach that aims to acknowledge and address the cultural and linguistic
diversity of students, incorporating their unique experiences and perspectives into the learning
process. By exploring the effectiveness of culturally responsive pedagogy in promoting academic
achievement, researchers can help promote its adoption in community college settings and
improve academic outcomes for men of color.
Moreover, it is important to investigate the role of community engagement in supporting
the academic success of men of color in community college settings. Community engagement
approaches that are intentional in involving men of color in the decision-making process of their
education have the potential to improve their academic success (Jones & Person, 2016; Hurtado
& Ruiz Alvarado, 2021). Future research could explore the effectiveness of community

53
engagement initiatives that aim to involve men of color in the design and implementation of
support services and policy interventions. Securing on-campus employment can be a significant
intervention in supporting males of color in community college settings. Such employment can
help alleviate financial pressures and provide necessary support for their families, while also
aiding in the development of a stronger college-going identity for these students. By securing oncampus employment, male students of color can also become advocates for a more
comprehensive on-campus support system, navigating the college system, fostering a sense of
empowerment, and belonging. Therefore, on-campus employment can have a significant impact
on the success of males of color in navigating community college settings.
In addition, studying the perspectives and experiences of different subpopulations of men
of color, such as those who identify as LGBTQ or those who are undocumented could provide
insights into the unique challenges these men face in community college settings and inform
targeted interventions that can better serve their needs.
Finally, researchers should explore how institutions can better use data and evidencebased practices, such as learning analysis and predictive analytics, to better support their
academic success. By developing data-driven approaches, institutions could gain a better
understanding of the experiences of men of color and offer targeted support services.
Overall, future research should focus on identifying strategies and initiatives that are
effective in promoting the academic success of men of color in community college settings. By
adopting a mixed-methods approach that includes both quantitative and qualitative studies and
drawing on a variety of theoretical frameworks, researchers can provide a comprehensive

54
understanding of the experiences and challenges faced by men of color in community college
settings, as well as develop targeted strategies and initiatives to support their academic success.
In conclusion, the challenges men of color face in community college settings are
complex and multidimensional, and significantly impact their academic success and retention.
While some institutions provide support services, the effectiveness of these services is subject to
inconsistency, forcing men of color to adapt to the institutional environments in unproductive
ways. Addressing these multifaceted challenges calls for institutions to foster nurturing
environments that promote academic success, enhance retention and graduation rates, and
contribute to equity and inclusion in higher education. This can be achieved through targeted
programs, mentoring, and leadership opportunities developed and implemented with
practitioners advocating for the policies and funding needed to support such initiatives. By
adopting a mixed-methods approach, future research can provide a comprehensive understanding
of the experiences and challenges men of color face in community college settings, including
their intersectional identities and personal narratives. Such research can inform the development
of targeted strategies and initiatives to support the academic success of men of color in
community colleges. Community colleges play a key role in providing access to higher education
for all, especially underrepresented populations, by embracing diversity, equity, and inclusion in
their policies and practices.

55
Epilogue
As I reflect on my experiences navigating the challenges and triumphs of higher
education as a man of color, I feel a sense of pride and accomplishment. My journey has not
always been easy, but it has been transformative, shaping my understanding of self and
community in profound ways. Through my personal struggles to navigate the landscape of higher
education, I have come to appreciate the importance of community and mentorship in fostering
success and resilience.
In exploring the challenges faced by men of color in community college, I was struck by
the systematic barriers and injustices that profoundly shape the educational trajectory of many
males of color. We were set up for failure and met with the same cycle of discouragement and
neglect faced in k-12. It creates a pipeline of dreamers wanting to make a difference for
themselves and the surrounding communities, yet by the time we reach our midterms, only a
fraction of males of color remain due to disconnect and discontent with the institution to see
them for they are as highly motivated students who started off on the wrong foot. Despite the
limitations placed upon us, it has been heartening to learn about the growing initiatives and
programs aimed at supporting the success of men of color in community college, programs such
as the California Promise and EOPS, who viewed me at my most vulnerable points in life, and
provided critical interventions to ensure I can be the best me possible.
Through this journey of self-discovery, I have come to appreciate the importance of
examining the structures and societal norms that shape our educational experiences. This process
of reflection has allowed me to deepen my understanding of the complexities of higher education
and the challenges faced by marginalized communities. I have learned to challenge conventional

56
modes of thinking and to embrace diverse perspectives, seizing opportunities to contribute to
discussion that tackle systematic issues. The support and guidance of mentors and peers have
been instrumental in my growth and success, allowing me to gain valuable insights and
perspectives that have complimented my academic coursework. Similarly, I have deepened my
appreciation for the transformative role that community can play in fostering belonging, support,
and resilience. While many of my peers in college did not understand the struggles I endured, I
still tried to get to know them, because I believe that as I walked all over campus with my
endeavors, they might also be experiencing similar concerns as well. It all starts with a check in
and seeing how they view their education and progress through which we recognize the
connections between us and learn to mutually support each other in our respective goals.
In conclusion, the journey of self-discovery through higher education has been
transformative, shaping my understanding of self and community in profound ways. I still work
in gardening to this day, but now I do it as a means of determination, to show everyone that no
matter what obstacle comes about, I will find a way to tackle the problem head on from sunrise
to sunset. I continue to inspire future men of color to show them that I understand what you are
going through and know that there are greater things to come. I am only one voice of many, so I
urge us to share our personal narrative of what it means to be marginalized, yet motivated to
succeed because we are the best possible selves we can be. It is only a matter of time before we
are seen as such.

57
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Abstract (if available)

Abstract Men of color are facing a challenge with their persistence to remain and succeed in college. There are unique obstacles and challenges encountered by men of color in community college settings. The research aims to provide actionable insights into the creation of culturally responsive policies, practices, and support mechanisms that better serve the academic needs of men of color. Through decolonized interpretive research, subjective experiences, coupled with social validation theory, provide a deep understanding of the challenges faced by men of color in community college settings. The identity development of men of color in higher education is explored, with a focus on how the intersectionality of race and gender shapes their experiences. The challenges faced by these men include navigating academic environments, challenging stereotypes, and overcoming systemic barriers. Moreover, these men often encounter financial instability, limited access to support services, inadequate academic preparation, and social and academic isolation. The study emphasizes the importance of community-based interventions, mentoring programs, accountable peer support networks, and culturally responsive policies and practices. These critical support mechanisms play a pivotal role in addressing the unique challenges faced by men of color in community college settings. The findings aim to inform institutional policies and practices that can better serve this demographic, promoting their academic achievement and retention within community college settings.

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Asset Metadata

Creator Bermejo, Jose Guadalupe, Jr. (author)

Core Title Planting the seeds of change: a journey of resilience and challenges faced by men of color in community colleges

School Rossier School of Education

Degree Master of Education

Degree Program Educational Counseling

Degree Conferral Date 2024-05

Publication Date 04/05/2024

Defense Date 03/25/2024

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag community college,engagement,men of color,OAI-PMH Harvest,sense of belonging,social validation

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Ocampo, Atheneus (committee chair), Banuelos, Sheila (committee member), Hernandez, Kortney (committee member)

Creator Email jbermejo@usc.edu,josegvkbermejo@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113871204

Unique identifier UC113871204

Identifier etd-BermejoJos-12764.pdf (filename)

Legacy Identifier etd-BermejoJos-12764

Document Type Thesis

Format theses (aat)

Rights Bermejo, Jose Guadalupe, Jr.

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Source 20240408-usctheses-batch-1136 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

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