A qualitative study of u.s. hispanic/latino male students intending to transfer and their academic coping strategies

The intent of this qualitative research study was to explore the academic coping
strategies of male Hispanic/Latino community college students intending to transfer to the
senior institution. Hispanic/Latino males have been enrolling and succeeding in community
colleges at decreasing rates since the 1990s. A research review comprised higher education
transfer and retention research, Hispanic college student retention and success, academic
coping and stress, and historical and current constructions of masculinity. Utilizing an NW U.S.
community college as the site, eight students were interviewed in a two-interview sequence.
The study utilized the interpretivist paradigm of inquiry and semi-structured interviews. The
interview data were analyzed utilizing this paradigm and a constant comparative method to
identify secondary and secondary codes or themes. The Atlas.ti program was also utilized to
confirm emergent themes. As this is an exploratory study, it was identified that the
construction of masculinity might significantly influence male Hispanic/Latino student success.
Although one’s race may play a role in influencing student success, national identity is much
more important. Implications for practice include greater development of resources supporting
men in knowing how to express themselves and – tell the truth, the development of personas
to aid in identifying the right type of support, and the importance of developing relational
aspects of a course to ensure male Hispanic students feel heard, seen and understood.