The (Unspoken) Pact: A Composite Counternarrative of Latino Males' Compañerismo in a Doctoral Program at a Predominantly White Institution in the Midwest

Autor/inn/en	Patrón, Oscar E.; Flores, Osly J.; Medina, Øscar
Titel	The (Unspoken) Pact: A Composite Counternarrative of Latino Males' Compañerismo in a Doctoral Program at a Predominantly White Institution in the Midwest
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 34 (2021) 4, S.295-314 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Patrón, Oscar E.) ORCID (Flores, Osly J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2020.1754490
Schlagwörter	Hispanic American Students; Males; Doctoral Students; Racial Composition; College Environment; Whites; Friendship; Critical Theory; Race; Peer Relationship; Student Experience; Coping; Racial Bias; Ethnicity + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorandenprogramm; Doktorand; Doktorandin; Hochschulumwelt; White; Weißer; Freundschaft; Kritische Theorie; Rasse; Abstammung; Peer-Beziehungen; Studienerfahrung; Bewältigung; Racial discrimination; Rassismus; Ethnizität
Abstract	This paper draws from Critical Race and Latina/o Critical Theories to examine the racialized experiences and academic successes of Latino male students in a doctoral program at a predominantly white institution in the Midwest. In doing so, the authors explore the friendship the participants developed with one another as they navigated unchartered waters, or the unknown of graduate school, on their path to graduation. The authors introduce the concept of "compañerismo" in higher education to illuminate how the affinity and bond developed and the various ways it positively shaped the participants' experiences. The findings are presented in three critical time frames within a doctoral program (1st, 3rd, and 5th years) through a composite counternarrative based on focus groups. The authors conclude by offering implications for practice and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01