(Re)Defining Masculinity through Peer Interactions: Latino Men in Texas Community Colleges

Autor/inn/en	Sáenz, Victor B.; Mayo, Jeff R.; Miller, Ryan A.; Rodriguez, Sarah L.
Titel	(Re)Defining Masculinity through Peer Interactions: Latino Men in Texas Community Colleges
Quelle	In: Journal of Student Affairs Research and Practice, 52 (2015) 2, S.164-175 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-6591
DOI	10.1080/19496591.2015.1018269
Schlagwörter	Masculinity; Peer Relationship; Community Colleges; Males; Hispanic American Students; Phenomenology; Sex Role; Role Conflict; Cultural Influences; Student Experience; Interaction; Focus Groups; Student Attitudes; Social Psychology; Qualitative Research; Texas + Suchen Sie Ihr Suchwort? Männlichkeit; Peer-Beziehungen; Community college; Community College; Male; Männliches Geschlecht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Phenomenological psychology; Phänomenologie; Psychologie; Geschlechterrolle; Rollenkonflikt; Cultural influence; Kultureinfluss; Studienerfahrung; Interaktion; Schülerverhalten; Sozialpsychologie; Qualitative Forschung
Abstract	This study uses a phenomenological approach to examine how Latino male students at community colleges engage with their male peers. The analysis utilizes a male gender role conflict (MGRC) framework and employs cultural conceptions of masculinity, specifically machismo and caballerismo. Practitioners and researchers might leverage positive aspects of masculinity associated with caballerismo to help men succeed academically, while promoting reflection on and interrogation of aspects of masculinity that might lead to negative educational outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01