The purpose of this study explores how Latina/o faculty can serve as advocates for Latino men in a community college. The authors apply Bernal and Aleman’s theoretical construct of transformative ruptures to demonstrate how Latina/o faculty choose to actively engage as change agents to support Latino men’s experiences in one community college.
Methods:
Individual semi-structured interviews were conducted with 5 Latina/o community college faculty to explore how their practices created transformative ruptures for Latino men.
Results:
Findings demonstrate how faculty engaged Latino men by developing mentoring relationships, challenging institutional practices, and advocating that helped to reframe the narratives of Latino men.
Conclusion/Contribution:
This study highlights practices that community colleges can adopt to challenge institutional norms and practices to create a supportive campus for Latino men.
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