“If You’re Latino,You’re Not Really Expected to Go to College”: Understanding Latino Men’s Psychosociocultural Resilience in Higher Education

Abstract

Latino men continue to experience lower college completion rates compared to other demographic groups, highlighting the need to better understand factors contributing to their success. Grounded in Gloria and Rodriguez’s psychosociocultural theoretical framework, this phenomenological study highlights how Latino men experience and cultivate resilience during their higher education journey. Through 68 semi-structured interviews with 34 Latino men who transferred from community colleges to 4-year universities in California, Florida, and Texas, three interconnected themes emerged. First, Latino men transform skepticism from family members and society into psychological motivation, reframing doubts as catalysts for academic persistence. Second, multifaceted mentorship emerged as a critical social support mechanism, combining nurturing guidance with direct feedback while fostering career development and accountability. This mentorship extended beyond traditional academic support to include emotional and crisis intervention. Third, Latino men actively negotiate their cultural identities within higher education spaces, balancing their heritage with institutional norms while challenging stereotypes about their academic capabilities. These findings demonstrate how Latino men’s resilience manifests through their ability to convert challenges into motivation, build meaningful mentoring relationships, and navigate complex cultural dynamics. The study suggests that supporting Latino men in higher education requires a holistic approach that recognizes and leverages the interconnected nature of psychological, social, and cultural factors. Implications highlight the importance of developing comprehensive support systems that address these dimensions simultaneously rather than treating them as separate entities.