| dc.description.abstract | On a national scale Latinos are the fastest growing segment of the population, and in the state of Texas the Hispanic population is projected to eclipse non-Hispanic whites as the largest race or ethnic group within the next decade. However, today we are experiencing a growing gender gap in academic achievement across the P-16 educational continuum. In fact, compared to their Latina peers, Latino males are more likely to repeat a grade, be suspended and expelled, placed in special education, diagnosed as ADHD, and dropout or be pushed out of school. Additionally, Latino males’ continue to be underrepresented in U.S. institutions of higher education participation and completion rates. Previous literature demonstrates how cultural, social, and psychological factors have impacted the college experiences of Latino students. However, only recently has there emerged literature that takes into account the distinctive experiences of Latino males in college. This qualitative study specifically examined how twelve Latino male students experienced help-seeking at two North Texas community college campuses, using the Model for College Students’ Help-Seeking Experiences, which takes into account Achievement Goal Theory (motivation), Attribution Theory (academic-control), and Help-Avoidance (basis for avoiding help-seeking) as tools of analysis. The primary data collection sources included demographic information form, semi-structured face-to-face interviews, documents and artifacts, analytical and reflective memos, and observation field notes. The findings of this study revealed differing motivational factors for achievement related behavior, high sense of perceived academic-control, as well as means for avoiding help-seeking. | en_US |
