Abstract
This qualitative case study explored the perceptions of success and experiences of nine minority male participants in a men-of-color-themed first-year learning community (MCLC) at a Hispanic-Serving Institution. Focus groups and individual interviews revealed four major themes: the importance of strong instructor relationships, the subjective nature of success, the value of affinity spaces, and the positive impact of the learning community on development and motivation. Participants emphasized the role of instructor rapport, defined success through the lens of personal empowerment, and highlighted the significance of culturally relevant peer connections. The findings indicate that MCLCs can foster a sense of community, identity development, and achievement for minority male students. Implications for higher education practitioners and researchers are discussed, emphasizing the need for targeted support programs that prioritize relationship-building, diverse success definitions, and inclusive environments.
Biography
Austin Dixon is the Director of Academic Outreach and Recovery at Sam Houston State University. He is also a doctoral student at SHSU in the Higher Education Leadership program, with scholarly interests in cultural taxation in the higher education administrator experience and practitioner interests in mentorship, student success.
Ty-Ie Fuller is currently a public-school teacher and MPA candidate at Sam Houston State University. He is passionate about integrating education and using his interdisciplinary background to tackle societal challenges, implement innovative policies, and contribute to the progress of social justice and community well-being.
Recommended Citation
Dixon, A., & Fuller, T. (2024). Through Their Eyes. Journal of Access, Retention, and Inclusion in Higher Education, 7(1). Retrieved from https://digitalcommons.wcupa.edu/jarihe/vol7/iss1/5