Date of Award

5-2025

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership

Department

Educational Leadership

First Reader/Committee Chair

Acevedo, Nancy

Abstract

Literature on Men of Color in college has highlighted the disparate retention, persistence, and graduation rates of college Men of Color when compared to their female counterparts or White male peers. As a contribution to the scholarly research on Men of Color, this qualitative critical race-grounded theory study explored this phenomenon and made further inquiry about the nuanced and unique lives of Men of Color attending a Hispanic-serving institution (HSI). This research involved nine Men of Color undergraduate students who attended an HSI in Southern California who collaborated and coconstructed knowledge during the study. The collaborators, or participants, contributed to the knowledge making during four storytelling sessions that honored culturally affirming and relevant research methods. These methods ensured the Men of Color participants were treated with dignity and respect. The grounded theory that emerged from this study was a developmental belief paradigm in which Men of Color in this study existed. Individual beliefs began with the understanding of self followed by vulnerability, which promoted relationships with others and a sense of belonging or beingness. This theory underscores the importance of understanding the nuanced and unique lives of Men of Color in college and the intentional ways universities can provide services and support that promote sense of belonging and help-seeking behaviors. Expectantly, the outcomes of these practices and services will increase retention, persistence, and graduation rates in Men of Color.

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