Hispanic Male Perception Key Words

Hispanic Male Perception

Key words included: Hispanic male perceptions, higher education; Education, fathers perception higher education; Number Hispanic males with post-secondary degrees; Parental involvement / investment in Hispanic male education; Gap higher education between Hispanic males / Hispanic females; Parental role / influence Hispanic males/relation higher education; Male role Hispanic family; Obstacles higher education Hispanic males.

HISPANIC MALE PERCEPTION of HIGHER EDUCATION as it RELATES to HISPANIC FATHER

The value of familismo can be an asset because of its correlation with strong social and family networks, which can ultimately be accessed to support their [Hispanic males] academic achievement"

Victor B. Saenz and Luis Ponjuan

Saenz & Ponjuan, as cited in DiMaria, 2008, ¶ 1").

Context of the Problem Victor B. Saenz, assistant professor, University of Texas-Austin, and Luis Ponjuan, assistant professor, University of Florida, explore this contemporary concern challenging Hispanic males in "The Vanishing Latino Male in Higher Education," according to Frank. DiMaria in "Where have all the Hispanic males gone?."

Saenz, and Ponjuan purport that despite problems in the area of higher education, the potential exists for more positive participation from not only Latino males, but also their families. Saenz and Ponjuan puport" "The value of familismo can be an asset because of its correlation with strong social and family networks, which can ultimately be accessed to support their [Hispanic males] academic achievement" (Saenz & Ponjuan, as cited in DiMaria, 2008, ¶ 1). In consideration of an issue the researcher perceives to be a particularly perplexing problem relating to the Hispanic male in regard to higher education, the forthcoming study proposes to explore certain aspects of the Hispanic male perception of higher education, particularly as it relates to the Hispanic father.

Statement of the Problem

The U.S. Census Bureau (2000) reports that the lifetime earnings of a person who holds a bachelor's degree traditionally totals 75% more than the earnings of an individual with a high school diploma.

In "Family acculturation, family leisure involvement and family functioning among Mexican-Americans.," O.D. Christenson, R.B. Zabriskie, D. L Eggett, and P.A.Freeman, recount that the 2003 U.S. Census reports that Hispanics constitute 13.7% of the U.S. population, making them the country's largest minority group. "Researchers need to consider the "dearth of family research' on minority groups if their 'work is to remain relevant to policy makers or professionals who work directly with families and children'" (Christenson, Zabriskie, Eggett, & Freeman, 2006, ¶ 1).

Purpose of the Study

The purpose of the proposed study will be to examine certain aspects of the Hispanic male perception of higher education, particularly as it relates to the Hispanic father. Rather than the question underlying the question "Where have all the Hispanic males gone?," the researcher asserts a more appropriate query for the proposed study would be: How does the Hispanic male perception of higher education relate to the Hispanic father? The three following sub-questions will simultaneously serve as a guide to help ensure the researcher retains the focus relating to the Hispanic male perception of higher education:

What role does the Hispanic male fill in the Hispanic family?

Current Concers Edcuational

What influences the desire for higher education in first generation college students to secure a degree?

Study Hypothesis the research questions crafted for this study contributed to the determination of this study's hypothesis: If the Hispanic father perceives education as important, then the Hispanic male will more likely pursue attainment of higher education goals.

Significance of the Study

Objectives of the Study

Aims and Objectives

The researcher's primary aim for the proposed study is to explore certain aspects of the Hispanic male perception of higher education, particularly as it relates to the Hispanic father.

Objective

Conduct a thorough Literature Review of relevant information relating to particular aspects of the Hispanic male perception of higher education, particularly as it relates to the Hispanic father.

Objective

Identify the characteristics of the Hispanic male familial role.

Objective

Examine Hispanic male and female educational pursuits.

Objective

Determine factors contributing to influencing Hispanic first generation educational attainments in higher education.

Objective

Relate numerous positive Hispanic educational cultural characteristics to the pursuit of higher education.

V. Organization of the Study

The body of the proposed study will consist of the following chapters:

Chapter I: Introduction

Chapter II: Review of the Literature

Chapter III: Methodology

Chapter IV: Analysis

Chapter V: Discussion, Conclusions, and Recommendations

Chapter I: Introduction

Chapter I of this study proposal presents the proposed study's focus, while it also relates the background of the phenomenon to be examined. This proposal also relates related area of study, the three research questions, the proposed study's hypothesis, the significance of the study, and the research methodology the researcher plans to utilize to complete the proposed study.

Chapter II: Review of the Literature in Chapter II, the researcher presents plans regarding the literature to be reviewed in the forthcoming study. Information for this section of the proposed study will be retrieved from Web sites; articles; books; newspaper excerpts; etc., relevant to considerations of the considerations relating to the Hispanic male perception of higher education, relating to the Hispanic father. The researcher initially accessed and reviewed more than 20 credible sources to narrow down the ones noted in the reference section in this study. The literature review chapter presents a sampling of literature to support the research questions the proposed study will address.

The researcher initially notes, however, that a dearth of information specifically relating to the proposed study's focus exists.

Chapter III: Methodology During Chapter III of the proposed study, the methodology the researcher plans to utilize to investigate the Hispanic male perception of higher education investigation. This chapter also presents the overall methods and techniques the researcher plans to implement to conduct this study, currently determined to be a qualitative, grounded theory study. Considerations for the methodology chapter include methods the researcher plans to utilize.

Chapter IV: Analysis During Chapter IV of the proposed study, the researcher examines the information retrieved/reviewed/related for this study, and in turn dissects results relevant to the Hispanic male perception of higher education relate to the Hispanic father. The researcher notes the study's most relevant findings in this chapter.

The researcher adapts, creates, and presents a variety of tables and graphs to depict particular, vital noteworthy information/data from the collection of documents reviewed in the literature review chapter. The analysis of information the researcher retrieved from the documented available evidence contributes to the results the researcher draws from the research to answer the research questions (Pope et al., 2000).

Chapter IV: Summary and Conclusions

During Chapter V, in the discussion section, the researcher recounts the study scenario and further expounds on the findings from the retrieved information and analysis chapter. In the conclusion section, the researcher confirms that this study's research questions were appropriately addressed and relates the determination of the study's hypothesis. Ultimately, based on this study's findings, the researcher proffers recommendation for future researchers to ponder for potential, future study projects. The researcher also notes any lessons, in hindsight that this study's efforts recovered. During the next section of the proposed study, the proposed Literature Review, the researcher further examines points researchers such as Saenz and Ponjuan note, regarding the Hispanic family's "correlation with strong social and family networks" (Saenz & Ponjuan, as cited in DiMaria, 2008, ¶ 1"), in regard to education of the Hispanic male.

CHAPTER 1I: LITERATURE REVIEW

No parent should strive to be like another; just like our children, each of us is unique.

And just as we love each of our children for being a special person, our children learn to love each of us for being a distinct parent and person"

Saf Lerman (20th century) (Columbia World 1996)

Introduction

Just as Lerman, a 20th century parenting specialist and writer, notes that parents and children are distinct, the researcher contends that the proposed literature review will also differ from other than literature reviews. In some instances, however, the proposed literature review will replicate the design of numerous previous study reviews as it adheres to one of the more traditional format a number of researchers follow in developing their literature review.

The Hispanic Male Familial Role

Sometimes, when a child fails to attain certain societal goals, and/or does not turn out "right," the perceptions of others may reflect the contention by the inner-city school, Hispanic teacher; that the problems children exhibit in life, particularly in the educational realm, evolve from the parents. Although the title, "African-American families under fire: Ethnographic views of family strengths" appears to indicate the study only notes African-Americans, B. Harry, J.K. Klingner, and J. Hart note critical, contemporary concerns one inner-city school, Hispanic teacher relates specifically include Hispanics. When discussing educational challenges educators routinely counter, this particular teacher asserts:

The children have absolutely no social skills, such as not knowing how to walk, sit in a chair.... it's cultural. Because most of these children have been to preschool, and they're still so delayed. Their physical needs are not attended to. They're often dirty, head lice among the Hispanic children, poor hygiene and clothing... hungry, cold.... The big problem is poverty. I spend 50% of my time taking care of them other than teaching, and this includes downtime because of behaviors such as fistfights, tantrums, aggression. (Harry, Klingner & Hart, 2005, Research and design section ¶ 8)

Hispanic Males//Females Educational Pursuits

Although Hispanic females frequently outperform Hispanic males, cultural values that limit the range of school choices and career paths, frequently restrict the females to opportunities to access higher education. In addition, many Latina/o students, male and female, do not recognize that higher education currently constitutes a financially feasible, realistic option for them (Dosal, 2008, ¶ 5).

Erica Tortorella (2009) reports in "REACH prep program helps boost Latino presence in private education," that the fact Hispanics and other minority groups are underrepresented in private schools throughout the U.S. reveal that minority students, at all member schools account for only 21.9% of total enrollment.

Hispanics, albeit, account for an only 3.3%. REACH Prep, founded during 1994, aims to help increase "the number of minority students benefiting from a private education. A 501- 3 organization, it provides eight years of middle school through college guidance and preparation, including character building, leadership development and family services (Tortoralla, 2009, ¶ 3). REACH Prep goal is help the two most negatively affected groups advance in the educational by providing access to independent schools.

Hispanic First Generation Educational Influences www.questia.com/PM.qst?a=o&d=5028408033

Olive (2008) purports in "Desire for higher education in first-generation hispanic college students enrolled in an academic support program: A Phenomenological Analysis.," that numerous empirical studies which examined first-generation college students, those individuals with parents who did not attend college, explored the students' personality characteristics, cognitive development, academic preparation, and first-year performance. Few studies, however, examine the students' motivation for seeking higher education. Even fewer studies, Olive notes, target what motivates the pursuit of higher education in Hispanic students.

The response to the question Olive purposed: "What is the experience of the desire for higher education in Hispanic first generation college students enrolled in an academic support program?" netted two findings. The following structures confirm "the effectiveness of academic outreach programming and identify the roles of self-efficacy": Successful experiences in high school, desire for improved socioeconomic status, a need to contribute to the well-being of others, break with tradition, and the influence of respected role models in facilitating a desire for higher education in these individuals. (Olive, 2008, summary section ¶ 2)

Saenz He adds that from a social perspective, Latino male roles as spouses, fathers and role models for young men could be challenged as a result of their continued struggles on the educational front. Ultimately, these trends could undermine their ability to fulfill the critical economic and social roles that are keys to prosperous families and communities. But DiMaria, 2008, ¶ 21) Reed (2007) that if something is not done about the Hispanic academic eligibility, their numbers will not rise, with the prospect of even completing high school to continue to be the exception.

Positive Hispanic Educational Cultural Characteristics

Charles B. Reed,(2007)"Just being here is not enough!." Currently, educators and communities are not doing enough to help these students get information and take the courses they need to prepare for college. The California Postsecondary Education Commission reports that only 16% of Hispanic and 19% of African-American high school graduates were eligible for CSU in 2004. This compares with 48% of Asian-American and 34% of White graduates (Reed, 2007, ¶5). In California, 78% of Hispanic and 75% of African-American high school graduates did not complete the courses required to enter CSU or the University of California. Bryan Sobey (2006) Diversity is hallmark of fast-growing Hispanic population Hispanic households also vary widely in terms of how long they have been in the United States. In fact, 40% of U.S. Hispanics are foreign-born and tend to be less assimilated into the broader U.S. culture than Hispanics who were born here.. (Sobey, 2006, ¶ 5) Research reveals the Hispanic community

Are focused on their families, and they enjoy spending time at home with them.

A tend to hold traditional values.

A generally media friendly and tend to trust the information presented by newspapers, magazines, radio and television. And they enjoy advertising that is lightly entertaining and gives them something about which to laugh or discuss. (Sobey, 2006, ¶ 6)

In "Understanding the experiences of bilingual, Latino/adolescents: voices from gifted and genera education," E.,Shaunessy, P.A. Mchatton, C. Hughes, a, Brice, and M.S. Ratliff (2007) define the term "Latino": Latino ethnicity, or Latinismo, these authors note hasas been defined as 'an intergroup identity reflecting consciousness of a collective uniqueness derived from shared cultural characteristics such as language and awareness of being different from other social groups in the United States" (Shaunessy, et al., 2007, ¶ 4). The donning a particular ethnic identity relates to the individual attaining a particular power and privilege, and varies with the situation. Adopting this identity reflects a conscious choice based on a person's social or political circumstances (Shaunessy, et al., 2007, ¶ 4). M. L Toews,.and a. Yazedjian, (2007) point out in "College adjustment among freshmen: Predictors for white and Hispanic males and females," that although parental support may influence a student, "it may not be the only predictor of college adjustment"

Toews, Yazedjian, 2007, ¶ 1). In their study, Toews and Yazedjian assess numerous personal and interpersonal variables relating to predicgting of the sduent's college adjustment. Toews and Yazedjian (2007) examine a sample of 883 freshmen to determine the extent to which the students' parental support, self-esteem, parental education, and peer support potentially indicted future adjustment during the student's first year of college. Toews and Yazedjian also considered predictor variables, such as race and gender in their regression analyses research effort that ultimately revealed that among all participating groups, except Hispanic males,.self-esteem proved predictive of better adjustment to college for the freshmen. One particularly powerful, potential interpersonal resource students may draw from when adjusting to college, Toews and Yazedjian stress, may be parental support. Although parental support proves significant in some instances, it may not prove to be the single predictor of the college student's adjustment. Even when parents provide emotional support Toews and Yazedjian (2007) contend, when the parents lack college experience, they may not be unable to provide instrumental support during the time their children adjust to the new college context. Parents' college education serves as a type of social capital for children, Toews and Yazedjian explain "when parents impart knowledge, based on their educational experiences, to their children. Thus, the importance of that college education rests in both the presence of parents with a college education and in their willingness to discuss those experiences with their children"

Toews & Yazedjian, ¶ 8).

Parents of college students with some college experience reported the students experienced higher levels of adjustment than students whose parents had never attended college. higher self-esteem was predictive of better adjustment to college among all groups except Hispanic males. In addition, parental education was predictive of overall college adjustment for both White and Hispanic females. Furthermore, White females who had supportive peers reported being better adjusted to college. Basically, research exploring the relationship between parental support and college adjustment, has not been inconsistent. In fact, a number of researchers argue that parental support does not serve as a significant predictor of adjustment. Social support, albeit, frequently positively related to both the student's social, as well as his/her academic adjustment. Studies also purport that parental support does not identically impact the student's adjustment across ethnic groups and gender. Toews and Yazedjian (2007) suggest that future research needs to consider the ways variables, such as parental education, self-esteem, and social support, influence the student's college adjustment. Such variables do in fact differentially predict the adjustment of the male and female in college, as well as for Hispanics and Whites. Those differences Toews and Yazedjian contend merit further exploration. Howard Greene and Matthew Greene (2004) note concerns relating to Hispanic Males dropping out of high school and/or college in "The widening gender gap: Shifting student demographics will have significant impact on college admissions." These authors report:"A significantly greater proportion of students of color and Hispanic students leave high school or college before graduating, especially males."

Having only a few or no role models in their family may influence how those Hispanic males may perceive the value of college. In addition to the impact of the perception of families in regard to attaining a college degree, which may in many instances seem to be an insurmountable goal to some, language barriers, along with financial considerations may also factor into the Hispanic males decision within two pursue higher education.

In her column, "Leaving the boys behind," Janne Perona (2006) points out that across the U.S., schools have high female-to-male ratios on honor rolls, as well as to typically in Advanced Placement and International Baccalaureate classes. For example, a New York Times recounts that for the class of 2004 in Arizona, "graduation rates among white students were 88.7% for females and 83.7% for males. The percentage gaps were nearly identical for Hispanic, African-American and Asian-American students" (Perona, 2006 ¶ 3). Another recent finding, Perona notes is that Latina female students will be 20% more likely to earn a bachelor's degree than their male peers. In addition, middle-income males revealed a 17% higher probability of degree completion than low-income Latino students.

In "Predictors of distress in Chicana college students," Linda G. Castillo and Robert Hill (2004) identify the terms "Chicana and Chicano" as gender-specific designations that respectively identify Mexican-American women and Mexican-American men,. In their study, Castillo and Hill included only women of Mexican ancestry, primarily describing the women as Chicanas.

Castillo and Hill (2004) stress that differences in gender role socialization may contribute to variances in familial expectations for the family members. As first-generation Chicana students, for instance, face the challenge to overcome barriers to fulfill the demands of the traditional role of wife and mother, this struggle may sometimes conflict with the Chicana's pursuit of a college education. Research findings indicate that the experiences relating to stress of Chicanas and Chicanos do, in fact, differ.

During the proposed study, this indication will be further explore.

M.A.

Casado and M.I. Dereshiwsky (2007) report in "Cultural diversity in higher education: Implications for hospitality programs," a need exists in the U.S. To create awareness of cultural diversity. The increasing number of minority students on campus frequent report they do not feel accepted in the academic arena. In some instances, majority students take over the class, and ignore students of color, which consequently may, leaving reinforce the feelings of alienation the under-represented students may sometimes experience. This, in turn, may hinder the personal, academic, and professional development of underrepresented students, such as Hispanics.

Mexican researchers have made important contributions to analyses of family and work conditions among Mexican women and men of different socioeconomic and ethnic backgrounds. In the early 1970s, Mexican feminist movements began challenging gender stereotypes that constructed Mexican women's identity around being a wife and mother (Lugo 1985; Marcos 1999) and over the past decade, feminist and other social movements have begun recognizing and addressing the experiences of indigenous women as well (Marcos 1999). This work is an important framework for discussing historical changes in work and family dynamics. (Bergstrom, Heymann, 2005, ¶ 3)

Gender inequity in the workplace continues to exist DiMaria (2008) stresses, citing wage disparities across occupational fields as evidence. Gender inequity also surfaces within the educational system. The Latino experience, albeit, may not dramatically differ from the experience of all males. "In the early grade levels, male learning styles are often mismatched with pedagogical norms. As a result, those males who are turned off to school at a young age may have a difficult time rediscovering the motivation to become successful learners later in their educational pathways"(DiMaria, ¶ 7). Despits the similarityes

The schooling experiences of young males constitute a credible cause for concern, particularly for Latinos and Black males.

CHAPTER III: METHODOLOGY qualitative study may "...establish a new line of thinking, or assess an issue with an understudied group or population"

Creswell as cited in Olive, 2008, summary section ¶ 2).

I.Introduction

Qualitative Research Methods

Creswell, as the introductory quote for this chapter of the proposed study notes, contends that a qualitative study may server to fill a noted void currently existing literature. A qualitative study may also Creswell, purports, "...establish a new line of thinking, or assess an issue with an understudied group or population" (Creswell as cited in Olive, 2008, summary section ¶ 2). Leedy and Ormrod (2005) purport that researchers may choose from five different qualitative research designs when completing qualitative studies. Options include: (a) Case study, b) Ethnography, - Phenomenological study, (d) Grounded theory study, and (e) Content analysis. To approach qualitative research, the researcher's options include several approaches/methodologies, which include:

Grounded theory;

case study;

action research;

mixed methods (Qualitative research, 2008, Approaches to Qualitative Research section).

The researcher notes that methodology proffers several methods which may be utilized, contingent upon the studies research questions (Qualitative research, 2008, Approaches to Qualitative Research section). For the proposed study, the researcher prefers to utilize the grounded theory study methodology.

Grounded Theory

Grounded theory consists of a research method projected to generate a theory "grounded in data systematically gathered and analyzed." Its aim is not to test or verify an existing theory, but to instead, "develop theories/explain a process regarding social phenomena" (Qualitative research, 2008, Grounded theory section). Methods for the grounded theory and can the interview, focus group, observation.

Characteristics of grounded theory consistent:

Iterative approach

Cycles of simultaneous data collection and analysis, previous cycle informs next data collection etc.

Theoretical sampling

Sample is not set at the outset but selected purposively as study progresses