UNPACKING THE LATINO MEN COLLEGE STUDENTS’ LEADERSHIP EXPERIENCES

In this qualitative study, learning and engaging in leadership among Latino men college students enrolled at institutions of higher education were examined. The purpose of this narrative study was to explore the stories of how Latino men college students become leaders. Furthermore, this study aimed to understand how Latino men college students engaged in leadership and how they transferred their leadership knowledge between institutions of higher education and their home communities. A narrative design was used to study the stories and experiences (Clandinin, 2006; Connelly & Clandinin, 1990) of eight Latino men college students. Oral histories such as storytelling are a generational avenue within the Latin* community (Bordas, 2001; Delgado, 2002: Marrun, 2020; Rodriguez, 2011). Two semi-structured interviews were used to gather the data from the participants and data was analyzed using two cycles of coding. Lozano’s (2015) Latina/o Leadership Journey was used as the theoretical framework for this study to answer the three research questions focused on how Latino men college students became leaders, engaged in leadership, and transferred their leadership knowledge within their communities.
There are three findings to this study that are focused on how Latino men college students become leaders, Latino men’s leadership engagement, and transferring leadership knowledge in different communities. The three findings had two to three themes that support the findings. Each of the findings address and answer the three research questions. Recommendations for policy, practice, and future research are also addressed to support the lived experiences of Latino men college students in their process to become leaders.