Race without Gender? Trends and Limitations in the Higher Education Scholarship Regarding Men of Color

Autor/inn/en	Cabrera, Nolan L.; Karaman, Alex K.; Ballysingh, Tracy Arámbula; Oregon, Yadira G.; Gonell, Eliaquin A.; Lopez, Jameson D.; Deil-Amen, Regina
Titel	Race without Gender? Trends and Limitations in the Higher Education Scholarship Regarding Men of Color
Quelle	In: Review of Educational Research, 92 (2022) 3, S.331-369 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/00346543211054577
Schlagwörter	Race; Sex; Males; Minority Groups; Higher Education; Scholarship; Educational Trends; African Americans; Hispanic Americans; Sexual Orientation; Social Class; Asian Americans; Indigenous Populations; Multiracial Persons; LGBTQ People; Holistic Approach; Inclusion; Racial Bias; Racial Identification; Disability Discrimination; Masculinity + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Geschlecht; Geschlechtsverkehr; Male; Männliches Geschlecht; Ethnische Minderheit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Scholarships; Stipendium; Bildungsentwicklung; Afroamerikaner; Hispanic; Hispanoamerikaner; Sexuelle Orientierung; Social classes; Soziale Klasse; Asian immigrant; United States; Asiatischer Einwanderer; USA; Sinti und Roma; Mischling; Holistischer Ansatz; Inklusion; Racial discrimination; Rassismus; Männlichkeit
Abstract	The underrepresentation and underperformance of men of color relative to women of color within institutions of higher education have been extensively studied the past 20 years. The purpose of this study is to understand trends in how this research has been conducted rather than understand "best practices" to support this student population. To achieve this, we reviewed 153 pieces of scholarship from 1999 to 2019 using an intersectional and critical content analysis approach. Findings revealed that the bulk of scholarship involved onetime interviews for its empirical foundations, and the overwhelming majority centered the racial experiences of Black and Latinx men. In contrast, few analyses critically explored gender, sexual orientation, or social class. Additionally, scholarship that centered Asian American, Indigenous, multiracial, and trans* men of color was scant or nonexistent. Given these large gaps in the knowledge base, we offer guidance for the next generation of men of color in higher education scholarship in terms of analytical foci, theoretical frameworks, and methodologies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01