ABSTRACT
The study featured in this chapter challenges the conventional approach of using measures of grit to understand the experiences of Black and Latine/x men, as canon grit measures overlook the historical contexts of each demographic group. Instead, the study employs Carter’s (2002) model of degree aspirations and critically analyzes survey data from the Community College Survey for Student Engagement (CCSSE). Through descriptive, exploratory, and logistic regression analyses, the study evaluates how transfer aspirations to four-year colleges or universities for Black and Latine/x men in California Community Colleges are influenced by specific controls embedded in Carter’s model. The study’s findings shift the focus away from the perceived navigational skills and determination of men of color and instead emphasize the role of institutional and systemic barriers in hindering their academic progress. This new perspective encourages institutions to take accountability for addressing these obstacles to ensure equitable outcomes for all students.
