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This qualitative study--informed by transformative narrative inquiry, critical race theory, and social capital theory-- explores Latino male students experiences of success in postsecondary education. Utilizing narrative inquiry methodology, the study documents and describes Latino college students stories of academic and social success, and the challenges they encountered as they navigated their educational journey. Data were collected using semi-structured individual interviews with each participant, a focus group session, and guided reflections. Participants shared their understanding of what counted as success for them and their experiences as Latino male college students. Five major themes emerged from the data analysis: (a) family centrality and peripherality, (b) self-determination, (c) pre-college influences, (d) college socialization, and (e) allies and community advocacy. Practical and public policy implications for future research are explored as well as suggestions for enhanced higher education practices that support and foster a campus environment conducive to the success of Latino male students.

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Aldo Romero, originally from Mexico, is the Director of the Cumbres Teacher Prep Program in the College of Education and Behavioral Sciences at the University of Northern Colorado, and teaches in Hispanic Studies. His research focuses on equity and social justice in higher education; he has published and presented in English and Spanish worldwide.

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