In a K–12 educational landscape where 75% of educators are white women, recruitment of Latino male educators is crucial for diversification, yet these educators represent just 2% of the teaching workforce in the United States (NCES, 2020). These educators grapple with a layered sense of identity as they navigate expectations of hegemonic masculinity and machismo norms that dictate their roles as disciplinarians and saviors, especially for young boys of color (Brockenbrough, 2018; Lara & Fránquiz, 2015; Martino & Kehler, 2006; Mills et al., 2004; Singh, 2021). Unfortunately, Latino male educators leave the profession at twice the rate of their Latina counterparts (Lara & Fránquiz, 2015; Partee, 2014). This critical qualitative case study employed critical sociocultural theory, racial identity development theory, masculinity studies, and LatCrit theory to explore how Latino male educators comprehend and negotiate their gender identities in K–12 educational spaces. Using circulos enfocados, findings revealed participants often navigated tension between their authentic selves and external and internal expectations of their machismo. Participants with a heightened critical consciousness demonstrated how they rejected heteronormative standards, engaged in critical pedagogical practices, and worked to dismantle patriarchal systems. Participants accumulated knowledge and skills vital to navigating their personal and professional lives. This study revealed how circulos enfocados can enhance critical machismo consciousness and support the complex journey of Latino male educators as they redefine their roles and challenge heteronormative gender standards in pursuit of inclusive and equitable education. Recommendations include how educational institutions can support programmatic efforts to retain these educators.
","abstract_html":"<p>In a K–12 educational landscape where 75% of educators are white women, recruitment of Latino male educators is crucial for diversification, yet these educators represent just 2% of the teaching workforce in the United States (NCES, 2020). These educators grapple with a layered sense of identity as they navigate expectations of hegemonic masculinity and machismo norms that dictate their roles as disciplinarians and saviors, especially for young boys of color (Brockenbrough, 2018; Lara & Fránquiz, 2015; Martino & Kehler, 2006; Mills et al., 2004; Singh, 2021). Unfortunately, Latino male educators leave the profession at twice the rate of their Latina counterparts (Lara & Fránquiz, 2015; Partee, 2014). This critical qualitative case study employed critical sociocultural theory, racial identity development theory, masculinity studies, and LatCrit theory to explore how Latino male educators comprehend and negotiate their gender identities in K–12 educational spaces. Using circulos enfocados, findings revealed participants often navigated tension between their authentic selves and external and internal expectations of their machismo. Participants with a heightened critical consciousness demonstrated how they rejected heteronormative standards, engaged in critical pedagogical practices, and worked to dismantle patriarchal systems. Participants accumulated knowledge and skills vital to navigating their personal and professional lives. This study revealed how circulos enfocados can enhance critical machismo consciousness and support the complex journey of Latino male educators as they redefine their roles and challenge heteronormative gender standards in pursuit of inclusive and equitable education. Recommendations include how educational institutions can support programmatic efforts to retain these educators.</p>","abstract_has_math":false,"creators":["Echeverria, Mario"],"institution":null,"degree_name":"PhD Education for Social Justice","degree_level":"Dissertation: Open Access","degree_discipline":"Learning and Teaching","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-01-01T08:00:00Z","date_published":"2024-01-01T08:00:00Z","updated_at":"2026-07-24T05:41:20Z","subjects":["retention","circulo","critical consciousness","Latino male educators","diversity","qualitative","case study","masculinity","machismo","identity","focus groups","gender","teacher","education","Curriculum and Social Inquiry","Gender and Sexuality","Gender Equity in Education","Other Education","Other Teacher Education and Professional Development","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digital.sandiego.edu/dissertations/1003","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Echeverria, Mario"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-12-07T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Learning and Teaching"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation: Open Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD Education for Social Justice"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["retention","circulo","critical consciousness","Latino male educators","diversity","qualitative","case study","masculinity","machismo","identity","focus groups","gender","teacher","education","Curriculum and Social Inquiry","Gender and Sexuality","Gender Equity in Education","Other Education","Other Teacher Education and Professional Development","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digital.sandiego.edu/dissertations/1003"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In a K–12 educational landscape where 75% of educators are white women, recruitment of Latino male educators is crucial for diversification, yet these educators represent just 2% of the teaching workforce in the United States (NCES, 2020). These educators grapple with a layered sense of identity as they navigate expectations of hegemonic masculinity and machismo norms that dictate their roles as disciplinarians and saviors, especially for young boys of color (Brockenbrough, 2018; Lara & Fránquiz, 2015; Martino & Kehler, 2006; Mills et al., 2004; Singh, 2021). Unfortunately, Latino male educators leave the profession at twice the rate of their Latina counterparts (Lara & Fránquiz, 2015; Partee, 2014). This critical qualitative case study employed critical sociocultural theory, racial identity development theory, masculinity studies, and LatCrit theory to explore how Latino male educators comprehend and negotiate their gender identities in K–12 educational spaces. Using circulos enfocados, findings revealed participants often navigated tension between their authentic selves and external and internal expectations of their machismo. Participants with a heightened critical consciousness demonstrated how they rejected heteronormative standards, engaged in critical pedagogical practices, and worked to dismantle patriarchal systems. Participants accumulated knowledge and skills vital to navigating their personal and professional lives. This study revealed how circulos enfocados can enhance critical machismo consciousness and support the complex journey of Latino male educators as they redefine their roles and challenge heteronormative gender standards in pursuit of inclusive and equitable education. Recommendations include how educational institutions can support programmatic efforts to retain these educators.
"]},{"key":"dc:title","label":"Title","values":["“A Real Man . . .”: Deconstructing Machismo Heteronormative Standards with K–12 Latino Male Educators through Dialogic Spaces"]}]}],"canonical_facts":{"dc:creator":["Echeverria, Mario"],"dc:date.available":["2023-12-07T08:00:00Z"],"dc:description.abstract":["In a K–12 educational landscape where 75% of educators are white women, recruitment of Latino male educators is crucial for diversification, yet these educators represent just 2% of the teaching workforce in the United States (NCES, 2020). These educators grapple with a layered sense of identity as they navigate expectations of hegemonic masculinity and machismo norms that dictate their roles as disciplinarians and saviors, especially for young boys of color (Brockenbrough, 2018; Lara & Fránquiz, 2015; Martino & Kehler, 2006; Mills et al., 2004; Singh, 2021). Unfortunately, Latino male educators leave the profession at twice the rate of their Latina counterparts (Lara & Fránquiz, 2015; Partee, 2014). This critical qualitative case study employed critical sociocultural theory, racial identity development theory, masculinity studies, and LatCrit theory to explore how Latino male educators comprehend and negotiate their gender identities in K–12 educational spaces. Using circulos enfocados, findings revealed participants often navigated tension between their authentic selves and external and internal expectations of their machismo. Participants with a heightened critical consciousness demonstrated how they rejected heteronormative standards, engaged in critical pedagogical practices, and worked to dismantle patriarchal systems. Participants accumulated knowledge and skills vital to navigating their personal and professional lives. This study revealed how circulos enfocados can enhance critical machismo consciousness and support the complex journey of Latino male educators as they redefine their roles and challenge heteronormative gender standards in pursuit of inclusive and equitable education. Recommendations include how educational institutions can support programmatic efforts to retain these educators.
"],"dc:identifier":["https://digital.sandiego.edu/dissertations/1003"],"dc:subject":["retention","circulo","critical consciousness","Latino male educators","diversity","qualitative","case study","masculinity","machismo","identity","focus groups","gender","teacher","education","Curriculum and Social Inquiry","Gender and Sexuality","Gender Equity in Education","Other Education","Other Teacher Education and Professional Development","Teacher Education and Professional Development"],"dc:title":["“A Real Man . . .”: Deconstructing Machismo Heteronormative Standards with K–12 Latino Male Educators through Dialogic Spaces"],"thesis:degree_discipline":["Learning and Teaching"],"thesis:degree_level":["Dissertation: Open Access"],"thesis:degree_name":["PhD Education for Social Justice"]},"updated_at":"2026-07-24T05:41:20Z"}