Affiliation:
1. Department of Education Policy, Organization, and Leadership, University of Illinois at Urbana-Champaign, Champaign, IL, United States
2. Department of Educational Leadership and Policy Studies, Indiana University, Bloomington, IN, United States
Abstract
In this paper, we present a conceptual model of the development of a relationship between first-generation Latino men while navigating the unchartered waters, or the unknown, of a doctoral program. Drawing from focus groups, we outline the various components (e.g., institutional role and support, resilience, cultural affinity) that contributed to the model of compañerismo and how this cultural phenomenon, in turn, led to the participants’ successful navigation of their graduate education. Compañerismo represents the evolvement from a surface-level friendship to a cultural, personal, and academic support system. Guided by the data, we offer practical implications for higher education stakeholders to better support Latino men and their persistence and retention in doctoral programs.