Date of Award


Document Type


Degree Name


Organizational Unit

Morgridge College of Education, Counseling Psychology

First Advisor

Patton O. Garriott

Second Advisor

Julia Roncoroni

Third Advisor

Jennifer Gafford

Fourth Advisor

Alejandro Cerón Valdés


Caballerismo, Grounded theory, Latino, Latinx, Machismo, Masculinity


Latinx men continue to be marginalized in higher education, and more research is needed to understand how to retain them using anti-deficit frameworks (Cook et al., 2012). Studies have investigated caballerismo as a protective factor for LatinX men. Caballerismo is defined by egalitarian beliefs, affiliation, positive family relationships, and empathy (Arciniega et al., 2008; Neff, 2001). Despite its promise as an anti-deficit framework, little is known about how caballerismo informs Latino students’ experiences in higher education. Therefore, this study addresses the following research questions: a) How does caballerismo manifest in Latinx men in higher education, b) how does caballerismo intersect with racial and ethnic identity, immigration status, acculturation status, social class, and other dimensions of privilege and oppression to (re)produce educational equity/inequity for Latinx men? A constructivist grounded-theory design will be used to address the research questions (Charmaz, 2000). Preliminary findings from semi-structured interviews with 10 Latino men suggest two thematic trends. First, the influence of caballerismo on Latino men’s higher education experiences appears to be dependent upon age and acculturation. Further, the values most often associated with caballersimo seem to be respeto, familismo, and responsibility. A theory will be generated to explain the impact of caballerismo on Latino men’s college persistence. Implications for understanding how caballerismo can be leveraged to retain Latino men students on college campuses will be discussed.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Victor Carrasco


Received from ProQuest

File Format




File Size

140 pgs


Multicultural education, Educational psychology, Counseling psychology