Elevando a Los Hombres: The Influence of Cultural, Familial, and Institutional Validation in the College Success of Mexican American Males at a Public Four-Year University

Mexican American males are one of the most underrepresented groups in higher education, facing persistently low enrollment, retention, and degree completion rates. While existing research often highlights their academic persistence through a deficit-based lens, limited scholarship has focused on the strengths and sources of validation that contribute to their success. This qualitative study addresses this gap by examining how first-generation Mexican American male students leverage cultural, familial, and institutional validation to navigate and succeed in four-year universities despite societal challenges. Guided by Social Construction Theory (Berger & Luckmann, 1966) and Validation Theory (Rendón, 1994), this study focuses on the lived experiences of eight first-generation Mexican American males enrolled in or recently graduated from a public, four-year state institution in Southern California. Using testimonio methodology, semi-structured interviews were conducted to explore how validation functions as a critical factor in their educational journeys. The use of testimonio honors participants’ voices and positions their lived experiences as central to knowledge production and institutional critique. Thematic analysis revealed four key themes: (1) Familial and Cultural Strength, (2) Institutional Validation as a Means for Academic Success, (3) Peer Networks and Community Support, and (4) Redefining Success and Challenging Stereotypes. Findings indicate that despite financial hardship, limited institutional guidance, and societal stereotypes, participants found support through cultural identity, family encouragement, faculty mentorship, and structured student programs, all of which fostered their sense of belonging and persistence. This study contributes to the literature by shifting the focus from deficit to strengths-based frameworks, emphasizing the importance of validation-driven policies and practices in higher education. By disaggregating the experiences of Mexican American males, this research provides targeted insights that can inform more equitable policies and institutional efforts. Recommendations for policy and practice include expanding culturally responsive faculty mentorship, increasing access to structured support programs, addressing financial barriers, and strengthening culturally affirming peer networks.