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This phenomenological study explored the ways women served as validating agents for Latino men who had transferred from a community college to a four-year institution. Informed by Rendón's theory of validation, participants expressed numerous ways in which women figures (e.g., mothers, sisters, significant others) were sources of validation across their pre and post transfer experience. Findings yielded the need for increased involvement of women in men of color initiatives, compensation for emotional labor performed by women, and engagement opportunities for women family members. The authors provide recommendations for research and practice.

A growing body of research focusing on male students of color has provided insights for educators to better understand the academic challenges that impact their success. However, minimal attention has centered on the essential needs that influence their daily experiences in college. This qualitative study explored the experiences of male students of color in community college. Findings revealed various environmental challenges experienced by these men, including food and housing insecurities. Implications for institutional responsibility are extended.