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This dissertation study was a phenomenological study that explored how Latino male faculty members made meaning of their socialization into the academy and how socialization impacted their decisions to pursue full-time and tenure-track positions in the field of education. The conceptual framework for this study was a graduate student socialization framework. A series of three interviews were used as the primary data collection method. It was important to learn from the barriers and success of Latino faculty. As the Latino/a community continues to increase, it is expected that Latino/a students will continue to enroll in higher education. Not having Latino faculty has implications for the pipeline of future Latino college students. This study introduces a the crossover capital framework, which describes the process by which communities of people, places, social identities, and education are interchanged with an understanding that the individuals gain privilege or oppression based on the decision and situation in order to seek access and justice. The crossover capital framework contributes to various areas of teaching, practice, policy, and research.

English, Español, and "Academia": the crossover socialization of multilingual Latino male faculty in education