Degree Date
7-2020
Document Type
Dissertation - Public Access
Degree Name
Ed.D. Doctor of Education
Academic Discipline
Higher Education Leadership
First Advisor
Dr. Jamal Scott
Abstract
This qualitative research study assessed the impact of culturally relevant pedagogy on first-generation Latinx student sense of belonging at an emerging Hispanic serving institution (HSI). This study adds to current literature around culturally relevant pedagogy, which focused on the close, meaningful relationships between faculty and students in the classroom (Ladson-Billings, Gay, Wlodkowski, & Ginsberg, Stembridge, et al.). The link to sense of belonging (Hurtado & Carter, 1997) demonstrated the importance of academic and non-academic setting connections that led to other social and academic outcomes, which include student satisfaction, motivation to study, and perseverance in completion of a post-secondary. A transformative research framework sought to understand the first-generation Latinx student sense of belonging and their experiences within the larger context of a predominantly white campus and academic course offerings through engagement with a small sample size (Moustakas, 1994). Implications for future research and applications for students, faculty, and leadership at predominantly white institutions on the pathway to becoming an HSI are outlined.
Recommended Citation
Abel, Rachel, "CULTURALLY RELEVANT PEDAGOGY AND FIRST-GENERATION LATINX STUDENT SENSE OF BELONGING" (2020). Dissertations. 548.
https://digitalcommons.nl.edu/diss/548