Degree Date

6-2024

Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Educational Leadership

First Advisor

Dr. Jason Stegemoller

Second Advisor

Dr. Gibson Harrington

Third Advisor

Dr. Elizabeth Minor

Abstract

Projections from the U.S. Department of Education National Center for Education Statistics indicate Latinos will constitute 30% of the school-aged population in the United States by the year 2030. Enhancing the quality of education for this demographic becomes increasingly crucial. Such improvements not only benefit Latino communities but also hold significant implications for the progress and future prosperity of our nation. The focus in this study was to understand Latino students’ perspectives on their high school experiences and post-graduation options, as well as to explore the influence of high school programming on their experiences. This qualitative study was conducted with 14 Latino high school students who were in their senior year within a large suburban high school district encompassing three campuses. Data were collected through semi-structured interviews. Following data collection, rigorous coding and refinement processes were undertaken to derive the major findings, which highlighted the importance of extracurricular activities, differences in programs, the significance of college in students’ future aspirations, the pivotal role of family support, and the influence of Latino cultural backgrounds on students’ comfort zones. With the findings in mind, recommendations include developing a state-level policy for districts with a large Latino student population that emphasizes the following categories: improving social-emotional support, measuring and improving student-to-staff connections, measuring and supporting students’ knowledge of college-going and post-high school options, engaging families in small groups and one-to-one supports, and valuing and being inclusive of Latino culture.

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