A qualitative case study of one Hispanic-serving community college’s use of the multicultural organizational design model to describe equity-centered services.

Despite growing awareness of basic needs insecurity among community college (CC) students, how college leaders conceptualize and operationalize equity-centered approaches to support low-income students remains insufficiently understood. Rising costs of living, inflation, and persistent structural barriers increasingly threaten persistence and completion outcomes for CC students, many of whom balance academic demands with work, caregiving responsibilities, and unmet basic needs. As CCs serve increasingly diverse student populations, leadership practices that address academic success alongside social, financial, and basic needs have become central to institutional effectiveness. Guided by the multicultural organization design (MCOD) framework, this qualitative single-site case study examined how a leadership team at a Hispanic-Serving CC describes and implements equity-centered approaches to addressing the academic, social, and basic needs of low-income students. I collected data through semi-structured interviews with five senior leaders, one focus group interview, and an analysis of institutional documents, including the mission and purpose statements, strategic plan, and student handbook. Participants used the MCOD continuum: monocultural, transitional, and multicultural, to assess institutional archival documents and organizational practices. I employed pattern matching and explanation building in the data analysis process. Findings revealed four interrelated themes: intentionality as central to inclusive practice; student voice and strategic resource allocation; language as both a barrier and a tool; and structural barriers requiring systemic solutions. Participants described their institution as predominantly multicultural in its commitment to student success and belonging; however, transitional and monocultural elements persisted, particularly in rigid policies, bureaucratic language, and external political and legislative constraints. Participants emphasized that fostering belonging for low-income students requires intentional leadership action, accessible and student-centered communication, and integration of basic needs support into institutional structures rather than isolated or reactive initiatives. This study contributes to the literature on equity-minded leadership in CCs by illustrating how equity is enacted through everyday leadership decisions, institutional language, and resource allocation. The findings offer practical implications for CC leaders, academic affairs professionals, and financial officers seeking to advance inclusive, student-centered approaches that promote belonging, persistence, and equitable student success outcomes for low-income students.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Doctoral

Grantor

Baylor University.

Year dc:date.issued

2026

Author dc:creator

• Tacconi, Selah D., 1976-

Advisor dc:contributor.advisor

• Dixon, Kellie M.

• Community colleges.
• Low income students.
• First generation college students.
• Marginalized students.
• Multicultural organizational design model.
• Student support services.
• Basic needs initiatives.

Statement dc:rights

• Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission.

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/2104/14725

OAI identifier oai:identifier

oai:baylor-ir.tdl.org:2104/14725