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.
","abstract_html":"<p>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.</p>","abstract_has_math":false,"creators":["Abel, Rachel"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Higher Education Leadership","degree_department":null,"school":null,"contributors":["Dr. Jamal Scott"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-07-01T07:00:00Z","date_published":"2020-07-01T07:00:00Z","updated_at":"2026-07-24T03:21:05Z","subjects":["Culturally responsive pedagogy","Hispanic Serving Institutions","Sense of belonging","intersectionality","Latinx","Higher Education","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/548","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Jamal Scott"]},{"key":"dc:creator","label":"Author","values":["Abel, Rachel"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-02-06T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Higher Education Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Culturally responsive pedagogy","Hispanic Serving Institutions","Sense of belonging","intersectionality","Latinx","Higher Education","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/548"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:title","label":"Title","values":["CULTURALLY RELEVANT PEDAGOGY AND FIRST-GENERATION LATINX STUDENT SENSE OF BELONGING"]}]}],"canonical_facts":{"dc:contributor":["Dr. Jamal Scott"],"dc:creator":["Abel, Rachel"],"dc:date.available":["2021-02-06T08:00:00Z"],"dc:description.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.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/548"],"dc:subject":["Culturally responsive pedagogy","Hispanic Serving Institutions","Sense of belonging","intersectionality","Latinx","Higher Education","Educational Leadership"],"dc:title":["CULTURALLY RELEVANT PEDAGOGY AND FIRST-GENERATION LATINX STUDENT SENSE OF BELONGING"],"thesis:degree_discipline":["Higher Education Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:05Z"}