CULTURALLY RELEVANT PEDAGOGY AND FIRST-GENERATION LATINX STUDENT SENSE OF BELONGING

<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>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Higher Education Leadership

Year dc:date.available

2020

Author dc:creator

• Abel, Rachel

Contributors dc:contributor

• Dr. Jamal Scott

• Culturally responsive pedagogy
• Hispanic Serving Institutions
• Sense of belonging
• intersectionality
• Latinx
• Higher Education
• Educational Leadership

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/548

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1593