{"id":{"repo_id":"umkc","oai_identifier":"oai:mospace.umsystem.edu:10355/64164"},"canonical_url":"https://search.dev.ndltd.org/etd/umkc/oai:mospace.umsystem.edu:10355/64164","repository":{"repo_id":"umkc","name":"University of Missouri - Kansas City","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"Mentoring Latinx Students through Culturally Sustaining Pedagogies at a Predominately White Institution","abstract":"Latinx students are enrolling in four-year higher education institutions (HEIs) at a rapidly increasing rate. However, an alarmingly low number complete their degrees. Institutional barriers such as racism, language discrimination, cultural conflict, privilege of citizenship, and lack of role models present challenges to degree completion for Latinx students. One important yet understudied mechanism of support is mentorship. Within a Latinx-dedicated mentoring program, this qualitative case study identified mentoring practices perceived by Latinx student mentees and their program mentors as facilitating degree completion. This study also determined the alignment of the identified practices with the framework of culturally sustaining pedagogies. Using culturally sustaining pedagogies as a framework can offer a theoretical base for mentoring programs supporting Latinx mentees’ persistence toward degree completion. Culturally sustaining mentoring based on the concepts from this study may be used to increase the graduation rates for Latinx students in other HEIs across the nation.","abstract_html":"Latinx students are enrolling in four-year higher education institutions (HEIs) at a rapidly increasing rate. However, an alarmingly low number complete their degrees. Institutional barriers such as racism, language discrimination, cultural conflict, privilege of citizenship, and lack of role models present challenges to degree completion for Latinx students. One important yet understudied mechanism of support is mentorship. Within a Latinx-dedicated mentoring program, this qualitative case study identified mentoring practices perceived by Latinx student mentees and their program mentors as facilitating degree completion. This study also determined the alignment of the identified practices with the framework of culturally sustaining pedagogies. Using culturally sustaining pedagogies as a framework can offer a theoretical base for mentoring programs supporting Latinx mentees’ persistence toward degree completion. Culturally sustaining mentoring based on the concepts from this study may be used to increase the graduation rates for Latinx students in other HEIs across the nation.","abstract_has_math":false,"creators":["Marx, Deanna"],"institution":"University of Missouri--Kansas City","degree_name":"Ed.D.","degree_level":"Doctoral","degree_discipline":"Education (UMKC)","degree_department":null,"school":null,"contributors":[],"advisors":["Maher, Michelle"],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018","date_published":"2018","updated_at":"2026-07-24T05:19:40Z","subjects":[],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10355/64164","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Maher, Michelle"]},{"key":"dc:creator","label":"Author","values":["Marx, Deanna"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2018-06-12T13:58:10Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2018-06-12T13:58:10Z"]},{"key":"dc:date.issued","label":"Date","values":["2018"]},{"key":"dc:publisher","label":"Institution","values":["University of Missouri--Kansas City"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education (UMKC)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Missouri--Kansas City"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10355/64164"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Title from PDF of title page viewed June 12, 2018","Dissertation advisor: Michelle Maher","Vita","Includes bibliographical references (pages 141-161)","Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2018"]},{"key":"dc:description.abstract","label":"Abstract","values":["Latinx students are enrolling in four-year higher education institutions (HEIs) at a rapidly increasing rate. However, an alarmingly low number complete their degrees. Institutional barriers such as racism, language discrimination, cultural conflict, privilege of citizenship, and lack of role models present challenges to degree completion for Latinx students. One important yet understudied mechanism of support is mentorship. Within a Latinx-dedicated mentoring program, this qualitative case study identified mentoring practices perceived by Latinx student mentees and their program mentors as facilitating degree completion. This study also determined the alignment of the identified practices with the framework of culturally sustaining pedagogies. Using culturally sustaining pedagogies as a framework can offer a theoretical base for mentoring programs supporting Latinx mentees’ persistence toward degree completion. Culturally sustaining mentoring based on the concepts from this study may be used to increase the graduation rates for Latinx students in other HEIs across the nation."]},{"key":"dc:title","label":"Title","values":["Mentoring Latinx Students through Culturally Sustaining Pedagogies at a Predominately White Institution"]}]}],"canonical_facts":{"dc:contributor.advisor":["Maher, Michelle"],"dc:creator":["Marx, Deanna"],"dc:date.accessioned":["2018-06-12T13:58:10Z"],"dc:date.available":["2018-06-12T13:58:10Z"],"dc:date.issued":["2018"],"dc:description":["Title from PDF of title page viewed June 12, 2018","Dissertation advisor: Michelle Maher","Vita","Includes bibliographical references (pages 141-161)","Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2018"],"dc:description.abstract":["Latinx students are enrolling in four-year higher education institutions (HEIs) at a rapidly increasing rate. However, an alarmingly low number complete their degrees. Institutional barriers such as racism, language discrimination, cultural conflict, privilege of citizenship, and lack of role models present challenges to degree completion for Latinx students. One important yet understudied mechanism of support is mentorship. Within a Latinx-dedicated mentoring program, this qualitative case study identified mentoring practices perceived by Latinx student mentees and their program mentors as facilitating degree completion. This study also determined the alignment of the identified practices with the framework of culturally sustaining pedagogies. Using culturally sustaining pedagogies as a framework can offer a theoretical base for mentoring programs supporting Latinx mentees’ persistence toward degree completion. Culturally sustaining mentoring based on the concepts from this study may be used to increase the graduation rates for Latinx students in other HEIs across the nation."],"dc:identifier.uri":["https://hdl.handle.net/10355/64164"],"dc:language.iso":["en_US"],"dc:publisher":["University of Missouri--Kansas City"],"dc:title":["Mentoring Latinx Students through Culturally Sustaining Pedagogies at a Predominately White Institution"],"dc:type":["Thesis"],"thesis:degree_discipline":["Education (UMKC)"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Missouri--Kansas City"]},"updated_at":"2026-07-24T05:19:40Z"}