Mentoring Latinx Students through Culturally Sustaining Pedagogies at a Predominately White Institution

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.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Education (UMKC)

Grantor dc:publisher

University of Missouri--Kansas City

Year dc:date.issued

2018

Author dc:creator

• Marx, Deanna

Advisor dc:contributor.advisor

• Maher, Michelle

Language dc:language.iso

en_US

Handle dc:identifier.uri

https://hdl.handle.net/10355/64164

OAI identifier oai:identifier

oai:mospace.umsystem.edu:10355/64164