Their Story: College Persistence Of Hispanic/Latino Students At Predominantly White Institutions

<p>This phenomenological qualitative study examined the Hispanic/Latino students’ college experiences at Predominantly White, 4-year institutions in an effort to better understand what these students perceived as contributing factors to their sense of belonging and persistence through their first year. Participants included individuals classified as first-year or second-year college students. Data was collected through individual interviews where personal stories were examined by using the student integration model and theory of mattering and marginality to identify reoccurring themes. Identifying these factors was the key motivating factor in determining success and persistence through their first year. From this study, four emergent themes shed light into students’ ability to persist: sense of belonging, student involvement, mentoring, and familial expectations. These themes aided the researcher’s understanding about which factors students attributed to their overall success and first-year persistence.</p>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Year dc:date.available

2019

Author dc:creator

• Gandía, Zwisel M.

Contributors dc:contributor

• Marylin Newell
• Gizelle Luevano
• Rosalind Alderman

• Educational Assessment, Evaluation, and Research
• Educational Leadership

Repository record dc:identifier

https://dune.une.edu/theses/264

OAI identifier oai:identifier

oai:dune.une.edu:theses-1263