With the projected increase in the number of Hispanic/Latino students enrolling in postsecondary institutions, there has been an increase in studies on student success that have focused more on Hispanic/Latino students attending Predominantly White Institutions (PWIs). One of the key factors that emerged as an under-examined but important aspect for the success of Hispanic/Latino students has been leadership development (Lozano, 2015, p. 3). Little is known about the “leadership development, capacity, and experiences while in college” of Hispanic/Latino males (Garcia, Huerta, Ramirez, & Patrón, 2017, p. 1). Garcia et al. (2017) pointed out that “scholars have examined the leadership development of college students” (p. 1); however, no research was identified that was conducted on Hispanic/Latino males. Currently in the literature there are “only a handful of studies [that] have been published about Latino males in higher education within the last decade” (Pérez & Taylor, 2016, p. 4).
This qualitative phenomenological study examined how membership in a social fraternity influences the leadership identity development of Hispanic/Latino men attending predominantly White institutions (PWIs). Seven participants who self-identified as Hispanic/Latino males and who are members of social fraternities were interviewed. Using Komives’ et al. (2006) leadership identity development (LID) model as the theoretical framework for this study, three themes emerged from the data, 1) Leadership Development in Social Fraternities, 2) Student Organization Involvement, and 3) Peers and Mentors. The implications of these findings are that institutions need to encourage Hispanic/Latino male students to get involved in social fraternities that align with their own personal values and beliefs. Results from this study revealed that membership in social fraternities has the strong potential to successfully develop or further develop the leadership identity development of Hispanic/Latino males at PWIs while creating a closer affinity to the institution.
","abstract_html":"<p>With the projected increase in the number of Hispanic/Latino students enrolling in postsecondary institutions, there has been an increase in studies on student success that have focused more on Hispanic/Latino students attending Predominantly White Institutions (PWIs). One of the key factors that emerged as an under-examined but important aspect for the success of Hispanic/Latino students has been leadership development (Lozano, 2015, p. 3). Little is known about the “leadership development, capacity, and experiences while in college” of Hispanic/Latino males (Garcia, Huerta, Ramirez, & Patrón, 2017, p. 1). Garcia et al. (2017) pointed out that “scholars have examined the leadership development of college students” (p. 1); however, no research was identified that was conducted on Hispanic/Latino males. Currently in the literature there are “only a handful of studies [that] have been published about Latino males in higher education within the last decade” (Pérez & Taylor, 2016, p. 4).</p> <p>This qualitative phenomenological study examined how membership in a social fraternity influences the leadership identity development of Hispanic/Latino men attending predominantly White institutions (PWIs). Seven participants who self-identified as Hispanic/Latino males and who are members of social fraternities were interviewed. Using Komives’ et al. (2006) leadership identity development (LID) model as the theoretical framework for this study, three themes emerged from the data, 1) Leadership Development in Social Fraternities, 2) Student Organization Involvement, and 3) Peers and Mentors. The implications of these findings are that institutions need to encourage Hispanic/Latino male students to get involved in social fraternities that align with their own personal values and beliefs. Results from this study revealed that membership in social fraternities has the strong potential to successfully develop or further develop the leadership identity development of Hispanic/Latino males at PWIs while creating a closer affinity to the institution.</p>","abstract_has_math":false,"creators":["Lugo, Francisco M."],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Michelle Collay","Gizelle Luevano","Juan R. Guardia"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-04-01T07:00:00Z","date_published":"2020-04-01T07:00:00Z","updated_at":"2026-07-24T05:21:27Z","subjects":["Educational Assessment, Evaluation, and Research","Educational Leadership","Higher Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/342","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Michelle Collay","Gizelle Luevano","Juan R. Guardia"]},{"key":"dc:creator","label":"Author","values":["Lugo, Francisco M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-02-08T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Assessment, Evaluation, and Research","Educational Leadership","Higher Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/342"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["With the projected increase in the number of Hispanic/Latino students enrolling in postsecondary institutions, there has been an increase in studies on student success that have focused more on Hispanic/Latino students attending Predominantly White Institutions (PWIs). One of the key factors that emerged as an under-examined but important aspect for the success of Hispanic/Latino students has been leadership development (Lozano, 2015, p. 3). Little is known about the “leadership development, capacity, and experiences while in college” of Hispanic/Latino males (Garcia, Huerta, Ramirez, & Patrón, 2017, p. 1). Garcia et al. (2017) pointed out that “scholars have examined the leadership development of college students” (p. 1); however, no research was identified that was conducted on Hispanic/Latino males. Currently in the literature there are “only a handful of studies [that] have been published about Latino males in higher education within the last decade” (Pérez & Taylor, 2016, p. 4).
This qualitative phenomenological study examined how membership in a social fraternity influences the leadership identity development of Hispanic/Latino men attending predominantly White institutions (PWIs). Seven participants who self-identified as Hispanic/Latino males and who are members of social fraternities were interviewed. Using Komives’ et al. (2006) leadership identity development (LID) model as the theoretical framework for this study, three themes emerged from the data, 1) Leadership Development in Social Fraternities, 2) Student Organization Involvement, and 3) Peers and Mentors. The implications of these findings are that institutions need to encourage Hispanic/Latino male students to get involved in social fraternities that align with their own personal values and beliefs. Results from this study revealed that membership in social fraternities has the strong potential to successfully develop or further develop the leadership identity development of Hispanic/Latino males at PWIs while creating a closer affinity to the institution.
"]},{"key":"dc:title","label":"Title","values":["The Influence Of Fraternity Membership On The Leadership Identity Development Of Latino Men Attending Primarily White Institutions (PWIs)"]}]}],"canonical_facts":{"dc:contributor":["Michelle Collay","Gizelle Luevano","Juan R. Guardia"],"dc:creator":["Lugo, Francisco M."],"dc:date.available":["2021-02-08T08:00:00Z"],"dc:description.abstract":["With the projected increase in the number of Hispanic/Latino students enrolling in postsecondary institutions, there has been an increase in studies on student success that have focused more on Hispanic/Latino students attending Predominantly White Institutions (PWIs). One of the key factors that emerged as an under-examined but important aspect for the success of Hispanic/Latino students has been leadership development (Lozano, 2015, p. 3). Little is known about the “leadership development, capacity, and experiences while in college” of Hispanic/Latino males (Garcia, Huerta, Ramirez, & Patrón, 2017, p. 1). Garcia et al. (2017) pointed out that “scholars have examined the leadership development of college students” (p. 1); however, no research was identified that was conducted on Hispanic/Latino males. Currently in the literature there are “only a handful of studies [that] have been published about Latino males in higher education within the last decade” (Pérez & Taylor, 2016, p. 4).
This qualitative phenomenological study examined how membership in a social fraternity influences the leadership identity development of Hispanic/Latino men attending predominantly White institutions (PWIs). Seven participants who self-identified as Hispanic/Latino males and who are members of social fraternities were interviewed. Using Komives’ et al. (2006) leadership identity development (LID) model as the theoretical framework for this study, three themes emerged from the data, 1) Leadership Development in Social Fraternities, 2) Student Organization Involvement, and 3) Peers and Mentors. The implications of these findings are that institutions need to encourage Hispanic/Latino male students to get involved in social fraternities that align with their own personal values and beliefs. Results from this study revealed that membership in social fraternities has the strong potential to successfully develop or further develop the leadership identity development of Hispanic/Latino males at PWIs while creating a closer affinity to the institution.
"],"dc:identifier":["https://dune.une.edu/theses/342"],"dc:subject":["Educational Assessment, Evaluation, and Research","Educational Leadership","Higher Education Administration"],"dc:title":["The Influence Of Fraternity Membership On The Leadership Identity Development Of Latino Men Attending Primarily White Institutions (PWIs)"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:27Z"}