Education Commons^™

Culturally Relevant Pedagogy And First-Generation Latinx Student Sense Of Belonging, Rachel Abel

Dissertations

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 …

Intergenerational Family Learning Programs: Stories Of Latinx, Immigrant Families And Their Journeys To And Through Higher Education, Monica Ramos

Dissertations

ABSTRACT

This research presents the stories of three Latinx families who participated in an intergenerational family program. I endeavored to understand their experiences navigating the American system of education and their immigrant stories. Their narratives revealed significant details that can serve as integral elements in the development of an intergenerational learning curriculum based on culture, language, and traditions, and that steps away from the assumptions that perpetrate the deficit-based narratives about Latino families and higher education. Their hopes provide points for further research and advocacy. In this qualitative study, I collected data using semi-structured interviews, including documents and artifacts. The …

Navigating Barriers Of African American Male Administrators: Manifesting Mechanisms For Career Advancement In Mainstream Institutions Of Higher Education, Orlando Lewis

Dissertations

The overall goal of this qualitative case study was to provide information to African American males regarding barriers they are challenged to navigate for career advancement at mainstream institutions of higher education. I utilized semi structured interviews to: (1) determine what barriers face African American male administrators in higher education that prevent advancement to executive positions; (2) identify and detail ways in which African American male administrators successfully navigate the barriers and; (3) identify coping mechanisms and support systems to aid African American men to navigate the identified barriers.

I identified three themes of barriers that reflect the route of …