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Publication Date

2015-11-19

Availability

UM campus only

Embargo Period

2015-11-19

Degree Type

Dissertation

Degree Name

Doctor of Education (EDD)

Department

Educational and Psychological Studies (Education)

Date of Defense

2015-11-03

First Committee Member

Pedro Villarreal III

Second Committee Member

Etiony Aldarondo

Third Committee Member

Daniel A. Santisteban

Fourth Committee Member

Juan R. Céspedes

Abstract

This study compares the experiences of Hispanic and non-Hispanic male students at an Hispanic-Serving Institution. It was predicted that Hispanic males at Hispanic-Serving Institutions would report higher levels of sense of belonging when compared to their non-Hispanic peers, a factor which was assumed to influence retention and graduation outcomes. Hispanic males are increasingly underrepresented when compared to the college Latino population (Zarate & Burciaga, 2010). At the same time, Hispanic-Serving Institutions currently enroll almost half of all Latino undergraduates (Santiago, 2006). However, Hispanic-Serving Institutions have a very short history; there are few studies that demonstrate the needs and benefits of this particular type of institution. For the purpose of this research, the theoretical basis supporting this study includes Astin’s Theory of Student Involvement (1984), Tinto’s Student Integration (1993), and Kuh’s Theory of Student Engagement. A model of Hispanic male student engagement at an Hispanic-Serving Institution was evaluated using data collected through the National Survey of Student Engagement (NSSE). This study found that Hispanic males reported higher levels of sense of belonging with other students than their non-Hispanic counterparts.

Keywords

Hispanic; Males; Hispanic-Serving Institution; Engagement; NSSE; Sense of Belonging

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