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Doctor of Education (EDD)
Educational and Psychological Studies (Education)
Date of Defense
First Committee Member
Pedro Villarreal III
Second Committee Member
Third Committee Member
Daniel A. Santisteban
Fourth Committee Member
Juan R. Céspedes
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.
Hispanic; Males; Hispanic-Serving Institution; Engagement; NSSE; Sense of Belonging
Alvarez, Stephanie, "Factors Influencing Hispanic Male Student Sense of Belonging and Achievement Outcomes at a Hispanic-Serving Institution" (2015). Open Access Dissertations. 1549.