Mentoring Latinx Students through Culturally Sustaining Pedagogies at a Predominately White Institution
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Abstract
Latinx students are enrolling in four-year higher education institutions (HEIs) at a rapidly increasing rate. However, an alarmingly low number complete their degrees. Institutional barriers such as racism, language discrimination, cultural conflict, privilege of citizenship, and lack of role models present challenges to degree completion for Latinx students. One important yet understudied mechanism of support is mentorship. Within a Latinx-dedicated mentoring program, this qualitative case study identified mentoring practices perceived by Latinx student mentees and their program mentors as facilitating degree completion. This study also determined the alignment of the identified practices with the framework of culturally sustaining pedagogies. Using culturally sustaining pedagogies as a framework can offer a theoretical base for mentoring programs supporting Latinx mentees’ persistence toward degree completion. Culturally sustaining mentoring based on the concepts from this study may be used to increase the graduation rates for Latinx students in other HEIs across the nation.
Table of Contents
Chapter I: Introduction -- Chapter II: Literature review -- Chapter III: Methodologies -- Chapter IV: Findings -- Chapter V: Summary, interpretations, implications and recommendations -- Appendix A. Mentee interview protocol -- Appendix B. Mentor interview protocol -- Appendix C. Focus group for mentees protocol -- Appendix D. Focus group for mentors protocol -- Appendix E. Informed consent form -- Appendix F. Memo for program director
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Ed.D.