Mentoring Latinx Students through Culturally Sustaining Pedagogies at a Predominately White Institution
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
Degree
Ed.D.