As the nation’s schools continue to increase in diversity, teachers are faced with numerous challenges regarding how to meet the needs and strengths of diverse student populations. In addition, small, rural schools tend not only to lack in resources, but may not be adequately prepared to understand student backgrounds, unable to support diverse learners' social and cultural well-being, especially those consisting of a homogenous, Caucasian staff. This qualitative case study examined one small, rural school’s response to a changing demographic, particularly in its Latino student population. Specific attention was given to teachers' attitudes, views, and perceptions regarding their Latino student learners. Faculty members' interviews served as the primary data collection method coupled with an examination of current school documents and notes from a researcher's journal. The three data collection methods provided insight into the research questions: 1) how does a small, rural school respond to its changing demographic, particularly in its Latino student population?; and 2) What are the views, perceptions, and attitudes of staff members regarding the school's Latino student population? The major findings suggest that the school displayed evidence of increased support in The major findings suggest that the school displayed evidence of increased support in resources are still necessary to effectively meet the needs and strengths of diverse learners within the school. At times, the evidence revealed teachers not taking responsibility of diverse learners' needs and strengths, placing blame on outside factors. Additionally, faculty members offered many examples of students' needs, but had difficulty identifying students' strengths. Staff members held narrowed views of what inhibited student learning and did not possess a thorough understanding of culturally responsive teaching practices. Also, teachers' and administrators' views varied from those they perceived of their colleagues; and lastly, generalizations latent with pity were evident in some responses. The results of the research contribute to the contemporary literature regarding teacher belief systems regarding diverse learners, how they perceive students of color, and how understanding these perceptions might help educators devise practices that will more successfully meet diverse learners' needs and strengths. Current research lacks in teacher perspectives; this research intends to add to the existing dialogue. / text

Latino male students lag far behind their Latina and European American counterparts in academic achievement (Yosso & Solorzano, 2006; Moll & Ruiz, 2002). One potential explanation for this discrepancy is the pressure to resist school behaviors (Fordham & Ogbu, 1986) that Latino male students may encounter from their same-sex and same-ethnic peer group members. The current dissertation research explores how messages of school resistance from peers impact Latino student achievement and how self-monitoring strategies (i.e., regulating one's behaviors; Snyder, 1974) may provide a coping strategy for this school resistance. In Study 1, Latino and European American male and female undergraduate students (N=95) completed peer school resistance items and reported GPAs. Analyses revealed that while male students reported higher perceptions of peer school resistance than female students, peer school resistance was only negatively correlated with achievement for Latino male students, and was unrelated to achievement for European American male students. In Study 2, Latino and European American male and female undergraduate students (N=413) completed self-monitoring items and reported SAT math scores. Analyses revealed that self-monitoring strategies were positively correlated with achievement for Latino male students, but were unrelated to achievement for Latina and European American male and female students. While Studies 1 and 2 used correlational methods, in Study 3, Latino high school students (N=174) who were randomly assigned to read messages of high or low peer school resistance completed self-monitoring items, thoughts about achievement items, and an achievement task (i.e., AIMS math items). Analyses revealed that high peer school resistance encouraged Latino male students to present more negative thoughts about achievement compared to low peer school resistance. Additionally, self-monitoring was positively related to achievement for Latino male students. Peer school resistance and self-monitoring had no effects on Latina students' thoughts or achievement. These findings demonstrate the negative impact of peer school resistance on Latino male student achievement, and the positive effects of self-monitoring on achievement for this cultural group. This research aims to offer new perspectives on the Latino male student achievement gap. Implications for future research are discussed.

Collegiate athletic programs at National Collegiate Athletic Association (NCAA) Division II institutions in the United States serve a two-fold purpose. They offer aspiring student athletes access to college and opportunities to play competitive college sports. Consequently, student athletes at Division II institutions experience personal and institutional pressures to compete for championships while achieving academic success. Increasing demands on today’s college student athletes’ athletic participation and performance has a multitude of consequences that could influence their academic performance and success in college. Simultaneously, these institutions and athletic programs are also witnessing another phenomenon – a transformation in their student population. Latino college student athlete matriculation continues to increase every year, mirroring their non-student athlete counterparts in higher education. Their increased enrollment on these college campuses necessitates higher education researchers to better understand this understudied population. In furthering that endeavor, this inquiry sought to illuminate an overarching research question: how does a Latino college athlete’s racial identity influence their academic success and athletic performance? Guided by Gloria Anzaldúa’s Theory of Borderlands (Borderlands/La Frontera: The New Mestiza, 2012), this two-part qualitative study invited seven Latino college student athletes’ to examine their racial-ethnic identity, their academic success, and their athletic participation in Division II competitive sports. Through 12 semi-structured open-ended interviews, the researcher examined the intersections between Latino student athletes’ motivation to do well in their respective sport and their motivation to perform well academically. Among the major findings of this study, participants strongly identified themselves as Nepantleras – border crossers who possessed an intrinsic ability to seamlessly cross the world of academics and the world of athletics. Their movement across these dual world realities, in addition to balancing the expectations of their Latino familias y culturas, resulted in the participants rejecting the idea of one or the other (student or athlete) and claiming a singular identity: Soy Estudiante Deportista. Understanding and engaging with Latino college student athletes’ academic and athletic experiences at Division II institutions is vital for college faculty, athletic directors, coaches, student affairs professionals, and institutional administrators invested in their success. This study offers these institutional agents recommendations to best support their student athletes.

Latinx families, particularly those whose primary language is Spanish, are significantly underrepresented in independent schools nationwide and experience barriers to engaging in their children’s education. Recognizing the crucial role of parent engagement in student academic success and socioemotional well-being, this research aimed to understand the unique challenges faced by Spanish-dominant parents in navigating the independent school contexts. Grounded in Khalifa et al.’s (2016) culturally responsive school leadership framework, the study intended to identify effective practices and strategies that facilitate Spanish-dominant parent engagement. The narrative data, collected through both a group plática and individual interviews, offered valuable insights into the experiences of a group of Spanish-dominant mamás The findings revealed three major themes: the importance of enhanced access to services and resources for meaningful engagement, the critical role of bilingual school contacts in bridging communication gaps, and the positive impact of cultivating a sense of belonging to create a more inclusive and supportive environment for Spanish-dominant families. Language access proved to be a vital factor in fostering parent engagement, enabling these parents to actively participate in their children's education through support with translation and interpretation services and other resources in Spanish. Additionally, a bilingual family liaison provided them a portal of accessibility to the whole school. Lastly, opportunities for authentic and culturally sensitive involvement further enhanced their sense of belonging, contributing to a more inclusive and supportive school environment. This research highlighted the transformative potential of culturally responsive school leadership, emphasizing its role in empowering Spanish-dominant parents and facilitating their active involvement in independent schools.

The number of Hispanic-Serving Institutions (HSIs) is on the rise. Research suggests that institutions designated as HSIs graduate over fifty percent of Latinos enrolled in college (Santiago, 2006). However, few studies have examined the campus climate of HSIs and how such climate may influence the degree attainment of first-generation, Mexican American students. Considering the instrumental role HSIs have had in advancing the number of Latinos in postsecondary education, this study investigates the campus climate of an HSI along the U.S.-Mexico Border. By utilizing the theoretical frameworks of funds of knowledge (Moll, Amanti, Neff & Gonzalez, 1992) and organizational habitus (McDonough, 1997) this qualitative study involved first-generation, Mexican American students, faculty, and administrators from the University of Texas-Pan American (UTPA). Data collection methods included: student focus groups, individual interviews, observations, reflective notes and a review of relevant documents. Instrumentation used for this study incorporated a student questionnaire as well as pre-established interview questions. Findings revealed students’ perceptions of a Border HSIs, the experiences they describe as helpful in allowing them to obtain a degree; and the institutional characteristics faculty and administrators found critical in allowing first-generation, Mexican American students to persist. This study builds upon a pilot conducted in 2009-2010, that assessed Latino students’ perceptions of HSIs. The goal of this study is 1) to contribute to the literature on first-generation, Mexican American student success and 2) to further enrich our knowledge about the campus climate of Border HSIs and their role in degree attainment of Latinos. / text