Perceptions of Latino males participating in a mentoring program pursuing an undergraduate degree at two Hispanic-serving institutions

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dc.contributor.advisorBanda, Rosa Maria
dc.contributor.authorLuis, Stephen
dc.contributor.committeeMemberAguilar, Israel
dc.contributor.committeeMemberElliff, Doyne
dc.contributor.committeeMemberPena, Joe
dc.creator.orcidhttps://orcid.org/0000-0002-4972-7505
dc.creator.orcidhttps://orcid.org/0000-0002-4972-75050000-0002-4972-7505https://orcid.org/0000-0002-4972-7505
dc.creator.orcid0000-0002-4972-7505en_US
dc.date.accessioned2020-11-06T02:48:54Z
dc.date.available2020-11-06T02:48:54Z
dc.date.issued2020-05
dc.description.abstractThe underrepresentation of males of color, and in particular, Latino males in higher education persists. While there has been considerable studies on males of color in higher education, few research has been conducted that specifically focuses on Latino male experiences and persistence in attaining a college degree. This qualitative study sought a better understanding of the perceptions of six Latino male college students participating in a formalized mentoring program while pursuing their undergraduate degrees at two Hispanic-Serving Institutions (HSIs). By focusing on the experiences of the six Latino males participating in a mentoring program, the findings of the study found that that participants perceived their participation in a formalized mentoring program provided various sources of support networks such as academic support, mentoring opportunities, and social support as critical to their persistence in their undergraduate degrees at their institutions. This study also found that their participation in a mentoring program and interactions with their mentors served to validate the participants in this study and also created a sense of belonging for them over time at their universities. Finally, the study found that as a result of their joining a mentoring program, participants encountered additional beneficial opportunities which included building their leadership skills through participation in college activities, the availability of mentors to serve as role models, and the expansion of their social support network in meeting new peers outside of the classroom.en_US
dc.description.collegeCollege of Education and Human Developmenten_US
dc.description.departmentEducational Leadership, Curriculum & Instructionen_US
dc.format.extent151 pagesen_US
dc.identifier.urihttps://hdl.handle.net/1969.6/89099
dc.language.isoen_USen_US
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher.en_US
dc.rights.holderLuis, Stephen
dc.subjecteducational leadershipen_US
dc.subjecthispanic serving institutionen_US
dc.subjectlatino malesen_US
dc.subjectmentoringen_US
dc.subject.lcsheducational leadershipen_US
dc.titlePerceptions of Latino males participating in a mentoring program pursuing an undergraduate degree at two Hispanic-serving institutionsen_US
dc.typeTexten_US
dc.type.genreDissertationen_US
dcterms.typeText
thesis.degree.disciplineEducational Leadershipen_US
thesis.degree.grantorTexas A & M University--Corpus Christien_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Educationen_US

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