ORCID ID

0000-0002-7545-5128

Date Awarded

Summer 2018

Document Type

Dissertation

Degree Name

Doctor of Philosophy (Ph.D.)

Department

Education

Advisor

Leslie W Grant

Committee Member

James P Barber

Committee Member

Katherine Barko-Alva

Abstract

The purpose of the study was to examine the actions institutional agents took to support first-generation Latino students at a Catholic Hispanic-Serving Institution using Stanton-Salazar’s (2010) framework. All but one of the 14 roles in the framework were present. An in-depth examination of the framework led to the creation of a fluidity model, aligning with Stanton-Salazar (2010) and Jiménez’s (2012) findings that institutional agents fulfilled simultaneous and multiple roles. In addition, the data demonstrated that institutional agents’ roles worked in tandem with Rendón’s (1994) validation theory. Last, context and whether St. Jude’s was Hispanic-serving versus Hispanic-enrolling (Corral, Gasman, Nguyen, & Samayoa, 2015; Hurtado, González, & Calderón Galdeano, 2015; Malcom-Piqueux, 2010; D. A. Santiago, 2009) were addressed. St. Jude’s was both Hispanic-serving and Hispanic-enrolling according to D. A. Santiago’s (2009) definition. A conceptual model was introduced based upon all of the findings. Based upon the findings, Stanton-Salazar’s (2010) framework can serve researchers and practitioners alike as a roadmap to advance the academic and social needs of first-generation Latino students. Keywords: Latino, Hispanic-Serving Institution(s), validation, first-generation

DOI

http://dx.doi.org/10.25774/w4-pw64-h680

Rights

© The Author

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