In Support of Student Persistence: How Student-Faculty Interactions Contribute to Perceived Sense of Belonging for Undergraduate Students with Disabilities at a Hispanic-Serving Institution (HSI)

Author

Tonya Paulette, The University of Texas Rio Grande Valley

Date of Award

8-2020

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Dr. Marie Simonsson

Second Advisor

Dr. Jesus Abrego

Third Advisor

Dr. Ralph Carlson

Abstract

This study examined the influence of students’ age, gender, ethnicity, and classification, as well as student-faculty interactions, on perceptions of belonging among undergraduate students with disabilities enrolled in a Hispanic-Serving Institution (HSI), with predominantly Hispanic enrollment. Both students with disabilities (SWD) and Hispanic students are underrepresented in higher education. For the purpose of this research, the theoretical perspectives supporting this study included Strayhorn’s (2012) model of Sense of Belonging among diverse populations of college students, as well as Vaccaro, Daly-Cano, and Newman’s (2015) model of Sense of Belonging among college students with disabilities. Institutional data were reviewed and analyzed to explore the contribution of student-faculty interactions, age, gender, classification, and student ethnicity.

Comments

Copyright 2020 Tonya Paulette. All Rights Reserved.

https://go.openathens.net/redirector/utrgv.edu?url=https://www.proquest.com/dissertations-theses/support-student-persistence-how-faculty/docview/2505371279/se-2?accountid=7119

Recommended Citation

Paulette, Tonya, "In Support of Student Persistence: How Student-Faculty Interactions Contribute to Perceived Sense of Belonging for Undergraduate Students with Disabilities at a Hispanic-Serving Institution (HSI)" (2020). Theses and Dissertations. 738.
https://scholarworks.utrgv.edu/etd/738