Graduation Term
Spring 2025
Degree Name
Doctor of Philosophy (PhD)
Department
Department of Educational Administration and Foundations: Educational Administration
Committee Chair
Francis Godwyll
Committee Co-Chair
Rudo Tsemunhu
Committee Member
Lydia Kyei-Blankson
Committee Member
Sandy López
Committee Member
Claudia Mercado
Abstract
Despite the significant representation of Latine students in U.S. higher education, degree completion rates remain disproportionately low. This study explores culturally affirming enrollment practices that enhance student retention at three four-year private Hispanic-Serving Institutions (HSIs) in Illinois through an Appreciative Inquiry (AI) framework. Rather than focusing on assimilative approaches, AI guided the identification of a positive core of culturally affirming practices. Data from qualitative interviews with six enrollment professionals revealed five key themes: abrazar (embrace), atrévete (bravery and boldness), apoyo (support), alcanzar (attainment), and ¡adelante! (forward momentum). These themes informed the development of two new models: the CIELO (Celebrando Intentional Éxito for Latine Outcomes) for Culturally Affirming Practices and the CODE (Conocimiento, Oportunidades, Dignidad, and Equidad) for Elevating Latine Culture and Language. This research provides critical insights into HSIs and emerging HSIs (eHSIs), contributing a counter-narrative to deficit-based perspectives on Latine student success. The findings have broad implications for all institution types, offering a model for fostering culturally inclusive enrollment strategies that affirm Latine identity, culture, and language.
Access Type
Dissertation-Open Access
Recommended Citation
Rosado, Tricia, "Celebrando Éxito: Culturally Affirming Practices for Latine Students at Selected Hispanic-Serving Institutions" (2025). Theses and Dissertations. 2110.
https://ir.library.illinoisstate.edu/etd/2110