dc.contributor.author	Bello Escobar, Christian A.
dc.coverage.spatial	United States	en_US
dc.coverage.temporal	2019-2021	en_US
dc.date.accessioned	2022-04-05T19:42:08Z
dc.date.available	2022-04-05T19:42:08Z
dc.date.issued	2021-12
dc.identifier.other	9265D571-621F-0AA2-4B23-5B203C1F65B6	en_US
dc.identifier.uri	https://hdl.handle.net/10428/5377
dc.description.abstract	The present study explored how Latino fraternity members at Predominately White Institutions in the Southeast perceive their affiliation affects their collegiate persistence and ethnic identity development through an interpretive qualitative research design. Torres's Bicultural Orientation Model served as the framework. Participants solidified their ethnic identity during their college careers. Fraternal interactions and their college environment enhanced or helped them solidify their ethnic identity. Latino fraternity members perceived their involvement enhanced their academic persistence through various aspects of brotherhood and academic expectations. Implications for advisors and future research are discussed. Keywords: Persistence, ethnic identity, Latino fraternity members, predominately White institutions, qualitative approach, Latino students	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 -- Latinx Student Persistence in Higher Education 2 -- Ethnic Greek-lettered Organizations & Ethnic Identity Development 4 -- Statement of Problem 7 -- Purpose of the Study 7 -- Research Design 8 -- Research Questions 8 -- Data Collection 9 -- Definition of Terms 10 -- Significance of the Study 13 -- Organization of the Study 14 -- Chapter II: LITERATURE REVIEW 16 -- Conceptual Framework 17 -- Phinney’s Model of Ethnic Identity 18 -- Hispanic, Latino/a/x, and Chicano/a Terminology 21 -- Ferdman and Gallegos’s Latino/a Racial Identity Orientation Model 25 -- Torres’s Bicultural Orientation Model of Ethnic Identity 28 -- Factors of Latinx Student Persistence 34 -- Predominately White Institutions and Campus Climate 35 -- Cultural and Ethnic Identity 37 -- Familial and Social Support 39 -- Student Involvement 40 -- Fraternity and Sorority Life 41 -- Ethnic Greek-Lettered Organizations 43 -- Latino Greek-lettered Organizations (LGLOs) 44 -- Summary 49 -- Chapter III: METHODOLOGY 51 -- Research Design 52 -- Research Questions 52 -- Research Setting 52 -- Data Collection 55 -- Approval to Conduct Study 55 -- Consent to Participate 55 -- Sampling Procedures and Participant Selection 55 -- Interviews 57 -- Data Analysis 58 -- Validity and Trustworthiness 60 -- Researcher Bias 60 -- Member-Checking and Triangulation 64 -- Limitations 65 -- Delimitations 66 -- Researcher Interviewer 67 -- Summary 69 -- Chapter IV: RESULTS 70 -- Aang: “Half Guatemalan and half Peruvian, but also American.” 71 -- Anthony: Seven-year Bachelor’s Degree, a DACA Warrior 79 -- Caleb: Americanized White Latino 86 -- Fidel: “The Typical Mexican Family” 93 -- Gilbert: Tejano, “A Merge Between Hispanic and Caucasian” 102 -- Jacobo: “… we embrace each other’s Latinoness” 110 -- Jandro: White American is my Ethnicity 118 -- Leandro: “I yearned that brotherly love by Someone who looks like me” 124 -- Neftali: “Having Brothers Helped” 134 -- Rigo: Chicano After Experiencing College 144 -- Summary 151 -- Chapter V: FINDINGS 152 -- Familial Influences 155 -- Language 155 -- Ancestry and Social Identities 158 -- Racial Identity Dilemma 160 -- Acculturation Levels 162 -- Educational Environment 164 -- K-12 Experiences 165 -- Post-Secondary Experiences 167 -- Fraternal Interactions 169 -- Brotherhood 170 -- Family-like Environment 172 -- Sense of Belonging 174 -- Mentoring and Support 175 -- Academic Expectations and Role Modeling 177 -- Summary 178 -- Chapter VI: DISCUSSION 180 -- Summary of Study 180 -- Restatement of the Problem and Research Questions 181 -- Summary of Methods 182 -- Findings and Discussion 183 -- Familial Influences: Ethnic Identity Development 184 -- Language 185 -- Ancestry and Social Identities Including Latinx. 186 -- Racial Identity: Ferdman & Gallegos Model 187 -- Acculturation Levels: Bicultural Orientation Model 189 -- Educational Environment 192 -- Fraternal Interactions: Ethnic Identity Enhancement and Persistence 193 -- Brotherhood, Family-like Environment and Sense of Belonging. 194 -- Mentoring, Support, Academic Expectations, and Role Modeling. 197 -- Implication for Practice and Higher Education Professionals 199 -- Implications for Future Research 201 -- Conclusion 202 -- References 204 -- Appendix A - Latino/a Racial Identity Orientations 225 -- Appendix B - Bicultural Orientation Model 227 -- Appendix C - Institutional Review Board Approval 229 -- Appendix D - Informed Consent 232 -- Appendix E - Research Project Advertisement 234 -- Appendix F – Interview Guide And Protocol 236	en_US
dc.format.extent	1 electronic document and derivatives, 263 pages. 2506315 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Educational leadership	en_US
dc.subject	Ethnicity	en_US
dc.subject	Hispanic American college students	en_US
dc.subject	Hispanic Americans	en_US
dc.subject	Persistence	en_US
dc.title	The Persistence and Ethnic Identity of Latino Fraternity Members at Predominately White Institutions in the South: A Qualitative Approach	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Leadership, Technology & Workforce Development of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Workman, Jamie L.
dc.description.committee	Martinez, James
dc.description.committee	Suriel, Regina L.
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Leadership	en_US