Dissertation/Thesis Abstract

The Influence of Faculty Authenticity on Latinx Students in Higher Education
by Cota, Leobigildo, Ed.D., California State University, Long Beach, 2019, 167; 13895256
Abstract (Summary)

Research has shown the volume of bachelor’s degrees conferred to Latinx students more than doubled between school years 2004–2005 and 2014–2015, a 115% increase from 101,000 to 218,000. Despite the influx of Latinx student enrollment in higher education institutions, graduation rates for this student population have persistently remained low and stagnant. Research indicates that faculty play a critical role in shaping students’ overall college experience and success. More specifically, studies that aim to uncover the effects of faculty authenticity on students in institutions of higher learning , but there are no studies honing in on the collegiate experience of Latinx students who foster a relationship with authentic professors or the ways in which faculty authenticity supports their success.

This qualitative interview study obtained experiential accounts of Latinx college students at a comprehensive 4-year higher education institution located in California, referred to as California University (CU). This study operationalized faculty authenticity in interactions with Latinx students and characterized the racialized Latinx student experience with faculty perceived as authentic by the participants. This study revealed that for the study’s participants perceived faculty authenticity as care developed through relatability, which combined to develop a deeper and better quality relationship and a socialization process guided by faculty. For the participants, faculty authenticity promoted their own authenticity through validation that created a welcoming environment where their contributions and ideas were encouraged. Through interactions with authentic faculty, the perceived power dynamics diminished or eroded, creating a sense of belonging and a safe space and humanizing faculty. Findings suggest that, regardless of student campus involvement, having an authentic faculty member with whom to connect is comforting and can support students in their navigation through CU, create a more positive experience and promotes their success.

Indexing (document details)
Advisor: Pérez Huber, Lindsay
Commitee: Haviland, Don, Blanchard, Loren J.
School: California State University, Long Beach
Department: Educational Leadership
School Location: United States -- California
Source: DAI-A 81/2(E), Dissertation Abstracts International
Subjects: Educational leadership, Higher education
Keywords: Authenticity, Latinx college students, Student experience, Student-faculty interactions, Student success, Wellbeing
Publication Number: 13895256
ISBN: 9781085607964
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