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Dissertation/Thesis Abstract

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)
by Paulette, Tonya, Ed.D., The University of Texas Rio Grande Valley, 2020, 157; 27833808
Abstract (Summary)

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.

Indexing (document details)
Advisor: Simonsson, Marie
Commitee: Abrego, Jesus, Watt, Karen, Carlson, Ralph
School: The University of Texas Rio Grande Valley
Department: Department of Organization and School Leadership
School Location: United States -- Texas
Source: DAI-A 82/9(E), Dissertation Abstracts International
Subjects: Higher education, Disability studies, Educational leadership
Keywords: Sense of Belonging, Disability, School faculty, Hispanic Serving Institution, Students with Disabilities
Publication Number: 27833808
ISBN: 9798582572305
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