Digging deeper : a case study on Hispanic male students’ post-secondary plans in a rural Texas high school.
| dc.contributor.advisor | Meehan, Jessica Padrón. | |
| dc.creator | Conyers, Kimberly, 1978- | |
| dc.date.accessioned | 2024-07-17T13:57:10Z | |
| dc.date.available | 2024-07-17T13:57:10Z | |
| dc.date.created | 2023-08 | |
| dc.date.issued | 2023-08 | |
| dc.date.submitted | August 2023 | |
| dc.date.updated | 2024-07-17T13:57:10Z | |
| dc.description.abstract | The academic achievement gap between Hispanic males and other demographic groups is not a new problem. Historically, due to years of marginalization, language barriers, and suppression, Hispanic males underperform academically compared to their demographic counterparts. While more Hispanic males are entering college, the percentage rates are largely disproportionate when compared to other subgroups and other underrepresented groups. Several factors influence students’ post-secondary decisions following high school graduation. This study examined what factors high school Hispanic males from a rural community considered when making post-secondary plans. Specifically, this study investigated the role family, teachers, and other factors played for these young men when planning for life after high school graduation. This study utilized a qualitative single case study with embedded units research approach informed by the familism theoretical framework. I collected data over a period of approximately four months, which included a universal student questionnaire, an initial and final interview for each selected participant, and evaluation of selected participants’ student records. I selected research study participants based on the results of the student questionnaire. I used criterion sampling to select six participants. The study had three embedded units consisting of college bound participants, trade school bound participants, and undecided participants. Interviews for the selected participants occurred one on one in a school conference room and were audio and videotaped. The results provided rich, thick, qualitative data and insight into the experiences and upcoming post-secondary plans of the six participants. The findings of this qualitative case study provided valuable information, support, and evidence indicating that established relationships, internal factors, and demonstrative modeling influenced young, Hispanic males living in rural communities when making plans for life following high school. Participants indicated that trusting relationships with family members and school staff members were key to academic success, motivation to achieve, and planning for their post-secondary future. As a result, school districts and families must work together jointly to close the academic achievement gap and strive to increase college enrollment rates for Hispanic males. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | ||
| dc.identifier.uri | https://hdl.handle.net/2104/12777 | |
| dc.language.iso | English | |
| dc.rights.accessrights | No access – contact librarywebmaster@baylor.edu | |
| dc.title | Digging deeper : a case study on Hispanic male students’ post-secondary plans in a rural Texas high school. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| local.embargo.lift | 2025-08-01 | |
| local.embargo.terms | 2025-08-01 | |
| thesis.degree.department | Baylor University. Dept. of Curriculum & Instruction. | |
| thesis.degree.grantor | Baylor University | |
| thesis.degree.name | Ed.D. | |
| thesis.degree.program | Learning & Organizational Change | |
| thesis.degree.school | Baylor University |
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