First–generation Latinas achieving academic success within predominantly White institutions through a sense of belonging

Canlas, Maile B (2023) First–generation Latinas achieving academic success within predominantly White institutions through a sense of belonging. Doctoral thesis, Northern Arizona University.

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Abstract

First-generation Latinas (FGLs) in higher education have experienced challenges attending predominantly White institutions. Lack of sense of belonging is a strong predictor for isolation, anxiety, and/or depression. In addition to cultural dissonance and racially driven climates, attending predominantly White institutions increase the odds against Latinas to graduate. In addition to a robust college schedule, first-generation Latinas (FGLs) find it difficult to navigate college campuses. Studies have shown a sense of belonging is strongly associated with academic success and degree attainment. The culmination of educational inequality is an epidemic among historically marginalized populations on scalable levels. According to the article in the Education Trust Journal by Anthony et al. (2021), “White women and men are likelier to hold bachelor and graduate degrees than their Hispanic peers. Bachelor’s degree attainment for White women and men is over 20% higher than for Latinas and Latinos” (p. 76). The ongoing social injustices among higher education institutions are problematic and continue to silence underrepresented populations. The purpose of the study is to give voice to FGLs and examine the relationship between women of color. In addition, increase awareness to procure academic success and gauge sense of belonging attending predominantly White institutions. The methodology of the study was derived from an autoethnographer voice. As Bochner and Ellis (2021) stated, “The autoethnographer not only tries to make personal experience meaningful and cultural experience engaging, but also, by producing accessible texts, she or he may be able to reach wider and more diverse mass audiences that traditional research usually disregards, a move that can make personal and social change possible for more people” (p. 277). Educational equality is possible, transformation is necessary for monumental change on behalf of marginalized populations. The powerful voices in this study are just the beginning of the solutions for breakthrough—the resources to help future generation of Latinas establish a sense of belonging while attending predominantly White institutions, the status quo will continue to be progressive, and not regressive, and as an educational leader, this is my vow.

Item Type:	Thesis (Doctoral)
Publisher’s Statement:	© Copyright is held by the author. Digital access to this material is made possible by the Cline Library, Northern Arizona University. Further transmission, reproduction or presentation of protected items is prohibited except with permission of the author.
Keywords:	Chicana; Closing the educational equity gap; First-Generation college student Latinas; Latina Studies; Marginalized Populations; Socioeconomic Studies
Subjects:	L Education > LC Special aspects of education
NAU Depositing Author Academic Status:	Student
Department/Unit:	Graduate College > Theses and Dissertations College of Education > Educational Leadership
Date Deposited:	24 Oct 2025 17:53
Last Modified:	24 Oct 2025 17:53
URI:	https://openknowledge.nau.edu/id/eprint/6281

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