Date of Award

2026

Type

Dissertation

Major

Doctor of Education

Degree Type

Doctor of Education in Curriculum and Leadership (Higher Education Leadership)

Department

Teacher Education

First Advisor

Dr. Jan Burcham

Second Advisor

Dr. Jennifer L. Lovelace

Third Advisor

Dr. Sri Sitharaman

Abstract

The number of Latino/a or Hispanic students, also known as Latinx students, are expected to grow demographically in various regions of the United States over the next several years. To ensure Latinx students are progressing toward graduation in their respective cohorts, it may be beneficial to anticipate and prepare for the increase in this student demographic. This study focused on institutions in the Southeastern region of the United States. This study compared the relationship of federal Title V funding and retention rates and graduation rates of students; it also compared degrees awarded to Hispanic students and enrollment of Hispanic students who attended one of the colleges and universities located in the states of Alabama, Georgia, Florida, Mississippi, Louisiana, Arkansas, South Carolina, North Carolina, Tennessee, Kentucky, and the territory of Puerto Rico over a 10-year period (2009–2019). Each institution was identified as a Hispanic-serving institution (HSI), with Hispanic student populations of at least 25% of the total student population. This study compared the institutions and evaluated the relationships between supported programs funded by Title V grants and the retention and graduation rates of all students attending the identified HSI. This study used existing data for predictive factors, which were available at the institutional and system levels. This study contributes to improving the understanding of how higher education funding helps to support programs for students who attend HSIs. Understanding the impact of support programs on retention and graduation rates for students at colleges and universities located in the in the southeastern United States may be useful for other institutions.

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