Date Approved

4-20-2026

Graduate Degree Type

Project

Degree Name

Education-Higher Education (M.Ed.)

Degree Program

College of Education

First Advisor

Laila McCloud

Academic Year

2025/2026

Abstract

Latinx college students are the fastest growing student population, enrolling into college at higher rates than any other group, yet their retention rates are concerningly low (Almanzar & Ruedas-Gracia, 2024). Research has shown that Latinx students disproportionately experience hostile campus climates and feel the negative effect on their sense of belonging (Hurtado & Carter, 1997). Additionally, Latinx students at predominantly white institutions regularly encounter challenges that lead to feelings of isolation and a higher likelihood of departing from college (Benavides et al., 2024). This project uses Samuel D. Museus’ (2014) Culturally Engaging Campus Environment (CECE) Model as the main framework to explore sense of belonging and academic success among Latinx students. The model proposes that the extent to which cultural relevance and cultural responsiveness exist at an institution has an influence on students’ sense of belonging (Museus, 2014). Latinx students who frequently encounter culturally engaging campus environments are more likely to feel a greater sense of belonging with their university and persist to graduation (Beard, 2021; Museus, 2017). At predominantly white institutions, where cultural relevance may lack, cultural responsiveness can be nurtured through collaboration, holistic support, and meaningful interactions to promote culturally engaging environments. This project uses Grand Valley State University’s Laker Familia program as the foundation to a mentoring initiative that highlights the ways in which faculty and staff can actively support Latinx students’ persistence and have a positive impact on their sense of belonging.

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