Date of Award

2025

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Education

First Advisor

Laurie Stevahn

Second Advisor

Chantal Jones

Third Advisor

Maria Corazon Reano

Abstract

Who are Filipinx American college students and what are their experiences in U.S. higher education? The academic literature emphasizes the importance of disaggregating empirical data on sub-populations within the Asian American and Pacific Islander racial diaspora to fully understand their experiences in a variety of contexts (Teranishi et al., 2015). In higher education administration, there is limited empirical data on Asian American and Pacific Islander college students and it is further limited when examining specific racial subgroups, such as Filipinx Americans (Museus & Maramba, 2011). This has implications for administrators in U.S. postsecondary institutions, particularly regarding their capacity to appropriately engage and support their diversifying student populations and provide relevant interventions for student success.

Using a mixed-methods design, this study uses Critical Race Theory (CRT) and the Culturally Engaging Campus Environments (CECE) Model to explore what Filipinx American college students identify as contributing to and inhibiting to their sense of belonging and success in college. Furthermore, the study explores Filipinx American college student experiences with academic advising services and their involvement in a Filipinx student club. Findings from this study contribute to a more intricate and nuanced understanding of who Filipinx American students are in U.S. postsecondary education, and also inform how institutional practices, interventions, and policies may be developed or reimagined to best serve this student population.

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