Date Approved
6-9-2025
Embargo Period
6-9-2025
Document Type
Thesis
Degree Name
M.A. Higher Education
Department
Educational Leadership
College
College of Education
Advisor
Stephanie Lezotte, Ph.D.
Committee Member 1
Tyrone McCombs, Ph.D.
Committee Member 2
Magdalena Martinez, Ph.D.
Keywords
Culturally Responsive Support;Familismo;Higher Education Retention;Latiné Undergraduates;Predominantly White Institutions;Student Burnout
Disciplines
Education | Educational Administration and Supervision | Higher Education Administration
Abstract
Over the past five years, Latiné students have contributed most of the nation’s increase in college degrees earned. But even with more people enrolling in college, undergraduate retention remains a concern, raising critical questions about equity in higher education (The Pell Institute, 2023). This thesis examines burnout among Latiné undergraduates, who face financial strain, familial responsibilities, and lack of representation in resources, contributing to their underrepresentation in graduation rates. The study emphasizes the need to understand and address these stressors to support the success of Latiné students, who are under-represented in graduation rates compared to their counterparts (Excelencia in Education, 2020). Using qualitative research, this study explores the experiences of Latiné students at Rowan University, where they comprise twelve percent of the student body. Through semi-structured interviews, this examines how familismo and perfectionism contribute to burnout. Findings show that (a) Latiné students face immense academic and personal pressures, (b) often do not have access to culturally competent support (c) and will benefit from institutional resources tailored to their needs. Given limited research on Latiné student burnout, this study fills a critical gap and proposes culturally responsive interventions, such as mentorship programs and increased Latiné representation in academic and mental health services. This research calls on fostering a more inclusive academic environment, where Latiné students can thrive and succeed in Predominately White Institutions.
Recommended Citation
Celi-Landeo, Shirley Victoria, "SE QUEMA: Burnout In Undergraduate Latiné Students" (2025). Theses and Dissertations. 3392.
https://rdw.rowan.edu/etd/3392
