Electronic Theses and Dissertations



Document Type


Degree Name

Doctor of Education


Instruction & Curriculum Leadership

Committee Chair

Beverly Cross

Committee Member

S. Mia Obiwo

Committee Member

Helena Curtain

Committee Member

Juan Carlos Morales


The present study investigated the nature of the ethnic and scholarly identity development in high-achieving, high school students who identify as both Latinx and as a boy. Further the study explored any interactions between the ethnic and scholarly identities of participants. By conducting this study, it is the researchers hope that documented the student testimonios contributed to the preparation of teachers, school administrators, and families understandings on what leads to success. Furthermore, the study will contribute to the validity of the importance of identifying and acknowledging the individuality each student brings to the classroom and unique experiences that have contributed to the person present today.This study was guided by the following research questions:1.What is the nature of ethnic and scholarly identity for high-achieving high school Latinx students who identify as a boy in a southern context?2.How do high-performing high school Latinx students who identify as a boy view the connections between their identities.The methods for collecting the data included interviews, photo elicitation, and comicdevelopment as a form of member-checking. Three themes emerged from the overall data. The three themes that emerged were ethnic identity and scholarly identities can coexist if there is a sense of belonging; parental educational attainment did not hinder participants success; and student academic self-concept is critical to academic achievement.


Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest