Date of Award

6-11-2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

School Psychology

First Advisor

Amy Nelson Christensen

Second Advisor

Pamela Fenning

Abstract

This qualitative study aimed to deepen the understanding of school connectedness experienced by Latinx high school students. Specifically, the researcher sought to explore how Latinx students described their connection to school during their high school years. Additionally, to examine whether their experiences aligned with the social and ecological structures outlined in the theoretical model supporting adolescent connectedness to school. If there is alignment, in what ways did it manifest? If not, how did the experiences differ? The study had two primary objectives: (a) to gain insight into how Latinx students experienced school and their sense of connection through their narratives, and (b) to assess whether the existing model of school connectedness accurately reflected the experiences of Latinx students, or if it should be modified when applied to Latinx students. To achieve these objectives, the study employed a hybrid approach combining both deductive and inductive thematic analysis, allowing for the examination of a pre-existing theory while also identifying emerging themes from the data. Each participant took part in three 60-minute qualitative, semi-structured interviews to share their high school experiences. From the data analysis, five central themes emerged: (1) Meaningful Relationships, (2) Navigating School Systems, (3) Developing a Connection to School, (4) Impact of COVID, and (5) High School Outcomes.

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