Date of Graduation

Summer 8-15-2026

Document Type

Dissertation

Degree Name

Doctor of Psychology in Clinical Psychology (PsyD)

College/School

School of Nursing and Health Professions

Program

Clinical Psychology (PsyD)

First Advisor

Dellanira Garcia

Second Advisor

Rosa Jimenez

Third Advisor

Pablo Gonzalez

Abstract

Prior research demonstrates that culturally relevant pedagogies can enhance students’ academic engagement, critical thinking, and sense of belonging, while also buffering against the negative effects of discrimination and marginalization. Research on ethnic studies (ES) courses has shown positive impacts on students’ graduation rates, GPA average, and motivation to be involved with their community. Related studies on the impacts of ES curricula show socio-emotional benefits such as an increase in self-esteem, improved perceptions of self-agency, and fewer depressive and anxiety symptoms. The aim of this study was to examine the impact of an ethnic studies course on Latiné high school students’ perceptions and understandings of their social-emotional health and ethnic identity. Using a mixed-methods approach, the first phase of this study collected quantitative data of students’ (N = 11) demographics and socio-emotional health, while the second phase collected qualitative data using semi-structured interviews (n = 5). Students demonstrated moderate to high levels of socio-emotional health as evidenced by their Total Covitality scores, with particularly high scores in the Belief in Others domain. Using Interpretative Phenomenological Analysis (IPA), seven themes were identified: 1) Cultural Empowerment/Poder Cultural, 2) Critical Consciousness/Consciencia Crítica, 3) Sense of Belonging/Sentido de Pertenencia, 4) Emotional Growth and Resilience/Resiliencia del Alma, 5) Academic Engagement/“Aprendiendo con Ganas,” 6) Intergenerational Awareness & Appreciation/Conciencia y Valoración Intergeneracional, and 7) Identity Journey/Caminos de Identidad. The results indicate that participation in the ES course was associated with supportive levels of socio-emotional health and increases in cultural pride, underscoring the beneficial impact of ES curricula on Latiné youth development.

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