Date of Award
12-2025
Degree Type
Dissertation
Degree Name
Doctor of Education
Department
Human Services
First Advisor
Ali Hachem
Second Advisor
Wendy Killam
Third Advisor
Sarah Straub
Fourth Advisor
Brian Uriegas
Abstract
The number of Hispanic students in Texas public schools has significantly increased over the past 20 years, yet their level of academic success continues to lag. Hispanic, emergent bilingual, low-socioeconomic, early elementary students face educational challenges related to barriers surrounding language and culture differences, limited resources, unmet needs, feelings of isolation, and an underprepared educational support system. This sequential mixed methods study reported on the perceptions of parents, teachers, and campus leaders in two Texas elementary schools regarding these students’ educational experiences. Guided by existence, relatedness, and growth theory, bioecological systems theory, and culturally responsive leadership theory, the study collected data through questionnaires and interviews. Quantitative data were analyzed with descriptive statistics, and qualitative data with thematic and narrative analyses. Findings revealed challenges including language barriers, limited communication, cultural differences, and a lack of Hispanic bilingual staff. Implications indicated that schools should connect parents and families to needed resources, hire more Hispanic bilingual staff, incorporate culturally responsive materials, and provide more culturally relevant engagement opportunities.
Repository Citation
Schumacher, Kiley, "The Educational Experiences of Low Socioeconomic, Hispanic, Emergent Bilingual, Elementary Students: A Sequential Mixed Methods Study from Texas" (2025). Electronic Theses and Dissertations. 615.
https://scholarworks.sfasu.edu/etds/615
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Leadership Commons, Elementary Education Commons
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