Theses and Dissertations
Date of Award
2026
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Counseling, Leadership, Literacy, and Special Education
First Advisor
Dr. Justine McGovern
Second Advisor
Dr. Elisabeth Kim
Abstract
While there is an abundance of research on student leadership and how it impacts student retention (Tinto, 1987 and Pascarella & Terenzini, 2005), it is typically from the university's perspective. This phenomenological study, however, investigated the experiences and perceptions of first-generation minority students who commuted to campus and pursued leadership roles at Hispanic-Serving Institutions (HSIs). Utilizing phenomenological methodology, this research examined the lived experiences of eight student leaders to understand how they made meaning of their leadership engagement.
Student leaders in this study shared the details of the significant challenges they navigated, including financial pressures, commuting demands, cultural barriers, and systemic inequities, yet persisted in pursuing leadership opportunities. Their perseverance suggested qualities such as resilience, persistence, and self-efficacy. Findings indicate that leadership motivation stems from multiple sources for these students including faith, mentorship, family legacy, and first-generation identity, which collectively foster a commitment to service and aspiration to serve as “curse breakers” or those who disrupt generational cycles of inequity for their families and communities.
Findings also revealed that for the majority of these students who articulated a desire to ‘serve people,’ leadership is not defined by positional authority but rather through service, advocacy, empathy, and the very intentional creation of spaces of belonging.
The study elucidates how first-generation student leaders cultivate communities of belonging at commuter campuses, establishing inclusive affirming spaces through mentorship, advocacy, and their cultural wealth. Leadership behaviors observed were primarily service-driven, relational, and values infused, often reflecting principles of servant leadership (Krumrei-Mancuso, 2018), validation theory (Rendón, 1994, 2002), and community cultural wealth (Yosso, 2005). This study centers and elevates student voices, to gain a deeper understanding of their strengths, motivations, and systemic support necessary for first-generation, minority student leaders to thrive within HSIs.
Recommended Citation
Ramsundar, Suzette Ed.D, "In Their Own Words: Why First-Generation Minority Students Take on Leadership Roles at Hispanic-Serving Institutions" (2026). CUNY Academic Works.
https://academicworks.cuny.edu/le_etds/55
