Date of Award

Spring 2-18-2025

Degree Type

Dissertation

Degree Name

EdD Education Leadership, Management and Policy

Department

Education Leadership, Management and Policy

Advisor

Michael Vega, PhD

Committee Member

Randall Clemens, PhD

Committee Member

Kathleen Castillo-Clark, EdD

Keywords

Latino student recruitment, catholic education, K-8 schools, cultural responsiveness

Abstract

The underrepresentation of Latino students in K-8 Catholic schools, despite the significant growth of the Latino population in the United States, presents a challenge for Catholic school leaders seeking to mirror the communities they serve. This qualitative narrative inquiry explores the perceptions of Diocese of Raleigh K-8 Catholic school principals regarding Latino student recruitment practices. Through interviews with principals, this study examines (1) the perceived value of Catholic education for Latino students, (2) factors influencing Latino student enrollment, and (3) how these perceptions shape recruitment strategies.

Findings indicate that while principals acknowledge the alignment of Catholic education with Latino cultural values—such as faith, family, and community—formalized recruitment strategies for Latino students are largely absent. Instead, recruitment efforts rely heavily on word-of-mouth marketing and engagement with Latino parishioners through parish leadership and Spanish-language Masses. Challenges such as language barriers, financial constraints, and limited resources for English language learners and special needs students hinder recruitment efforts. Some principals expressed hesitation in actively recruiting Latino families due to concerns about overpromising services their schools may not be able to provide. However, principals who had prior experience in public education demonstrated greater awareness of Latino families’ needs and were more proactive in addressing them.

The study highlights the importance of hiring bilingual and Latino staff to foster inclusivity, revising admissions processes to be culturally responsive, and securing financial aid resources to mitigate tuition and additional costs. Additionally, it underscores the need for systemic support from diocesan offices in developing formalized strategies to attract and retain Latino students. Implications for practice include targeted community engagement, increased xi representation of Latino educators, and enhanced transparency in school offerings to build trust within the Latino community.

Future research should examine the effectiveness of word-of-mouth recruitment versus traditional marketing strategies, the impact of financial aid programs on Latino enrollment, and the role of immigration policies in shaping Latino families’ school choices. Further exploration of Latino faculty representation and the implementation of ESL and bilingual education programs could provide deeper insights into strategies for increasing Latino enrollment and improving student outcomes.

This study contributes to the broader conversation on diversity and inclusion in Catholic education, offering insights that can inform recruitment strategies in both Catholic and non-Catholic K-8 schools. By understanding the factors that influence Latino enrollment and responding with intentional, culturally responsive strategies, school leaders can ensure that Catholic education remains accessible and relevant to the growing Latino community.

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