Date of Award

5-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School

College for Community Health

Department/Program

Family Science and Human Development

Thesis Sponsor/Dissertation Chair/Project Chair

Pauline Garcia-Reid

Committee Member

Pearl Stewart

Committee Member

Mayida Zaal

Abstract

Hispanic-Serving Institutions (HSIs) play a central role in educating Hispanic and Latinx students in the United States, yet persistent inequities in access, retention, graduation, and postsecondary mobility remain, particularly for students from low-income and first-generation backgrounds (Excelencia in Education, 2022; Núñez et al., 2015; Núñez et al., 2016). While prior scholarship emphasizes institutional supports at HSIs, far less attention has been paid to alumni philanthropists of color (APOCs) as agents of change, particularly from a family science and human development perspective that challenges deficit-based narratives and conceptualizes education as an intergenerational, relational, and community-embedded process (Delgado Bernal, 2002; Scott & Rodriguez Leach, 2024; Villanueva, 2021; Walsh, 2003; Yosso, 2005). Grounded in Latine/x Critical Race Theory (LatCrit) and Family Resilience Theory (FRT), this qualitative inquiry, Revolúsivos (Catalysts of Change), examined how—through testimonios and pláticas—APOCs influence student achievement and support diverse families at HSIs (Beverly, 2005; Fierros & Delgado Bernal, 2016). LatCrit provided a critical lens for interrogating how race, power, and systemic exclusion shape philanthropic participation in higher education, while centering experiential knowledge, cultural capitol, and resistance to deficit-based narratives (Delgado Bernal, 2002; Villanueva, 2018; Yosso, 2005). FRT situated alumni philanthropy within broader family systems and developmental contexts, emphasizing strengths-based processes such as adaptive coping, intergenerational support, and collective agency that families of color mobilize to overcome structural barriers (Walsh, 2016). This study examined how the lived experiences and cultural identities of APOCs informed their philanthropic actions, advocacy, and efforts to advance student and family outcomes at HSIs. Findings challenge deficit assumptions about communities of color and their capacity to give (Cobb & Nelson, 2020; Drezner, 2011), illustrating how historically excluded donors reframe philanthropy as empowerment, advocacy, and investment in family and community advancement rather than charity (Capone, E. 2023; Gasman & Bowman, 2013). By centering alumni voices, this study contributes to the field of family science and human development discipline by demonstrating how culturally grounded philanthropy supports educational attainment, strengthens family resilience, and advances equity at HSIs. It positions APOCs as Revolúsivos—transformative agents who challenge dominant paradigms and promote social justice within higher education.

File Format

PDF

Download

Available for download on Tuesday, July 06, 2027

Share

COinS