UC San Diego

The number of women, Students of Color, and LGBTQIA+ students enrolled in institutions of higher education have increased significantly over the past several decades (Hanson, 2021; National Center for Education Statistics, 2010). Though gaps in higher education degree completion have improved in recent years, gains for Students of Color have not kept pace with their white peers (Pendakur, 2016). Minoritized students continue to face disparate experiences and outcomes on college campuses (Bickford, 2019; Hurtado & Carter, 1997; Hussain & Jones, 2021; Johnson et al., 2007; Kelly & Torres, 2006; Vaccaro & Newman, 2017). Recent literature has suggested universities need to assume greater responsibility in welcoming and supporting minoritized students (Dowd et al., 2011; Museus, 2014; Oseguera, 2009). Focusing on sense of belonging (Hurtado & Carter, 1997; Hussain & Jones, 2021), employing equity models of student success (Harper, 2012; Museus, 2014; Tatum, 2007; Yosso, 2005), and encouraging diverse forms of epistemology are all key strategies to supporting minoritized students (Hill Collins, 2009; hooks, 1994; Tanaka, 2004). This dissertation explored the ways in which campus cultural centers are spaces that support positive subcultures and can contribute meaningfully to closing gaps in graduation rates. Cultural centers are rare examples of “third-spaces” where students’ academic and cocurricular experiences are bridged in ways that are culturally specific and affirming (Gutiérrez, 2008; Patton, 2011; Sanders, 2016; Shuford, 2011). This study used qualitative methods to understand the ways in which engagement in cultural centers supported student achievement at one specific institution of higher education. Data collected from semistructured interviews from juniors and seniors at California University and a focus group with professional staff explored the impact of cultural center spaces on student achievement.