Date of Award

6-2026

Document Type

Dissertation

Publisher

Santa Clara : Santa Clara University, 2026

Degree Name

Doctor of Education (EdD)

Abstract

This qualitative research examined how high school teachers employ affection-based strategies and how male Latinx students perceive and make meaning of these practices within learning environments. Informed by attachment theory, culturally responsive teaching, and rehumanizing education frameworks, this research examines relational practices that foster engagement, a stronger sense of belonging, and academic growth.

Data was collected through research-created semi-structured interviews with high school educators and upperclassmen male Latinx students. Additionally, all participants completed educational journey maps that portrayed their lived educational experiences. The analysis identified four categories of affection-based strategies used by educators: material strategies (e.g., providing resources and tangible support), narrative strategies (e.g., storytelling and relational identity-building), physical and environmental strategies (e.g., classroom presence and culturally affirming spaces), and pedagogical strategies (e.g., flexible instruction and reduced structural barriers).

The data collected from male Latinx students highlighted that the affection-based strategies implemented by the educators are perceived as expressions of care, trust, and relational investment. Students understood and expressed these experiences through an increase in a sense of belonging, emotional safety, and acknowledgment within school spaces. At the center of the findings was the foundational role of trust in how students interpret teachers’ intentions and how they engage academically and socially within the educational setting.

This study indicated the importance of implementing culturally responsive and relational practices within educational settings. The findings suggest that when educators intentionally enact affection-based strategies, male Latinx students interpret these practices as affirming their identity and worth, which supports deeper engagement and motivation in school.

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