Graduation Year
2026
Date of Defense
3-16-2026
Degree Name
Doctorate in Education (EdD) in Educational Leadership
Department
School of Education and Human Development
Document Type
Dissertation
First Advisor
Jay Taylor
Abstract
This study hypothesized that MI is uniquely positioned to increase behaviors that support improved academic performance among college students who have experienced marginalization due to race, socioeconomic standing, or first-generation status. A case study design was utilized, with four female Latinx participants. Individual meetings were conducted during the spring 2025 semester. Results indicated that the hypothesis was partially supported. All participants employed the behavior of engaging intentionally and thoughtfully with the researcher. Participants successfully utilized myriad academic behaviors (such increasing study time). For most participants, these behaviors influenced improved academic outcomes. Three research questions guided the study: First, “What happens to participants’ grades when MI is used as an intervention?” considered participants’ grades. Results indicated that most participants improved their grades and continued to improve in subsequent semesters. Second, “How do participants respond to specific MI interventions in an academic context?” investigated how participants behaved in the context of the intervention. Deductive analyses suggested that participants responded to specific MI techniques in ways that were predictable. They engaged intentionally, continued the conversation, reflected deeply, acknowledged academic successes, discerned action steps and behaviors toward their academic goals, and used change talk. Inductive analyses revealed three salient themes pertaining to improving their academic performance: relationships, opportunity, and expression of attitudes. Third, “How do participants perceive their experience of an MI style of communication?” explored the intervention from the participants’ perspectives. The Client Evaluation of Motivational Interviewing indicated they believed the researcher had evoked feelings of hope, confidence, and need to make behavior changes. They also perceived the relationship with the researcher as a collaborative partnership, respectful of their autonomy. End-of-semester interviews indicated that all participants found the MI intervention advantageous; they unanimously believed meetings with the researcher positively influenced their academic performance; and they identified acquiring specific behaviors to improve their grades. None recommended substantive changes. Finally, participants noted specific qualities in the researcher that contributed to the positive nature of their experience.