Higher education scholars have examined Latino/a student experiences and ethnic identity, yet there is no research describing the ethnic identity development of Latino fraternity members at a Hispanic Serving Institution (HSI). The purpose of this phenomenological study was to understand how membership in a Latino fraternity at an HSI enhanced members' ethnic identity development. Using Bronfenbrenner's (2005a) bioecological theory of human development as the guiding framework, six themes emerged that enhanced members' ethnic identity development. Implications for student affairs and higher education administrators at HSIs and non-HSIs are discussed.

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Tribal colleges play a powerful role in the personal development as well as the academic development of American Indian students. By providing access, exposure to native culture, personal support, preparation for further education, and a sense of empowerment, tribal colleges are influential in advancing self-awareness, interpersonal sensitivity, intellectual development, acculturation, and identity development of their enrolled students. While theories of student development have helped to explain the psychosocial, cognitive, and moral development of students in American higher education, very little research has specifically investigated the development of American Indian students, particularly those enrolled in tribal colleges. Theories of adult development and learning, acculturation, and identity development are gaining greater attention in the human development literature and have potential for enhancing understanding of the development that American Indian students experience. These theories, however, rarely consider the effects of higher education on Brought to you by | HEC Bibliotheque Maryriam ET J. Authenticated Download Date | 6/12/15 8:33 AM

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