Relevant bibliographies by topics / Hispanic Serving Institutions (HSI)

Academic literature on the topic 'Hispanic Serving Institutions (HSI)'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Hispanic Serving Institutions (HSI)"

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Marin, Patricia. "Is “Business as Usual” Enough to Be Hispanic-Serving? Becoming a Hispanic-Serving Research Institution." Journal of Hispanic Higher Education 18, no. 2 (February 18, 2019): 165–81. http://dx.doi.org/10.1177/1538192719832250.

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This study focuses on an emerging Hispanic-Serving Research Institution (HSRI) and seeks to understand its Hispanic-serving identity as seen through the eyes of senior campus administrators. Findings suggest that instead of asking whether an institution is Hispanic-serving, it may be more appropriate to ask about the extent to which an institution is Hispanic-serving, acknowledging the ongoing identity development that may be required of institutions and supporting the need to expand the existing HSI (Hispanic-serving institution) narrative.
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Vargas, Nicholas. "Racial Expropriation in Higher Education: Are Whiter Hispanic Serving Institutions More Likely to Receive Minority Serving Institution Funds?" Socius: Sociological Research for a Dynamic World 4 (January 2018): 237802311879407. http://dx.doi.org/10.1177/2378023118794077.

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Hispanic Serving Institutions (HSIs) are colleges with 25 percent or higher Latinx student bodies. Categorization as HSI permits institutions to apply for restricted competitive federal grants that are meant to help alleviate Latinx educational inequalities. However, HSI designations have increased fivefold over recent decades, leading to greater competition between them for these racially designated resources. This is the first known study to investigate patterns of racialized resource allocation to this subset of colleges. Multivariate results indicate that HSIs with larger white and smaller black student bodies are more likely to receive competitive funds, whereas the proportion of Latinx and Asian students is unassociated with funding receipt. These findings point to important distinctions among racialized organizations. Despite their overarching categorical racial designations (e.g., Hispanic Serving Institutions), racialized organizations’ institutional proximities to whiteness and distance from blackness may still shape the distribution of opportunities and resources.
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Carter, Todd L., and Jean A. Patterson. "A Community College HSI: The Effect of an HSI Designation on Organizational Identity." Community College Review 47, no. 4 (July 25, 2019): 360–81. http://dx.doi.org/10.1177/0091552119864412.

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Objective: Most community colleges receiving the Hispanic-Serving Institution (HSI) designation have no specific mission to serve Hispanic students. The purpose of this qualitative case study was to explore how receiving an HSI designation affects the identity and practices of a community college. Method: Ten years of institutional documents covering the HSI transition period and 40 individual interviews were analyzed for common identity themes and indicators of a commitment to serving Hispanic students. Results: Participants attributed no meaning to the HSI designation; however, the identity labels did have meanings associated with being Hispanic-serving. A “serving all students” ideology combined with a color-blind approach and fear of external stakeholder reaction to the HSI designation were barriers to adopting an HSI identity. Contributions: Previous studies have relied on evidence of planned change as an indicator of an HSI identity. Unplanned change, however, has received very little attention. Our study demonstrates that unplanned changes in some practices and structures did result in movement toward being more Hispanic-serving as the college attempted to serve all students. As many HSIs have chosen not to address a formal change in identity, the unplanned change construct provides valuable data that might otherwise be overlooked.
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Turner, Caroline S., Pedro X. Cosmé, Laura Dinehart, Raquel Martí, David McDonald, Martin Ramirez, Lester Sandres Rápalo, and Juana Zamora. "Hispanic-Serving Institution Scholars and Administrators on Improving Latina/Latino/Latinx/Hispanic Teacher Pipelines: Critical Junctures along Career Pathways." Association of Mexican American Educators Journal 11, no. 3 (February 10, 2018): 251. http://dx.doi.org/10.24974/amae.11.3.369.

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This article emerges from the collaborative work of Hispanic-Serving Institution (HSI) scholars and administrators. From their perspectives as acting HSI leaders, the authors examine research/programs/practices [relevant to their institutions] pertaining to attracting, preparing, employing, and retaining Latina/o/x/Hispanic teachers. Research and programs noted here identify challenges, facilitators, and recommendations for improving Latina/o/x/Hispanic educational outcomes and for increasing the number of Latina/o/x/Hispanic teachers. Increasing the number of Latina/o/x/Hispanic teachers involves processes that are circular and iterative; encompassing their educational pathways from early schooling experiences to the more advanced stage of the teaching workplace.
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Vega, Blanca Elizabeth, Román Liera, and Mildred Boveda. "Hispanic-Serving Institutions as Racialized Organizations: Elevating Intersectional Consciousness to Reframe the “H” in HSIs." AERA Open 8 (January 2022): 233285842210950. http://dx.doi.org/10.1177/23328584221095074.

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Conceptualizations of servingness must include an understanding of how racial ideologies shape Hispanic-Serving Institutions (HSIs). Three Latinx scholars offer testimonios on our experiences as students, faculty, and researchers at teaching and research-intensive HSIs. From our testimonios, we found that practices of Blanqueamiento (Whitening of a population) and Mestizaje (racial mixture) operate at HSIs to flatten our understanding of Hispanics in U.S. society. To make sense of our testimonios within these HSI contexts and constraints, we applied an intersectional consciousness perspective on racialized organizations. Findings include Whiteness operating as a credential, legitimizing unequal resources, diminishing agency among minoritized groups, and continued use of Mestizaje (disguised as Hispanic) as a prevailing ideology. We provide considerations for HSI leaders, researchers, and administrators to elevate their intersectional consciousness and disrupt how HSIs contribute to essentialist notions of Latinxs.
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Marin, Patricia, and Priscilla Pereschica. "Becoming an Hispanic-Serving Research Institution: Involving Graduate Students in Organizational Change." Association of Mexican American Educators Journal 11, no. 3 (February 10, 2018): 154. http://dx.doi.org/10.24974/amae.11.3.365.

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The changing demographics of higher education have led to an increase in the number and type of Hispanic-Serving Institutions (HSIs). As research universities continue to see a rise in the enrollment of Latino/a students, a better understanding of the implications of this change within the existing institutional context will be essential to best serve this growing community of students. We position our study within a tradition of organizational culture theory that points to the importance of organizational actors’ interpretations, perspectives, and actions in order to understand an organization’s general behavior and change. By acknowledging the importance of graduate students within research universities, we focus on their perspectives at an Emerging Hispanic-Serving Research Institution (HSRI) and ask, “What are the organizational culture implications of an HSI designation for a research university?” Our analysis revealed four important themes: communicating institutional pride as an HSRI, engaging the benefits of an HSRI, operationalizing a serving mission, and involving graduate students as institutional actors at HSRIs. Institutional recommendations that follow from our findings include providing clear communication regarding HSI status, objectives, and commitment; assessing the campus climate; and increasing graduate student involvement as key leaders within HSRIs.
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Garcia, Gina Ann. "What Does it Mean to be Latinx-serving? Testing the Utility of the Typology of HSI Organizational Identities." Association of Mexican American Educators Journal 11, no. 3 (February 10, 2018): 109. http://dx.doi.org/10.24974/amae.11.3.363.

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While scholars agree that enrolling a large percentage of Latinx students is not enough for postsecondary institutions to be considered “Latinx-serving,” there continues to be a debate about what it means for institutions to have an organizational identity for serving this population. The Typology of HSI Organizational Identities is a guiding framework that suggests there are multiple ways for an institution to serve Latinx students, and thus multiple “types” of Hispanic- Serving Institutions (HSIs). The typology considers academic and non-academic outcomes for Latinx students as well as the institution’s ability to provide a culture that enhances their racial/ethnic experience. In this study, I used the typology to classify four HSIs and two emerging HSIs in the Midwest, a geographic area in the United States with a growing population of Latinxs and HSIs. I drew on secondary data from the Integrated Postsecondary Education Data System (IPEDS) and primary data from institutional websites. In doing so, I sought to test the utility of the typology for classifying institutions for research, practice, and policy, and found that it is a useful tool for looking at how postsecondary institutions may serve Latinx students beyond enrollment. Implications for research, practice, and policy are discussed.
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Washington, Talitha. "NSF Improving Undergraduate STEM Education (IUSE) for Hispanic-Serving Institutions (HSI)." Acta Crystallographica Section A Foundations and Advances 74, a1 (July 20, 2018): a459. http://dx.doi.org/10.1107/s0108767318095417.

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Venegas, Kristan M. "Financial Aid in Hispanic-Serving Institutions: Aligning Resources with HSI Commitments." New Directions for Higher Education 2015, no. 172 (December 2015): 81–90. http://dx.doi.org/10.1002/he.20155.

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Garcia, Gina A., and Jenesis J. Ramirez. "Institutional Agents at a Hispanic Serving Institution: Using Social Capital to Empower Students." Urban Education 53, no. 3 (December 30, 2015): 355–81. http://dx.doi.org/10.1177/0042085915623341.

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As enrollment-driven postsecondary institutions, Hispanic Serving Institutions (HSIs) must actively find ways to better “serve” their students. Guided by Stanton-Salazar’s social capital framework, this study sought to understand how institutional agents use various forms of capital to develop structures that support and empower minoritized students. Using data from a study of one 4-year, master’s granting HSI, we highlight how four institutional leaders serve as empowerment agents for students, seeking ways to challenge the status quo while developing the structures and policies necessary for serving minoritized students.
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Dissertations / Theses on the topic "Hispanic Serving Institutions (HSI)"

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Mahoney, Melissa M. "Moving Toward an Anti-Deficit Perspective| African American Science, Technology, Engineering, Mathematics (STEM) Students at Hispanic-Serving Institutions (HSI)." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10265532.

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The increased demand for qualified STEM workers, necessitates addressing the bachelor’s science, technology, engineering and mathematics (STEM) degree achievement among African Americans and other underrepresented populations. Using inquiry derived from Harper’s (2010) Anti-Deficit Achievement Framework, this study sought to explore the factors that contribute to the successful degree completion of African American STEM students within a large comprehensive university system. Coding of the twelve semi-structured interviews revealed six major themes: a) K-12/precollege educational experiences, b) motivation to complete a STEM degree, c) systems of social support, d) extracurricular activities and out-of-class experiences, e) addressing stereotyping and discrimination, and f) faculty behaviors and dispositions. All themes were intertwined at each phase of participants’ academic careers, thereby, highlighting the complexity of this population’s experience and what is needed to address their low STEM degree attainment. Findings indicated that this student population benefits from positive, sustained faculty-student interactions, holistic STEM success programming, and genuine networks of social support. Furthermore, Harper’s framework can be modified to explore the motivation of African American STEM students as well as the African American student’s relationship with disability support services.

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Béjar, Elizabeth Maria. "Miami Dade College : a case study of a Hispanic-serving institution for the 21st century." Thesis, Boston College, 2008. http://hdl.handle.net/2345/962.

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Thesis advisor: Ana Maria Martinez Aleman
Higher education has experienced an unprecedented growth in the number of Latino/Hispanic students. Unfortunately as the literature has revealed, many institutions have not had success in serving this population. By all accounts Hispanics are the youngest and fastest growing population in the United States enrolling in college. However, they have the lowest educational attainment levels in the nation. New population growth is beginning to sprawl into geographic areas unfamiliar with serving this minority population. In just a few short years demographic changes are forecast to forever impact the landscape of colleges across the country: Hispanic-serving institutions will be at the forefront of American higher education. At present, colleges are not sufficiently prepared to meet the needs of its future students. The purpose of this case study was to provide a detailed analysis of a single case, Miami Dade College West Campus. Through an information-rich case study, this researcher set out to examine how Miami Dade College West Campus could serve as a new model for effective Hispanic-serving institutions. Sources of evidence used for the analysis included interviews with members of the dominant coalition involved in planning the campus and document analysis with a particular focus on the strategic planning process. The findings of the case study identified certain themes as central to Miami Dade College West Campus’s effectiveness in serving Hispanic students. First, findings indicated a predominant student-centered institutional culture. Second, the campus developed a strong campus-community interdependence that mutually supported growth and success. Findings also suggested a comprehensive approach to racial and ethnic diversity across campus. Finally, as is supported in the literature, institutional leadership was an integral component of the institution’s ability to effectively educate Latino students. The implications of this research can provide guidance and support to institutions as national demographic shifts will demand the need for quality, focused information on Hispanic-serving institutions
Thesis (PhD) — Boston College, 2008
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
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Casellas, Connors Ishara. "Examining Racial Discourse in Diversity Policies at Hispanic-Serving Institutions:." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108773.

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Thesis advisor: Ana Martínez Alemán
Persistent critiques regarding the lack of racial diversity in higher education have sparked institutions to implement an array of diversity programs and policies. In concert, states have crafted policies mandating the benchmarking and reporting of institutional diversity efforts. These policies have resulted in the development of institutional reports that both monitor an institution's efforts and highlight aspirations. The increased focus on diversity has occurred within the landscape of shifting institutional diversity. The diversification of institution type is exemplified by the growth in Hispanic Serving Institutions (HSIs), which in the past 20 years, have doubled and grown to educate over 60 percent of Latinx students (Galdeano, Hurtado, & Núñez, 2015). This dissertation considers unaddressed questions regarding diversity discourse within diversity plans and key institutional artifacts HSIs. Specifically, it examines the characterizations of racial diversity, how the discourse of race informs campus framing of Latinx students as raced subjects, and how policy problems and solutions are constructed within these institutions. Engaging critical discourse analysis, this study examines the diversity, equity, or inclusion report at 24 public institutions located in three distinct policy environments - Florida, New York, and California. Through a critical race theory framework, this work explores the discourse of racial diversity at these institutions. Key finding from this study includes the ways in which the diversity plans serve to both lay a foundation for a shared definition of diversity but, in so doing, advance the erasure and essentialization of various identities resulting in a narrow characterization of Latinx. Additionally, the research illustrates how institutions leverage their HSI identity for financial gains. Given the national discourse of advancing racial diversity in higher education, this research presents findings on the current landscape as well as provides recommendations for practitioners aiming to promote the construction of diversity policy that can deliver on this agenda
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Perez, Ligia. "Are Title V Grants and Educational Expenditures Associated with Educational Attainment of Latinas/os at Hispanic Serving Institutions?" Thesis, West Virginia University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10277985.

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The purpose of this study is to determine if Title V HSI grants and expenditures in instruction, academic support, and student services at 4-year Hispanic Serving Institutions (HSIs) account for observed differences in the graduation rates of Latinas/os and the percent of bachelor’s degree completions of Latina/o students, and whether HSIs are equitable in the proportion of bachelor’s degrees awarded to Latinas/os. HSIs are colleges and universities that enroll 25% or more full time equivalent (FTE) undergraduate Latina/o students. In general, the purpose of the federal Title V HSI grant is to fund programs to enhance the educational attainment of Latina/os. This study uses Tinto’s (2012) framework for institutional action advancing that colleges and universities that establish support programs designed to promote students’ success eventually see those programs translate into improved institutional graduation outcomes. A nationally representative sample of 75 four-year accredited, bachelor’s degree granting institutions of higher education with at least 25% undergraduate Latina/o students by 2012 fall was selected from the Integrated Postsecondary Data System (IPEDS) for this study. Consistent with prior research, statistical analyses revealed that expenditures in academic support and student services are significantly associated with graduation rates of Latina/os, however, the expenditures in instruction was not a significant predictor of graduation rates of Latina/os. The role of Title V HSI grants was significant when the variable that accounted for the percentage of undergraduate Latinas/os was removed from the analysis. Title V grantees experienced a greater number of bachelor’s degrees completions conferred on Latinas/os when compared to other HSIs in the sample. On average, HSIs were equitable in conferring bachelor’s degrees on Latina/os. Future research should investigate expenditures in instructional activities that are directly associated with student learning at HSIs, and the type of Title V grant-funded activities that are greater predictors of Latina/o student success.

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da, Silva Jose E. "Community College Student Retention and Completion based on Financial Expenditures and Hispanic-Serving Status." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984149/.

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Despite declining community college funding being allocated increasingly on the basis of student success, U.S. community college student retention and completion rates over the past decade have either remained steady or decreased, especially for Latino students. Using descriptive statistics and multiple regression models with secondary data procured from the Integrated Postsecondary Education Data System (IPEDS), I analyzed student success rates—full time student retention and completion rates—based on community college financial allocations and Hispanic-serving institution (HSI) status. To equitably analyze community colleges in the sample (n = 909), I separated them into four groups based on institutional size as defined by the Carnegie Classification. Descriptive results indicated that instructional divisions spent an average of 43% of the college's total allocated budget—often more than three times the allocated budget of any other division. Regression results indicated that instructional expenditures had the most consistent impact on student success regardless of college size and that scholarship expenditures and academic support expenditures generally had a negative impact on student retention and completion rates. Regarding Latino student success in particular, findings indicated that the manner in which colleges allocated their funds impacted only small and medium-sized community colleges. Of the nine different types of institutional expenditures, only student services expenditures and public services expenditures had a statistically significant impact on Latino student success. Additionally regression analysis indicated that community college HSI status did not have a large impact on overall full-time student retention and completion rates but did have a significant impact on full-time Hispanic student retention and completion rates for all institution sizes. Findings of this study confirmed that HSI status does impact Latino student success in public community colleges. This finding is consistent with prior studies on the positive impact of instructional expenditures on student success rates. Further research on the specific elements within these expenditure areas is needed to capture how or why they are having this impact on student success. Current and prospective Latino students and their parents seeking to identify higher education institutions conducive to students' academic success should be aware of such findings as they conduct the college search process.
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Vega, Gisela P. "Latina Lesbian Students: Understanding their Experiences and Perceived Sexual Identity Development at a Hispanic-Serving Institution." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2722.

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The purpose of this phenomenological study was to explore the experiences of 15 Latina lesbian students and their perceived sexual identity development at a predominately Hispanic-serving Institution (HSI). Participants for this study were purposefully selected using criteria, convenience, and snowball sampling. Using a conceptual framework comprised of the four tenets consistent across the spectrum of all sexual identity development models, participants’ experiences were described, analyzed, and interpreted to inform the study. Data were collected through individual face-to-face interviews, using an interview protocol, and were analyzed using inductive, deductive, and comparative analyses. Three themes emerged during the inductive analysis: (a) the trifecta: family, religion and gender, (b) the paradox of being Latina and lesbian, and (c) institutional care. In the deductive analysis, a rubric of a priori codes was derived from their (a) cultural perspectives, (b) identity awareness, and the four tenets sexual minorities consistently experience which included: (c) alienation, (d) social exclusion, (e) disclosure, and (f) self-acceptance of a non-heterosexual identity. The deductive analysis confirmed that participants’ experiences and perceived levels of sexual identity development were determined by the challenge or support they received from family, peers, and their Hispanic-serving institution overall. The comparative analysis revealed an overlap of the inductive and deductive themes. Among 15 participants, the inductive themes of (a) the trifecta: family, religion and gender, (b) the paradox of being Latina and lesbian, and (c) institutional care were present in all segments of the deductive analysis. The findings highlighted the complex and challenging experiences of Latina lesbians as they attempt to navigate their intersections of sexuality, gender, and culture in the context of higher education. The study makes a critical contribution to understanding the experiences and sexual identity development of Latina lesbian students at an HSI. The study concluded that while Latina lesbian students struggle to reconcile their Latina and lesbian identities, their experiences at a HSI can be a source of challenge or support in their overall well-being and identity development.
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LUNA, PATRICIA G. "A QUALITATIVE STUDY AND PROGRAM EVALUATION OF THE PARTNERSHIP BETWEEN THE UNITED STATES DEPARTMENT OF AGRICULTURE AND THE HISPANIC SERVING INSTITUTIONS." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1006787710.

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Lumley, Risa Maureen. "THE ACADEMIC LIBRARY AND SOCIAL JUSTICE: A Q-STUDY OF LIBRARIAN ATTITUDES." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/418.

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This study took place on the campus of a Hispanic-serving institution, and used Q methodology to assess the attitudes and perceptions of academic librarians toward a social justice role for the university library. Among librarians and others in higher education, there is a great deal of confusion around social justice as a concept because over the past forty years, it has often been subsumed under, or diverted by the neoliberal discourse of multicultural education, which conflates social justice with providing equal opportunities for under-represented students primarily as a means of enabling them to obtain jobs and become consumers in our neoliberal capitalist society. Unfortunately, this perspective dovetails neatly with the positivist traditions of the library profession, which also eschews political involvement and exhorts librarians to remain neutral in the services and collections they provide. Within this discourse, universities and their libraries are stripped of their political and social potential for addressing the structural problems and inequalities which circumscribe the lives of the very students they purport to serve. The results of this study indicate that many librarians believe that their profession’s ethos of neutrality renders the debate over social justice within the library moot. These librarians equate social justice as equivalent to giving equal access to materials that promote the advancement of marginalized groups, and to those that encourage the continuation of the status quo or opposition to equality. Only a small number of librarians envision themselves as well positioned to promote social justice by empowering students to use the resources currently available within the library. Despite the different viewpoints represented by the factors uncovered in this study, there did emerge areas of consensus from which library leaders can mediate conversations aimed at uncovering and evaluating the principles, practices, and attitudes within the library that arise from the dominant White worldview and hinder the library’s ability to serve all students equitably. Conversations about topics such as those implicated in this study, including institutional racism, diversity, social justice, and White privilege are not always comfortable conversations, but they are required if the library is to enact the changes necessary to allow it to serve all students more effectively and more justly. These discussions are especially needed at this time, when academic librarians as a profession remain 86 percent White, while many of our campuses are becoming increasingly racially diverse. If the library is to retain its place as the center of social and political discourse within the university, it is critical that it fully represent and respect the perspectives of non-dominant groups and recognize alternative epistemologies. Breaking with the positivist traditions of the library will allow opportunities for librarians to authentically connect with more of our students, which is particularly needed at Hispanic-serving institutions.
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Gallegos, Juan Martín. "Reconstructing Identity/Revising Resistance: A History of Nuevomexicano/a Students at New Mexico Highlands University, 1910-1973." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/318838.

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This dissertation addresses the development of Nuevomexicano/a student identity at New Mexico Highlands University (NMHU) during three periods: (1) New Mexico's Territorial period and early statehood, (2) the 1940s, and (3) the late 1960s and early 1970s. Nuevomexicano/a student identity was shaped through a process of accommodating to and resisting institutional powers. Since 1898, Nuevomexicano/a students have been active members of the university community, despite periods when they constituted a small portion of the student body and the institution's frequent disregard for Nuevomexicano/a culture and language. As they participated in campus activities, Nuevomexicano/as reconstructed their individual and collective identities, appropriating terms such as Spanish or Chicano/a, as a rhetorical strategy to revise their relationships with the university. Extralocal institutions, including government institutions, national protest movements, and international organizations shaped public conversations about cultural identity. During the first two periods, students employed subtle strategies of resistance that included presenting speeches and reorganizing student government. Often labeled as accommodationist, these strategies represent viable rhetorical strategies that provided students access to dominant literacies, which were used to promote social change. In the 1970s, Chicano/a students utilized more aggressive practices, such as a weeklong sit-in, to radically alter the institutional culture at NMHU. In the forty years since the sit-in, NMHU has developed into a university that supports its Nuevomexicano/a students and incorporates elements of their culture into the university's social fabric.
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Valdez, Patrick Lee. "Hispanic-serving institution legislation : an analysis of policy formation between 1979 and 1992." 2013. http://hdl.handle.net/2152/21872.

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This study contributes to the existing knowledge about the history of Hispanic-Serving Institution (HSI) legislation passed into law by the 102nd United States Congress by investigating how individuals and organizations in support of Hispanic higher education worked within and outside the federal political process between 1979 and 1992. By drawing from theoretical frameworks rooted in the historical and policy analysis fields, this study utilizes historiographical methods to situate the HSI policy formation period within the larger social and political context of the time. The Advocacy Coalition Framework and Policy Entrepreneurship theory serve as policymaking models that deepen the understanding of the efforts of Hispanic higher education proponents during this policy formation period.
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Books on the topic "Hispanic Serving Institutions (HSI)"

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Hispanic-serving institutions: Advancing research and transformative practice. New York: Routledge, 2015.

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1943-, Hoover Richard Edwin, Pickett Kellie, Stuart-Carruthers A. Christine, and Vázquez Maria, eds. Latinos in higher education and Hispanic-serving institutions: Creating conditions for success. San Francisco, California: Wiley/Jossey-Bass, 2013.

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Cristina, Kirklighter, Cárdenas Diana, and Murphy Susan Wolff, eds. Teaching writing with Latino/a students: Lessons learned at Hispanic- serving institutions. Albany: State University of New York Press, 2007.

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Hispanic-serving institutions in American higher education: Their origin, and present and future challenges. Sterling, Virginia: Stylus Publishing, 2015.

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Education, United States Congress House Committee on Education and the Workforce Subcommittee on Select. Expanding opportunities in higher education: Honoring the contributions of America's Hispanic serving institutions : field hearing before the Subcommittee on Select Education of the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Eighth Congress, first session, October 6, 2003, in Edinburg, Texas. Washington: U.S. G.P.O., 2004.

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United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Select Education. Expanding opportunities for graduate study at Hispanic serving institutions: Field hearing before the Subcommittee on Select Education of the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Ninth Congress, first session, May 2, 2005 in Edinburg, Texas. Washington: U.S. G.P.O., 2005.

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Nunez, Anne-Marie, Sylvia Hurtado, and Emily Calderón Galdeano, eds. Hispanic-Serving Institutions. Routledge, 2015. http://dx.doi.org/10.4324/9781315747552.

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Becoming Hispanic-Serving Institutions. Johns Hopkins University Press, 2019. http://dx.doi.org/10.1353/book.66167.

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McHatton, Patricia Alvarez, Janine M. Schall, and Eugenio Longoria Sáenz. Teacher Education at Hispanic-Serving Institutions. Taylor & Francis Group, 2021.

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Garcia, Gina Ann. Transforming Hispanic-Serving Institutions for Equity and Justice. Johns Hopkins University Press, 2023.

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Book chapters on the topic "Hispanic Serving Institutions (HSI)"

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Canales, JoAnn, and T. Jaime Chahin. "Effective Leadership at a Hispanic-Serving Institution: Critical Attributes and Principles." In Examining Effective Practices at Minority-Serving Institutions, 113–39. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16609-0_8.

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Gasman, Marybeth, Brandy Jones, and Ndeh ‘Will’ Anyu. "Engagement, Innovation, and Advocacy: Presidential Leadership at Historically Black Colleges and Universities and Hispanic-Serving Institutions." In Examining Effective Practices at Minority-Serving Institutions, 63–74. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16609-0_5.

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Doran, Erin. "“This Was Different, and I Wanted to Learn”: A President’s Response to a Student Hunger Strike at a Hispanic-Serving University." In Examining Effective Practices at Minority-Serving Institutions, 141–60. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16609-0_9.

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Espino, Michelle M., and Nancy Camarillo. "How Latinx/a/o Mid-Level Student Affairs Administrators Foster Latinx/a/o Student Success at Hispanic-Serving Institutions." In Understanding the Work of Student Affairs Professionals at Minority Serving Institutions, 42–55. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003096429-5.

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Cousins, Kimberley R., Timothy Usher, Douglas C. Smith, Renwu John Zhang, Paul K. Dixon, and Sara Callori. "Leveraging NSF-CREST Center Funding To Support Undergraduate Research at Multiple Hispanic Serving/Minority Institutions." In ACS Symposium Series, 243–58. Washington, DC: American Chemical Society, 2018. http://dx.doi.org/10.1021/bk-2018-1275.ch014.

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Patton, Joy, and Lauren Cortez. "How Trauma-Informed Care Principles Can Contribute to Academic Success for Students in Hispanic-Serving Institutions." In Trauma-Informed Pedagogies, 105–12. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92705-9_9.

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Zottarelli, Lisa K., Ashley Moreno, Adrianna Miranda, Xiaohe Xu, and Thankam S. Sunil. "Basic Needs Initiatives at Texas Community College Hispanic-Serving Institutions: Changes in Service Offerings during the Covid-19 Pandemic." In Community Colleges' Responses to COVID-19, 143–49. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003297123-20.

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Brown, David R., Stacey Brydges, Stanley M. Lo, Maya E. Denton, and Maura J. Borrego. "A Collaborative Professional Development Program for Science Faculty and Graduate Students in Support of Education Reform at Two-Year Hispanic-Serving Institutions." In ACS Symposium Series, 119–34. Washington, DC: American Chemical Society, 2019. http://dx.doi.org/10.1021/bk-2019-1335.ch010.

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Ostorga, Alcione N., Christian E. Zúñiga, and Kip Austin Hinton. "Bilingual Teacher Educators at an HSI." In Teacher Education at Hispanic-Serving Institutions, 137–55. Routledge, 2020. http://dx.doi.org/10.4324/9780429198564-10.

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Leija, María G., Gilberto P. Lara, Gerardo Aponte-Safe, and Hitomi Kambara. "Reflections on Teacher Education Practices of First-Year Tenure-Track Professors at an HSI." In Teacher Education at Hispanic-Serving Institutions, 21–36. Routledge, 2020. http://dx.doi.org/10.4324/9780429198564-3.

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Conference papers on the topic "Hispanic Serving Institutions (HSI)"

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Martinez, Andrew. "Claiming the Hispanic-Serving Identity: A Content Analysis of Enrollment, Completion, and How Research 1 Hispanic-Serving Institutions (HSIs) Communicate Their HSI Designation." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1434624.

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de la Parra, Regina. ""If They Know We're an HSI, They Won't Enroll": Black Representation at Hispanic-Serving Institutions and Predominantly White Institutions." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1894793.

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Marbouti, Farshid, Julia Thompson, and Jale Ulas. "Contextual analysis of engineering student academic success at a Hispanic Serving Institution (HSI)." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658934.

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Gutmann, Brianne, and Rebecca Rosenblatt. "Leveraging Hispanic-serving institutions within physics education research." In 2022 Physics Education Research Conference. American Association of Physics Teachers, 2022. http://dx.doi.org/10.1119/perc.2022.pr.gutmann.

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Cristobal, Nikki. "Further Contextualizing Racial Identity: Multiracial Students at Hispanic-Serving Institutions." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1434336.

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Contreras Aguirre, Hilda Cecilia. "Exploring Latina College Students' Success in STEM at Hispanic-Serving Institutions." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1430653.

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Casellas Connors, Ishara. "Examining Racial Discourse in Equity Reports: Florida's Public Hispanic-Serving Institutions." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1579650.

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Perez, Valerie Bracho, Henry Salgado, Alexandra Coso Strong, and Meagan R. Kendall. "Engineering instructional faculty perceptions of students' background at Hispanic Serving Institutions." In 2021 IEEE Frontiers in Education Conference (FIE). IEEE, 2021. http://dx.doi.org/10.1109/fie49875.2021.9637237.

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Adjouadi, Malek, Richard Alo, Mohsen Beheshti, John Fernandez, David Novick, and Nayda Santiago. "Panel Session - The Computing Alliance of Hispanic-Serving Institutions: Interventions to Increase Hispanic Participation in Computing." In Frontiers in Education 36th Annual Conference. IEEE, 2006. http://dx.doi.org/10.1109/fie.2006.322354.

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Contreras Aguirre, Hilda Cecilia. "Latinas' Leadership as Undergraduate STEM College Students at Southern Hispanic-Serving Institutions." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1578940.

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Reports on the topic "Hispanic Serving Institutions (HSI)"

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DOE/HACU connections: The Hispanic Serving Institutions FEDIX/MOLIS program. Final report. Office of Scientific and Technical Information (OSTI), September 1998. http://dx.doi.org/10.2172/656805.

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