Journal articles: '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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Doran, Erin. "How Hispanic Should Hispanic-Serving Institutions Be?" Journal of Cases in Educational Leadership 23, no. 4 (August 4, 2020): 104–14. http://dx.doi.org/10.1177/1555458920947751.

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The Board of Regents appointed President Thomas to the helm of Nuestra University, a large and urban Hispanic-Serving University. In the first years of his presidency, Nuestra achieved important milestone in its quest to better serve and graduate students from underrepresented populations. However, Thomas’s hiring and presidency has faced critical questions, especially when Thomas’s new strategic plan and plans for community involvement appeared to ignore the demographics both on and off-campus. This case study focuses on the potential implications for Minority-Serving Institutions when their administration does not match the demographics of their major stakeholders (i.e., students, faculty, and local school districts).

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Garcia, Gina A., and Marcela G. Cuellar. "Advancing “Intersectional Servingness” in Research, Practice, and Policy With Hispanic-Serving Institutions." AERA Open 9 (January 2023): 233285842211484. http://dx.doi.org/10.1177/23328584221148421.

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There has been a surge in the number of Hispanic-serving institutions (HSIs), which are degree-granting, nonprofit, postsecondary institutions that enroll at least 25% Hispanic/Latinx/e undergraduate students. Although HSI scholarship has increased dramatically since around 2010, there is still a gap in knowledge about individuals who fall within the “H” and the diversity among HSIs themselves. Using critical theory and critical methods, the articles in this special topic collection explore the complexities of the Hispanic/Latinx/e identity and the various ways that HSIs fall short of and meet the challenges of serving students at the intersections of identity. This introduction provides a brief overview of the eight articles in this collection and explains the need for this critical approach to HSI scholarship, which we call “intersectional servingness.” We outline the contributions of these eight articles and call on practitioners, scholars, policy intermediaries, funders, and federal agencies to consider the complexities of the “H” while making decisions, advancing research, implementing policies, and creating funding streams that will enhance intersectional servingness.

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Garcia, Gina A., Oscar E. Patrón, Jenesis J. Ramirez, and Lisanne T. Hudson. "Identity Salience for Latino Male Collegians at Hispanic Serving Institutions (HSIs), Emerging HSIs, and Non-HSIs." Journal of Hispanic Higher Education 17, no. 3 (August 2, 2016): 171–86. http://dx.doi.org/10.1177/1538192716661907.

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This article challenges the notion of underachievement of Latino male collegians by examining those who successfully enter higher education. Using in-depth interviews, we analyze the way three different institutional types contribute to the racial/ethnic identity salience of Latinos, looking specifically at the curricular and co-curricular structures available at a Hispanic Serving Institution (HSI) and emerging HSI in comparison with non-HSIs. Findings reveal differences in identity salience based on the college context.

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Soltero Lopez, Ana K., and Patricia D. Lopez. "Expanding Our Reach: Cross-Institutional Collaborations and Teacher Preparation in Hispanic Serving Institutions." Journal of Culture and Values in Education 3, no. 1 (June 4, 2020): 120–35. http://dx.doi.org/10.46303/jcve.03.01.8.

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This paper addresses the role of cross-institutional collaborations among Hispanic Serving Institutions (HSI). Specifically, we focus on the Enseñamos en el Valle Central Initiative—a five-year, Title V, Developing Hispanic Serving Institutions (DHSI) grant for recruiting and preparing bilingual, Latinx teachers with a strong sense of self and service to their communities. While California four-year state institutions have historically been at the helm of preparing bilingual Kindergarten through 12th grade (K-12) teachers, this has not been the case for community colleges, which continue to be the first entry point into higher education for many Latinx communities. We discuss how the process of a two-week summer institute among two- and four-year faculty at two community colleges and one university expands conventional notions of teacher preparation, and how these non-normative approaches can lend to stronger pathways into the profession. Moreover, we share how our faculty development approaches disrupt the status quo in teacher preparation and how non-tenured Faculty of Color navigate the politics of disruption and how these race-gendered experiences hold relevance for how we understand teacher preparation and expanding access to underrepresented Teachers of Color into the teaching profession.

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Garcia, Gina A. "Defined by Outcomes or Culture? Constructing an Organizational Identity for Hispanic-Serving Institutions." American Educational Research Journal 54, no. 1_suppl (April 2017): 111S—134S. http://dx.doi.org/10.3102/0002831216669779.

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While Hispanic-Serving Institutions (HSIs) enroll at least 25% Latinx students, the perennial question facing HSIs is, “What does it mean for postsecondary institutions to be Latinx-serving”—essentially an organizational identity question. Guided by the extant literature on organizational identity, culture, and institutionalism and using an in-depth case study of a federally designated, four-year HSI, this study focused on the way members construct an organizational identity for serving Latinxs. Findings suggest that while members constructed an ideal Latinx-serving identity based on legitimized outcomes (i.e., graduation), they constructed their current identity from environmental cues about cultural practices. Using two theoretical lenses, I present a typology that considers outcomes and culture in a Latinx-serving identity. Future research should explore the construction of a Latinx-serving identity in a nuanced way.

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Garcia, Gina A., John DeCostanza Jr., and Jaqueline Romo. "Theorizing a Catholic Hispanic-Serving Institution (C-HSI) Identity Through Latinx Theological Lenses of Lo Cotidiano and Traditioning." Journal of Catholic Education 24, no. 2 (2021): 20–42. http://dx.doi.org/10.15365/joce.2402022021.

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As the students entering U.S. colleges and universities become increasingly diverse, the number of Hispanic-Serving Institutions (HSI's) continues to increase. Catholic colleges and universities, similarly, are seeing an increase in student diversity on campus, with an emergence of Catholic HSIs as well. As the number of Catholic colleges and universities in the United States that are HSI-eligible increases they must grapple with what it means to be both Catholic and Hispanic-serving. The purpose of this article is to propose a U.S. Catholic HSI (C- HSI) identity that brings together the extensive literatures on Catholic identity and HSI identity through the lens of decolonial theory and Latinx theologies. We argue that in order to effectively serve students of color who have intersectional identities, Catholic HSIs must intentionally recognize the ways of knowing (epistemologies) and being of these groups, which includes a collective understanding of the theo-political, social, historical, and economic forces that have subjugated them since before the founding of the present day United States and long before the founding of the first Catholic institution in the country. Building off the Catholic Identity and Mission Models (CIMA) currently used by the Association of Catholic Colleges and Universities to assess mission integration, we propose a C-HSI model.

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Casellas Connors, Ishara. "Constructing a Monolith: State Policy, Institutional DEI Plans, and the Flattening of Latinx Identity at Hispanic-Serving Institutions." AERA Open 7 (January 2021): 233285842110638. http://dx.doi.org/10.1177/23328584211063872.

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As racialized institutions, Hispanic-serving institutions educate large portions of racially minoritized students within organizational and policy structures that advance Whiteness. This research considers how the institution-level diversity, equity, and inclusion (DEI) plans, produced in response to state-level DEI policies in Florida, California, and New York, construct narratives of intersectional diversity and a racialized Latinx identity at Hispanic-serving community colleges (HSCCs). Engaging critical discourse analysis, drawing together critical race theory and LatCrit, the analysis expands the consideration of DEI policy implementation at HSCCs. The findings illustrate the interconnectedness of state-level policy, policy implementation guidance, and institution-level discourse related to defining intersectional diversity and demographic data. Furthermore, it captures a lack of attention to racial composition among Latinx students and the limited characterization of HSI status. This study highlights how the implementation of state-level DEI policies can advance or erase the considerations of intersectionality among Latinx students.

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Contreras, Frances. "Latino Faculty in Hispanic-Serving Institutions: Where is the Diversity?" Association of Mexican American Educators Journal 11, no. 3 (February 10, 2018): 223. http://dx.doi.org/10.24974/amae.11.3.368.

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Diversity in higher education with respect to faculty composition and executive leadership remains an elusive goal for many institutions of higher education. Over thirty years of research on faculty of color in academe has found that the pipeline for faculty of color still remains a significant challenge across higher education institutions and sectors (Turner, Gonzalez, & Wood, & 2008). For Hispanic-Serving Institutions, that possess a diverse base of students, faculty diversity, and the presence of Latino faculty, plays a critical role in academic excellence, mentorship and overall climate (Milem, 2003; Santos & Acevedo-Gil, 2013). This study examined two systems of higher education in California to explore the trends in Latino faculty diversity, given the critical mass of Latino undergraduates at both the community college and California State University systems of higher education. Findings suggest a disconnect between student diversity and tenure line faculty diversity exists. For HSI systems, like those present in California, faculty diversity may play an even greater role in raising Latino college completion, ultimately transforming the next generation of Latinos in California.

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Preuss, Michael, Eric Sosa, Jason Rodin, Jorje Ramos, Christine Dorsett, and Chenoa Burleson. "Competence of Faculty, Staff, and Administrators in Hispanic Culture: Evidence from Three Surveys of Personnel and Students at Hispanic-Serving Institutions." International Journal of Research in Education and Science 6, no. 2 (March 30, 2020): 202. http://dx.doi.org/10.46328/ijres.v6i2.877.

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Survey data were gathered from college and university faculty, staff, and administrators at Hispanic-Serving Institutions (HSI) regarding Hispanic culture and Hispanic students as part of an NSF-funded investigation that focused on the characteristics and programming of HSIs as well as the background and experiences of their students. Two surveys of students were also conducted. A minimum of 44 HSIs in Texas, New Mexico, and Colorado were represented in the 393 usable responses gathered from faculty, staff, and administrators. Fourteen HSIs in New Mexico and Texas were represented in student survey data gathered in 2018 and three in north Texas in a survey completed in 2019. Responses from 213 Hispanic students were isolated from the 2018 student survey and 307 from the 2019 data. This material was used to verify and expand on the findings from the survey of faculty, staff, and administrators. A consistent and strong difference of opinion was found between Hispanic faculty, staff, and administrators at the HSIs and their non-Hispanic peers regarding information available to higher education professionals about Hispanic culture, the elements of Hispanic culture, and the characteristics and background of Hispanic students. Survey responses of Hispanic students confirmed, at many points, that the perspective of the Hispanic faculty, staff, and administrators was accurate. It appears, based on this information, that the non-Hispanic employees at the HSIs were less well informed about Hispanic culture and a major portion of their student population than would be desirable. The findings, while from the south-central United States, can inform multiple academic and support services at Hispanic-Serving Institutions and other colleges and universities as they include information about how Hispanic culture is understood by Hispanics, detail gaps in competence regarding Hispanic culture among faculty, staff, and administrators at HSIs, and describe characteristics and the cultural orientation of Hispanic students attending the HSIs in the sample.

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Grafnetterova, Nikola, Jocelyn A. Gutierrez, and Rosa M. Banda. "Entrando en el juego: The Role of Hispanic-Serving Institutions in Fostering Educational and Athletic Outcomes for Latinx Athletes." Association of Mexican American Educators Journal 14, no. 3 (December 8, 2020): 61–83. http://dx.doi.org/10.24974/amae.14.3.400.

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Hispanic-Serving Institutions (HSIs) enroll the majority of Latinx undergraduate students and constitute the second-largest institutional type in the National Collegiate Athletic Association (NCAA) Division I (D1). Yet, little is known about the role intercollegiate athletics play in fostering educational outcomes for Latinx students at HSIs. Under the guise of Latinx critical race theory, this qualitative study examined how HSIs operate both the federal designation and NCAA D1 membership in relation to athletic participation and completion outcomes for Latinx student-athletes. Document analysis was utilized to disaggregate data from various reports to identify the HSI-D1 institutions and their Latinx athletes’ participation, and graduation rates. These findings were then compared to the overall NCAA D1 averages. Among the findings, Latinx student-athletes graduated at higher rates than non-athletes from the HSI-D1s. However, as an aggregate, these institutions had below average graduation rates of Latinx students and student-athletes in comparison to the national rates across NCAA D1 membership. Furthermore, HSI-D1s provided limited athletic participation opportunities for Latinx athletes. The study concluded with the implications of findings and recommendations for future studies.

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Hesse, Caroline A., and Laura M. Jewett. "Intersections of Identity, Culture, and Curriculum on the Threshold of a Latinx Transforming EdD program at a Hispanic Serving Institution." Impacting Education: Journal on Transforming Professional Practice 7, no. 2 (May 9, 2022): 51–60. http://dx.doi.org/10.5195/ie.2022.212.

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A constellation of emergent research is devoted to critiquing the institutional identities of Hispanic Serving institutions (HSIs) as primarily Hispanic-enrolling institutions and then exploring frameworks and practices aimed at transforming them into what García (2019) terms Latinx-serving institutions. The purpose of this essay is to explore the intersections of culturally relevant, responsive, and sustaining approaches and as potentially decolonizing curricular spaces of EdD program (re)design at HSIs. This essay draws from two qualitative studies exploring critical approaches to curriculum and pedagogy and program redesign in order to re-align questions about serving Latinx students toward practices of critical consciousness situated at the intersection of identity, culture, and curriculum. Findings include the ways in which those notions are different and similar, and the unique lens each offers the teachers and EdD program redesign. Implications discussed in this essay highlight the possibilities and problems of culturally relevant, responsive, and sustaining approaches for EdD program redesign and how they might look when applied in HSI EdD programs. Such findings are not only useful in lending insight into the specific complexities of HSI efforts to develop EdD programs that better serve Latinx students in transformative ways. These findings also indicate that the process through which this is undertaken benefits from critical consciousness aimed at individual and collective conscientization among students and faculty as well as curricular outcomes shaped by discourses of social justice.

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Perez, Ligia. "To What Extent Are Title V Grants and Educational Expenditures Associated With Educational Attainment of Latinxs at Hispanic-Serving Institutions?" Journal of Hispanic Higher Education 19, no. 4 (September 21, 2018): 323–34. http://dx.doi.org/10.1177/1538192718801792.

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Employing the institutional action framework, this study finds that Title V grants and expenditures in academic support and student services at 4-year Hispanic-Serving Institutions (HSI) are positively associated with educational attainment of Latinxs. Future research should investigate HSIs expenditures in instruction and their association with academic achievement. HSIs must strengthen their advocacy for Latinx students and pressure policy leaders for continued funding to reinforce their role in the educational attainment of Latinxs.

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Preuss, Michael, Eric M. Sosa, Jason C. Rodin, and Christine R. Dorsett. "Students at Hispanic-Serving Institutions (HSI) in Texas and New Mexico: An In-Depth Profile of Their Backgrounds, Commitments, and Perspectives." International Journal of Research in Education and Science 7, no. 2 (February 21, 2021): 287–326. http://dx.doi.org/10.46328/ijres.1984.

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Hispanic-Serving Institutions (HSI) educate nearly two-thirds of the Hispanic/Latinx students who attend college. Yet little is known about the student populations they serve. Findings from two NSF-funded surveys completed with students at 14 HSIs in Texas and New Mexico in 2018 and four HSIs in TX in 2019 are presented. The combined sample was 1,293 students. A description of the backgrounds, commitments, experiences, and preferences of students at HSIs and differences found between responses from Hispanic/Latinx and non-Hispanic students are discussed. Primary topic areas are demographics, first-generation student standing, cultural orientation, primary language and fluency in Spanish, family and work commitments, relationship status, family support, living arrangements, means of financing college, course load, STEM identity, annual income of household of origin and of personal household, locus of control orientation, familism, and experience in college. The result is a thorough and up-to-date profile of the HSI student population in TX and NM. Statistical analysis revealed multiple significant differences between Hispanic/Latinx and non-Hispanic students attending the HSIs and the presence of several significant predictors for forms of activity and patterns of commitment. The findings are immediately applicable to process, program, student support, and instructional planning, implementation, and evaluation for over 120 HSIs in the region and, by extension, to hundreds more across the United States.

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Petrov, Lisa A., and Gina A. Garcia. "Becoming a racially just Hispanic-serving institution (HSI): Leveraging HSI grants for organizational identity change." Journal of Diversity in Higher Education 14, no. 4 (December 2021): 463–67. http://dx.doi.org/10.1037/dhe0000356.

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Lopez, J. Derek, and Jennifer M. Horn. "Grit and Retention Among First Year Hispanic College Students at a Hispanic Serving Institution." Hispanic Journal of Behavioral Sciences 42, no. 2 (March 1, 2020): 264–70. http://dx.doi.org/10.1177/0739986320910153.

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Hispanic college students attending a Hispanic Serving Institution (HSI) in the southwest United States were administered the short grit survey during new student orientation for 2 consecutive years ( N = 496) to ascertain the association with grit scores and retention after the first year of university attendance. Results indicate that there was a gender difference in grit scores and retention. Few grit survey items were associated with retention, thus suggesting that the grit survey may not be an appropriate predictor of retention for first-generation Hispanic college students.

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Deeb-Sossa, Natalia, Marcela G. Cuellar, Mayra Nuñez Martinez, Yadira Sanchez Nava, and Blas G. Guerrero. "Examining Recruitment Practices for Servingness during COVID-19: Perspectives from Institutional Agents at an Emerging Hispanic-Serving Institution (HSI)." Education Sciences 11, no. 9 (August 24, 2021): 454. http://dx.doi.org/10.3390/educsci11090454.

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The COVID-19 pandemic hit in March 2020 as high school seniors were receiving their college admission notifications for fall. Many postsecondary institutions shifted outreach efforts to online formats. This qualitative study examines how virtual recruitment at an emerging HSI incorporates culturally responsive practices from the perspective of institutional agents (IAs) who were involved in these efforts. We also consider how IAs perceive the broader commitment of the institution to serve Latinx/a/o students. Our findings expose limitations in effectively recruiting Latinx/a/os in virtual formats due to the digital divide. The IAs identify ways in which the university was not equipped to overcome unreliable broadband access and technology. These agents maintain a critical lens to identify how the institution can expand capacity and ensure that the work of supporting Latinx/a/o students is a shared responsibility and not concentrated on a few staff. The findings further raise awareness of the continued language divide in disseminating information to families who do not speak English. Our study provides insights on how universities nationwide and across the world can transform recruitment practices to more intentionally support minoritized students and families as they make enrollment decisions into college.

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Lu, Charles, and Ajhanai Channel Inez Newton. "Being Black in a Sea of Color: A Phenomenological Study Exploring Black Students’ Racial Experiences at an AANAPISI and Emerging HSI." JCSCORE 5, no. 2 (December 11, 2019): 66–93. http://dx.doi.org/10.15763/issn.2642-2387.2019.5.2.66-93.

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This phenomenological study used semi-structured interviews with 13 Black college students attending a university that is both an Asian American Native American Pacific Islander Serving Institution (AANAPISI) and emerging Hispanic-Serving Institution (HSI) to explore their racial experiences using symbolic interaction theory. Findings demonstrate that despite attending a minority-serving institution, Black students felt a cultural mismatch with their Asian and Latinx peers and the values of their campus. Being a minority within a minority-serving institution, they also experienced being invisible and hypervisible simultaneously.

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Herrera, Felisha A., Victoria C. Rodriguez-Operana, Gabriela Kovats Sánchez, Aileen Cerrillos, and Briana Marquez. "“It Was Hard, and It Still Is . . .”: Women of Color Navigating HSI STEM Transfer Pathways." AERA Open 8 (January 2022): 233285842211264. http://dx.doi.org/10.1177/23328584221126480.

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Women of color (WOC) continue to be underrepresented in the fields of science, technology, engineering, and mathematics (STEM), where they often experience racism and sexism within disciplinary contexts that have historically privileged men and Whiteness. Participant narratives gained through focus-group and follow-up interviews illuminate the racialized and gendered STEM transfer experiences of 21 WOC who attended 2- and 4-year Hispanic-Serving Institutions (HSIs). Using a multidimensional intersectional approach, we explore the interplay between the complex identity experiences of WOC and the dynamic intersections of their transfer pathways across 2- and 4-year HSIs and within STEM disciplinary contexts. Findings underscore the inequities that continue to pervade STEM and highlight opportunities for transforming disciplinary and institutional cultures, particularly within HSI STEM transfer pathways, where there is great potential for these diverse institutions to support, validate, and benefit from the unique contributions of WOC.

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Gavino, Monica C., and Ekundayo Akinlade. "The Effect of Diversity Climate on Institutional Affiliation/Pride and Intentions to Stay and Graduate: A Comparison of Latinx and Non-Latinx White Students." Journal of Hispanic Higher Education 20, no. 1 (January 2, 2020): 91–111. http://dx.doi.org/10.1177/1538192719896335.

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This study analyzed student perceptions of diversity climate factors in a Hispanic Serving Institution (HSI). The climate of respect, perceived value of diversity on campus, and interracial interactions with faculty and staff were explored to determine their effects on institutional affiliation/pride and intentions to remain and graduate. Results indicated that the three factors of diversity climate affect institutional affiliation/pride and intentions to stay and graduate for Latinx students.

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García, Gina Ann, and Marialexia Zaragoza. "Students’ Perceptions of Diversity at Two Hispanic-Serving Institutions Through Pictures: A Focus on Structures for Serving." Association of Mexican American Educators Journal 14, no. 3 (December 8, 2020): 10–29. http://dx.doi.org/10.24974/amae.14.3.388.

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Beyond the basic criteria to become a Hispanic-Serving Institution (HSI), which includes enrolling 25% Latinx students, the federal government has not established guidelines for better serving these students. Instead, educators at HSIs must submit applications for competitive federal grants that allow them to define and enact “servingness” in practice, which is a multidimensional way to think about how to educate and liberate minoritized students and with a need to transform the “structures for serving” them. In both research and practice, however, students at HSIs have not been given the opportunity to define servingness, or to even talk about what it means to be educated at a campus that is compositionally diverse. The purpose of this study was to explore how students at two HSIs in the Midwest perceive diversity through pictures, with a focus on the organizational structures that represent diversity. Using a photo elicitation methodology, which prompted students to take pictures of the structural elements on campus that represent diversity, and one-on-one interviews that allowed them to describe their pictures, students talked about diversity as reflected in art on campus, people on campus, and spaces on campus. Implications are offered for understanding servingess, and specifically the structures for serving, as perceived by students.

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Garcia, Gina Ann, Jenesis J. Ramirez, Oscar E. Patrón, and Nik L. Cristobal. "Constructing an HSI Organizational Identity at Three Hispanic-Serving Institutions in the Midwest: Ideal Versus Current Identity." Journal of Higher Education 90, no. 4 (October 15, 2018): 513–38. http://dx.doi.org/10.1080/00221546.2018.1522198.

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Garcia, Gina A., and Brighid Dwyer. "Exploring College Students’ Identification with an Organizational Identity for Serving Latinx Students at a Hispanic Serving Institution (HSI) and an Emerging HSI." American Journal of Education 124, no. 2 (February 2018): 191–215. http://dx.doi.org/10.1086/695609.

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Herrera, Felisha, and Gabriela Kovats Sánchez. "Curando La Comunidad [Healing the Community]: Community-Centered STEM Identity." Journal of Hispanic Higher Education 21, no. 2 (January 5, 2022): 135–50. http://dx.doi.org/10.1177/15381927211069543.

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This article highlights the role of community among Latina/o/x students pursuing degrees in science, technology, engineering, and mathematics (STEM) at 2- and 4-year Hispanic Serving Institutions (HSI). Community-based perspectives are often missing from traditional STEM disciplinary contexts; however, our Community-Centered STEM Identity model recognizes how Latinx students develop STEM identities by grounding, engaging, and bridging community. Implications for HSIs include cultivating community-based partnerships and perspectives as these are critical for the retention of Latinx students in STEM.

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Bell, Trevor, Joseph W. Aubele, and Carol Perruso. "Digital Divide Issues Affecting Undergraduates at a Hispanic-Serving Institution during the Pandemic: A Mixed-Methods Approach." Education Sciences 12, no. 2 (February 8, 2022): 115. http://dx.doi.org/10.3390/educsci12020115.

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Before COVID-19, digital divide research among college students was scarce, reinforcing the idea that technology access was nearly universal, with few demographic differences. Pandemic-era research found some technical challenges, but most studies were conducted nationally or at research-intensive (R1) universities, indicating a paucity in research among underrepresented populations, notably at Hispanic-Serving Institutions (HSI). This mixed-methods study aimed to assess digital inequities and pandemic-related technological challenges at an HSI, with high percentages of low-income and first-generation students. This study also sought to determine if findings were consistent with national and R1 research. We surveyed a representative sample of 2188 undergraduates and conducted semi-structured interviews with 26 students. Results showed many students had inadequate technology. Just 79% had the optimal combination of smartphone plus laptop or desktop, with first-generation, low-income, Black, and older students significantly less likely to have this combination and often having to share devices within their households. Internet quality significantly affected all coursework-related challenges, as almost half of students with unstable internet reported trouble completing assignments compared to 20% with stable internet. Finally, results suggest the digital divide may be more prevalent at HSIs than at previously studied institutions, while also offering insight into how these challenges affect similar universities.

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Lu, Pierre. "Re-Establishment of Health for Professionals in Higher Education During the COVID-19 Pandemic: Using Professors in an HIS as an Example." Journal of Health, Sports, and Kinesiology 2, no. 1 (January 31, 2021): 29–30. http://dx.doi.org/10.47544/johsk.2021.2.1.29.

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The purpose of this study is to investigate faculty health and well-being (H&W; SDG#3) in a Hispanic Serving Institution (HSI) and how these professionals seek to re-establish their health during the COVID-19 pandemic. Recent research has shown that H&W concerns from COVID-19 are much higher among Hispanics than Whites (Pew Research Center, 2020), and COVID-19 is affecting Hispanics at an alarming rate (CNN, 2020). Understanding how COVID-19 is affecting Hispanic faculty’s H&W is paramount as literature has shown that faculty H&W are important to the success of their students, their profession, and their institutions of higher education. However, few studies have explored H&W for faculty in an HSI. The study explores how these professionals re-establish their H&W during the pandemic. The study takes place in an HSI in South Texas. Survey method with convenience sampling (n = 50), followed by one-on-one in-depth interviews with purposive sampling (n = 5) are conducted. Based on the Hetler’s H&W model and referenced to the Travis’ and Ardell’s models, all aspects of H&W are inquired (physical, emotional, social, spiritual, vocational, and intellectual health). Quantitative data are analyzed using statistical methods. 86% of participants reveal that this pandemic has decreased their H&W. 75% of participants indicate they thought about building or re-establishing their H&W. However, only 30% of participants reveal they actually implement their H&W plans. Qualitative data are analyzed using thematic analysis methods. Several themes emerge: (1) H&W challenges faculty face, such as increased stress from work, family, and children at home; (2) their awareness and attempts of re-establishment of H&W, such as needs to be more organized, eat better, and exercise more; (3) recommendations from faculty that echo UN’s H&W tips, such as of staying home more, keeping social distancing, enjoying things in life, sleeping, exercising, having balanced diet, and a positive mental attitude.

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DeTurk, Sara, and Felecia M. Briscoe. "Equity versus Excellence: Is the Pursuit of “Tier-1” Status Compatible With Social Justice?" Journal of Hispanic Higher Education 20, no. 1 (March 12, 2019): 112–28. http://dx.doi.org/10.1177/1538192719836197.

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This study explored the social justice implications of the transition of a Hispanic-serving Institution (HSI) to a “Tier-1” institution. Interviews and demographic statistics describe a university that has increased its global reach, its enrollment of students of color, and the prestige of the Latinx-majority city in which it is located. Conversely, the institution is declining in its service to low-income students and the local community, and changing expectations for faculty and staff compromise the hiring and retention of marginalized groups such as women and people of color.

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López, Ruth M., Maria L. Honey, Stephanie Rendon, and Stephanie Pérez-Gill. "The Uncertain Path Toward College: How Intersectionality Shaped the Experiences of Latinas Enrolled at a Hispanic-Serving Institution." AERA Open 8 (January 2022): 233285842211015. http://dx.doi.org/10.1177/23328584221101552.

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This is a longitudinal qualitative study of Latina college students who were members of a Latina mentoring program at a 4-year Hispanic-Serving Institution (HSI) in Texas, where they made up the largest student population since 2013. Guided by Chicana feminist epistemology and intersectionality, we discuss educational experiences students had during high school as they considered their college path, when enrolling in an HSI, and during college. We explore the following research question: How did intersectional experiences shape the educational trajectory of Latina undergraduates enrolled at an HSI? We identify how multiple forms of oppression and social identities shaped the high school experiences of Latinas and learned how they found belonging at an HSI by finding spaces and individuals who validated their intersectionality. Through this study, we demonstrate why Latina student intersectionality—not only while in college but prior to enrolling as well—is important for researchers and educational leaders to consider.

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Garcia, Gina A., Anne-Marie Núñez, and Vanessa A. Sansone. "Toward a Multidimensional Conceptual Framework for Understanding “Servingness” in Hispanic-Serving Institutions: A Synthesis of the Research." Review of Educational Research 89, no. 5 (July 16, 2019): 745–84. http://dx.doi.org/10.3102/0034654319864591.

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Hispanic-Serving Institutions (HSIs) are colleges and universities that enroll at least 25% Latinx students. Despite being recognized by the federal government since 1992, HSIs lack a historical mission to serve Latinxs. As such the idea of “servingness” has become an elusive concept. An abundance of literature centering HSIs has been published, yet there continues to be a debate about what it means to serve students. We conducted a systematic review of 148 journal articles and book chapters to better understand how researchers conceptualize the idea of servingness at HSIs. We identified four major themes used by researchers to conceptualize servingness: (1) outcomes, (2) experiences, (3) internal organizational dimensions, and (4) external influences. We also found that researchers are often unintentional in their efforts to conceptualize what it means to be an HSI. We offer a multidimensional conceptual framework of servingness to be used in research, policy, and practice.

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Lumley, Risa M. "The Academic Library and Social Justice: Exploring Librarian Attitudes at One HSI." Journal of Hispanic Higher Education 19, no. 4 (January 17, 2019): 472–91. http://dx.doi.org/10.1177/1538192718823179.

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Librarians have the potential to influence the university’s representation of knowledge, making it important to understand the attitudes they bring to work each day. Results of this Q study indicate librarians may believe their profession’s ethos of neutrality renders debate over social justice within the library moot. Only a small number of librarians at this Hispanic-serving institution envision themselves positioned to promote social justice by empowering students to use the resources currently available within the library.

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Kugiya, Jase, Jorge Burmicky, and Victor B. Sáenz. "High-Achieving Latino Men and Men of Color Programs: Perspectives from Community College Program Staff." Journal of Minority Achievement, Creativity, and Leadership 1, no. 2 (December 2020): 188–217. http://dx.doi.org/10.5325/minoachicrealead.1.2.0188.

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Abstract Research on high-achieving Latino men is nascent, especially considering the gender attainment gaps that exist for Latino men in higher education. This multiple-site case study explored two men of color (MoC) programs located at two Hispanic-serving institution (HSI) community colleges in Texas. Using two rounds of qualitative semi-structured interviews, a participant intake form, and an institutional questionnaire, this research applied Schreiner’s (2010) “The Thriving Quotient” and Garcia’s (2018) “Organizational Frameworks for Decolonizing HSIs” to understand how MoC program staff define high-achievement and how MoC programs support high-achieving Latino men. Findings show that MoC staff define high-achievement in various ways that include traditional and decolonial measurements. Moreover, MoC programs support high-achieving Latino men by providing them with mentorship, academic support, and opportunities to learn and engage with the world outside of the classroom. These findings highlight the importance of MoC programs as institutions work to address the gender attainment gaps. Implications for research, policy, and practice are included in this study.

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Garcia, Gina A. "Exploring student affairs professionals’ experiences with the campus racial climate at a Hispanic Serving Institution (HSI)." Journal of Diversity in Higher Education 9, no. 1 (March 2016): 20–33. http://dx.doi.org/10.1037/a0039199.

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Mercado-López, Larissa M., Laura Alamillo, and Cristina Herrera. "Cap(tioning) Resistance on Stage: Chicana/Latina Graduation Caps and StoryBoarding as Syncretic Testimonio." Association of Mexican American Educators Journal 12, no. 3 (December 18, 2018): 76. http://dx.doi.org/10.24974/amae.12.3.407.

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This article examines the recent tradition of decorating and re-fashioning graduation caps, also known as mortarboards, by Chicanx/Latinx graduates. We describe this practice as StoryBoarding, a form of micro-storytelling tales of Chicana/Latina agency and resistance that counter, expose, and challenge institutionalized forms of racism. Many instances of StoryBoarding take place in the context of Hispanic Serving Institutions (HSI), specifically during the Chicanx/Latinx graduation commencement ceremonies held at many campuses. While these events are celebratory, these past few years, alongside the celebrations, the ceremonies have also become spaces of critique and proclamation of the graduates’ views towards the current administration’s policies aimed at undocumented immigrants and people of Mexican and Latin American descent.

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Badiee, Manijeh, and Edson Andrade. "Microsystem and Macrosystem Predictors of Latinx College Students’ Depression and Anxiety." Journal of Hispanic Higher Education 18, no. 4 (April 4, 2018): 422–34. http://dx.doi.org/10.1177/1538192718765077.

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Latinx college students experience depression and anxiety similarly to other groups. Systemic factors (e.g., discrimination, family support) may exacerbate or protect from symptoms. We incorporated an ecological framework to assess family cohesion, social networks, acculturative stress, perceived discrimination, and foreigner objectification as predictors of depression and anxiety for Latinx students at a Hispanic Serving Institution (HSI). Only discrimination predicted depression and anxiety after controlling for age, gender, and birthplace. Educational and counseling implications are addressed.

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Alcantar, Cynthia M., and Edwin Hernandez. "“Here the Professors Are Your Guide, Tus Guías”: Latina/o Student Validating Experiences With Faculty at a Hispanic-Serving Community College." Journal of Hispanic Higher Education 19, no. 1 (April 4, 2018): 3–18. http://dx.doi.org/10.1177/1538192718766234.

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Through interviews with nine Latina/o students enrolled in a 2-year Hispanic-Serving Institution (HSI), this study examined their interactions with faculty utilizing validation theory as a guiding framework. Findings demonstrate the critical role faculty serve as validating agents and the importance of supporting 2-year HSIs faculty to practice validating experiences. Validating faculty interactions have the potential to increase Latina/o community college student’s sense of belonging, persistence, and academic self-concept.

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Coldiron, Katie, and Julio Capó. "Making Miami’s History and Present More Accessible." International Journal of Information, Diversity, & Inclusion (IJIDI) 6, no. 4 (January 25, 2023): 84–98. http://dx.doi.org/10.33137/ijidi.v6i4.38943.

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This is a work-in-progress report of Miami Studies, a curricular, research, and collections-focused initiative housed at the Wolfsonian Public Humanities Lab (WPHL) at Florida International University (FIU). Miami Studies represents a unique approach to Latina/o/x studies in the Greater Miami region and at one of the largest Hispanic-Serving Institutions (HSI) in the country. The rationale, framework, and historical context for a Miami Studies school of urbanism is described in detail. This is followed by an explanation of the WPHL’s digitally focused initiatives: the digitization of a now-defunct newspaper titled Miami Life and the Mellon Foundation-funded Community Data Curation post-custodial project. Also referenced is the Díaz Ayala Collection of Cuban and Latin American Popular Music, housed at FIU Libraries.

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Todić, Jelena, Sherri Simmons-Horton, Elizabeth Cruz, Amy Manning-Thompson, M. Candace Christensen, and Lucinda Nevarez. "Awakening the Antiracism Collective Through Transformative Organizational Praxis." Advances in Social Work 22, no. 2 (November 8, 2022): 553–73. http://dx.doi.org/10.18060/25001.

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Dismantling structures that impede social work professional and organizational growth begins with social work educational institutions. In 2020, the convergence of three pandemics – COVID-19, economic injustice, and, notably, structural racism, catalyzed a group of social work staff and faculty at a public Hispanic Serving Institution (HSI) in the Southern U.S. The group relied on community organizing and organizational change strategies to form the antiracism collective (ARC). We employed a participatory evaluative case study (Merriam, 1998) methodology to answer two questions: 1) How has ARC accelerated one social work department's integration of antiracist praxis (theory, reflection, action) into all aspects of the department to support the department's mission?; and 2) How can ARC dismantle structures which impede social workers' ability to confront racism? We find that ARC 1) catalyzed department transformation as evidenced by the increased sense of critical consciousness, struggle, integrity, and community; and 2) achieved primarily individual impact, with small but potentially significant department impact, and small but potentially significant structural impact. We highlight strengths and limitations of antiracism collectives as a pathway to confront racism in other social work educational institutions.

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Brown, Daniel A., Nina B. Wright, Sylvia T. Gonzales, Nicholas E. Weimer, and Julio G. Soto. "An Undergraduate Research Approach That Increased Student Success at a Hispanic-Serving Institution (HSI): The SURE Program at Texas State University." Scholarship and Practice of Undergraduate Research 4, no. 1 (November 13, 2020): 52–62. http://dx.doi.org/10.18833/spur/4/1/18.

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The STEM Undergraduate Summer Research Experience (SURE) Program provides a holistic approach to undergraduate summer student research to increase student success at the Hispanic-serving Texas State University. Re the 2017–2019 cohorts (composed of 62 undergraduates), 97 percent persisted after the summer program. After the SURE Program, overall and STEM GPAs were higher in the 2017–2019 cohorts as compared to the control group. Thirty-nine percent are attending graduate or professional programs.

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Mendez-Newman, Beatrice. "Reconstructing Spaces for Writing at an HSI: How Blackboard Transforms Students' Writing Behavior." HETS Online Journal 2, no. 1 (October 15, 2011): 88–124. http://dx.doi.org/10.55420/2693.9193.v2.n1.96.

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This discussion will examine how the introduction of the online hybrid environment of the Blackboard Learning System into the traditional classroom learning site impacts the writing processes of students at a mid-sized Hispanic Serving Institution on the U.S.-Mexico border. Rather than relying on Blackboard to enrich or supplement traditional writing practices, within Blackboard, HSI students construct a new writing and learning space that is at once real and imagined. In the HSI environment, Blackboard exists as an alternative thirdspace located (nestled) among the spaces of students' lifeworlds. Using examples drawn from Blackboard- based writing of over 100 students, I show that within Blackboard as an alternative space for writing, students' and instructors' goals come into alignment creating a learning environment that allows HSI students to successfully negotiate their home, work, and educational spaces. Students' writing behavior within Blackboard allows a substantive view into how students at a large HSI campus, which is also a commuter campus, reconstruct themselves as writers, moving toward higher levels of writing achievement in the context of this hybrid learning environment.

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Williams Pichon, Henrietta. "Descubriendo mi lugar." Journal for Multicultural Education 10, no. 2 (June 13, 2016): 135–51. http://dx.doi.org/10.1108/jme-01-2016-0008.

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Purpose The purpose of this quantitative study is to explore the differences and relations among how Black science, technology, engineering and mathematics-life and health sciences (STEM-H) and non-STEM-H students develop a sense of belonging and community at a Hispanic serving institution (HSI). Design/methodology/approach This paper used findings from a survey that collected both numeric and string data. Surveys were administered via e-mail. Findings There were a limited number of significant findings related to STEM-H students believing that faculty would be sensitive to their needs and that they would be part of the community. String data provide more data about positive and negative experiences related to belonging and community. Research limitations/implications It was a single-institution study in New Mexico. Therefore, it may not mirror other HSIs across the country. Also, there were only 84 participants. This number is relatively low compared to the 465 Black students identified at the institutions. Thus, it is clear that not all voices are heard in this study. Finally, this study used preexisting scales to measure a sense of belonging and a sense of community. Because of this, the questions were not customized to the region. Originality/value This study introduces STEM-H as a viable area of study. It examines Black STEM-H students enrolled at an HSI using two scales for sense of belonging and sense of community.

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Golash-Boza, Tanya, and Zulema Valdez. "Nested Contexts of Reception: Undocumented Students at the University of California, Central." Sociological Perspectives 61, no. 4 (January 10, 2018): 535–52. http://dx.doi.org/10.1177/0731121417743728.

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This article draws from five focus groups with 35 undocumented students who enrolled in the University of California–Central (UC Central), a Hispanic Serving Institution (HSI) located in a Latino-majority, working-class community in the heart of the Central Valley, after the passage of the California Dream Act. We develop a framework of nested contexts of reception to argue that students encounter distinct contexts at the local, state, and federal levels that shape their educational incorporation. By considering nested contexts, we reveal how local, state, and federal policies and societal reception combine to help or hinder undocumented students’ success in higher education.

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

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