Bibliography

The researchers engaged in a qualitative analysis (using journaling and focus group methodology) of the communicative behaviors of Hispanic students with White institutional members at a medium-sized, Southwest HSI. Utilizing Co-Cultural Theory and Elaborative Coding analysis, the authors mapped how Hispanic students narrated their co-cultural communication and reasoning (i.e., why they engage in one strategy rather than another). The findings show that, although Hispanic students used almost all co-cultural strategies, their responses were clustered primarily around assimilationist strategies – indicating that they engage in a high degree of self-monitoring and self-censorship when interacting with White institutional members in an HSI. These results suggest that even when Hispanic students constitute a large or majority part of the institution’s population, they still feel the need to engage in behaviors that navigate White norms. The study concludes by examining the findings for co-cultural theorizing as well as providing insights for instructors who wish to engage in inclusive teaching practices.

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As the number of Hispanic-Serving Institutions (HSIs; postsecondary institutions that enroll 25% or more Latinx students) in the United States increases annually, so does the need to theorize about what it means to have an HSI organizational identity. Using interview data from a multiple case study of three institutionally diverse HSIs in the Midwest, the purpose of this study was to apply the theoretical notions laid out in the Typology of HSI Organizational Identities about what it means for members to construct an organizational identity for serving Latinx students beyond the HSI federal designation. We utilized the typology to guide this study, seeking to better understand the misalignment between an ideal and currently constructed HSI identity. Findings confirm that the way members make sense of both an ideal HSI identity and a currently enacted identity are connected to outcomes and cultural indicators of what it means to serve Latinx students. Yet the ideal and the current identities do not always align, suggesting an HSI identity is transitional. Moreover, findings suggest that an HSI identity is likely connected to unique institutional missions and characteristics, which means it will vary across HSIs. Theoretical implications are discussed.

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This article demonstrates how Latinos attending Hispanic-Serving Institutions (HSIs) of various compositional diversities continue to experience racial microaggressions on campus. Using qualitative data from 40 in-depth interviews with Latino undergraduates enrolled at HSIs of different compositional diversities, findings reveal that participants attending an emerging HSI (23% FTE Latino enrollment [FTE]) and an HSI with a 45% FTE Latino enrollment reported experiencing more racial microaggressions compared with those attending an HSI with 80% FTE Latino enrollment.

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This study examined factors that played a role in Latina/o undergraduate students' persistence in engineering at a Hispanic serving institution (HSI; N = 10) using the consensual qualitative research method (CQR; Hill, Thompson, & Williams, 1997). Data analyses resulted in five domains: institutional conditions, additive intersectional burdens, personal and cultural wealth, coping skills, and engineering identity. Participants described how they persisted in the face of stressors, citing specific coping skills they developed over time as well as general personal and cultural strengths they carried with them into their pursuit of engineering. Although the structures of the students' institution were generally described as supportive, Latina participants reported experiences with gendered racism that created added barriers to their persistence in engineering. Supportive institutional conditions, personal and cultural assets, and adaptive coping strategies appeared to facilitate the development of a strong engineering identity, which helped to solidify students' sense of belonging, pride, and commitment to complete their degree. Results highlight the need to address intersecting experiences of privilege and oppression to promote access and equity for Latinas/os in engineering.

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Hispanic-Serving Institutions (HSIs) play a key role in diversifying the Science, Technology, Engineering, and Mathematics workforce. This chapter provides an overview of a funded National Science Foundation (NSF) grant program that incorporates learning and work in an effort to address racial/ethnic underrepresentation in the field of geosciences. Observations also demonstrate the importance of engaging student affairs with academic affairs in such a program to address the diverse needs of students at HSIs.

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This chapter describes the policy context that led to the establishment of Hispanic-Serving Institutions (HSIs), and reviews relevant literature related to student success at HSIs. The chapter concludes with guidelines for developing partnerships between academic affairs and student affairs at HSIs.

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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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As the growth in Latino college enrollment is expected to continue for years to come, academic libraries at Hispanic Serving Institutions (HSIs) and beyond will be serving increasing numbers of Hispanic students. Since Latino educational attainment remains lower than of other groups and academic libraries' impact on retention, GPA and related educational outcomes has been well documented, it is crucial that academic libraries actively foster Latino students' success. A review of the literature on Hispanic students and library use, the article also includes recommendations for practice and offers a local example to illustrate strategies libraries may implement to better meet the educational needs of Hispanic students.

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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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A substantial proportion of Latina/o college students enroll at Hispanic-Serving Institutions (HSIs) and emerging HSIs. Utilizing data from the University of California, Los Angeles Cooperative Institutional Research Program, this study quantitatively examines the choice process of Latina/os enrolled at 4-year HSIs, emerging HSIs, and non-HSIs. Guided by traditional theories of college choice and community cultural wealth, this study examines how demographic characteristics and various forms of capital influence Latina/os' college choices. Different factors are associated with enrollment at HSIs and emerging HSIs compared with non-HSIs and can inform how institutions can transform practices and environments to serve the needs of their Latina/o students.

Subjects: College choice, Education of Hispanic Americans, Hispanic American college students, Demographic characteristics, College enrollment, College students -- United States

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The present study examined the Big Five factor model of personality and cognitive ability as predictors of academic performance in a sample of non-traditional student STEM majors (n = 342) at a Hispanic-serving two-year college in the United States. Cognitive ability, Agreeableness, and Conscientiousness significantly predicted academic performance; however, main effects of Conscientiousness and Agreeableness were no longer significant after accounting for the interaction of Agreeableness with cognitive ability. Specifically, a significant interaction was observed on Agreeableness for individuals with higher cognitive ability (+1 SD). Findings indicate non-traditional STEM students high in cognitive ability may be influenced negatively in academic performance if they possess the trait of Agreeableness. This finding has implications for how personality moderates student academic performance within a non-traditional population quite differently from findings in other studies that have examined more traditional college-going students. Consequently, the present study suggests the interrelationship between Agreeableness and cognitive ability may be an important feature to consider in future work for two-year colleges attempting to retain and support non-traditional students in pursuit of STEM careers, which is particularly notable given the findings center around those with higher ability.

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Much has been written--including in this edition of Issues--about the STEM workforce needs of the future, both in the United States and globally. As the needs of modern business and [...]

Subjects: Market trend/market analysis, Sciences education -- Forecasts and trends

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This study investigated the ways that mission statements from 70 Hispanic-serving community colleges communicated their commitment to their Hispanic-serving function. Reference specifically to the Hispanic-serving function was absent, but references to culture and access were relatively common. Findings describe the ways culture and access were used in the mission statements. The article suggests more explicit reference to the Hispanic-serving nature of the institution in materials readily available to the public.

Subjects: Community colleges; Hispanic Americans; Mission statements; Junior Colleges; Service learning -- Universities & colleges; Social justice

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The premise of this article is that Hispanics face multiple barriers to academic achievement. In order to shed some light on these barriers and possibilities, this study measured learning in an undergraduate criminal justice program at an Hispanic Serving Institution bordering Mexico. Authors estimated the average gains students achieved across core content areas using a technique that can be used by other faculty as part of program assessment. The majority of participants were Hispanic first-generation college students. Authors used an independent samplest-test to examine differences between freshman- and senior-level students, and they used the Lovett/Johnson model (2012) to measure student gains using regression analysis. Results indicated that seniors showed meaningful gains at every level.

Subjects: Education of Hispanic Americans; Academic achievement; Academic achievement testing; Learning -- Methodology; Learning -- Research

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This article contends that Hispanic Serving Institutions (HSIs; postsecondary institutions that enroll 25% or more Latinx students) are increasing in significance. The authors ask: “to what extent do students attending an HSI, or an emerging HSI (enrolls 15%-24% Latinx students), identify with an organizational identity for serving Latinx students?” The authors claim that there is a need to understand how members identify with an organizational identity because it affects satisfaction, sense of belonging, and success. Using secondary data from two qualitative research projects, the purpose of this study was to understand students' identification with an identity for serving Latinx students. Data indicate that students' levels of identification vary based on individual racial/ ethnic identity. Implications are discussed.

Subjects: College students; Education of Hispanic Americans; Organizational identification; Ethnicity; Race identity

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Although Latinos have become the largest minority group in American postsecondary education, a majority of whom attend two- or four-year Hispanic-Serving Institutions (HSIs), little is known about labor market outcomes as result of attending these institutions. Using a unique student-level administrative database in Texas, and accounting for college selectivity, this article examines whether attending an HSI influences labor market outcomes ten years after high school graduation for Latino students in Texas. Authors found no difference in the earnings of Hispanic graduates from HSIs and non-HSIs. This analysis represents one of the first to examine the labor market outcomes for Latino students in this sector of education accounting for critical factors that include a student’s high school and community context.

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This article claims that as enrollment-driven postsecondary institutions, Hispanic Serving Institutions (HSIs) must actively find ways to better “serve” their students. The author’s research in this piece is guided by Stanton-Salazar’s social capital framework. The 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, the authors 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.

Subjects: College students; Education of Hispanic Americans; Organizational identification; Ethnicity; Race identity

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This article claims that Hispanic-serving institutions (HSIs) should realign their organizational approach in order to liberate themselves and their students. As colonized institutions enrolling colonized people, HSIs must recognize their history of colonialism before moving toward an organizational model grounded in decolonization. "The Organizational Framework for Decolonizing" HSIs has nine elements and is grounded in organizational theory, yet it challenges the white normative ways in which postsecondary institutions have been studied and the models that have been used to organize them.

Subjects: Hispanic American Students; Institutional Characteristics; Indigenous Knowledge; Indigenous Populations; Models; Postsecondary Education; Ideology

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This article claims that as enrollment-driven postsecondary institutions, Hispanic Serving Institutions (HSIs) must actively find ways to better “serve” their students. The author’s research in this piece is guided by Stanton-Salazar’s social capital framework. The 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, the authors 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.

Subjects: College students; Education of Hispanic Americans; Organizational identification; Ethnicity; Race identity

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This article claims that current attempts to further diversify the professoriate signal the critical need to cultivate pathways for students to enter academia by encouraging undergraduates to pursue further graduate education. Previous research has already noted the critical importance of positive graduate education experiences in preparing future faculty. Other researchers point to the role that faculty mentors offer in cultivating students’ future aspirations to become academics themselves. Drawing on interviews from a longitudinal study with 30 undergraduates at three Hispanic Serving Institutions, this qualitative project explores how students of various racial and ethnic backgrounds make sense of the support they receive within a program (titled HSI Pathways to the Professoriate) specifically aimed at supporting students from Hispanic Serving Institutions interested in becoming faculty members. In what ways does the program’s (HSI Pathways to the Professoriate) focus on racial and ethnic identities cultivate students’ perceptions of what it means to enter academia with the goal of diversifying the professoriate? Framed by Museus’ CECE (Culturally Engagement Campus Environments) model, this paper contributes to the importance of faculty mentors working alongside students and students’ interactions with each another as critical to the meaningful engagement of culturally responsive principles. The paper concludes with suggestions for institutions interested in cultivating these principles within their faculty.

Subjects: Hispanic Serving Institutions; Faculty mentorship; Cultural responsiveness; Education

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This article claims that drawing upon 15 qualitative interviews with early- to mid-career faculty (seven men and eight women) at Minority Serving Institutions (MSIs), this study examines the diverse motivations and paths those faculty members have taken to becoming professors at their respective institutions. The faculty come from a range of MSIs (Historically Black Colleges and Universities, Hispanic Serving Institutions, Asian American and Native American Pacific Islander Serving Institutions, and Predominantly Black Institutions) across the country and represent a broad spectrum of disciplines. This study sheds light on factors that guide their choices of discipline and entrance into the faculty ranks at MSIs. Social cognitive career theory (SCCT) was used as a lens during qualitative coding and analysis in order to develop the findings, which reveal that (1) teaching, activism, and community uplift were primary motivators to enter the professoriate; (2) supportive environmental factors, including single individuals, proved pivotal in influencing faculty to take these roles; and (3) career transitions into the academy were spurred by learning experiences that revealed disciplinary and teaching interests. The findings suggest that MSIs attract community-oriented individuals to their faculty positions, and that colleges and universities interested in diversifying their faculties should craft such roles in ways that are appealing to the populations that they are trying to recruit and retain.

Subjects: Qualitative Research; College Faculty; Career Development; Social Cognition; Career Choice; Diversity (Faculty); Semi Structured Interviews; Teaching (Occupation); Activism; Social Support Groups; Intellectual Disciplines; Research Needs; Change Strategies; Teacher Surveys

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This article claims that despite representing the largest ethnic minority group in the United States, Latinos remain underrepresented in the professoriate. Although Latinos are increasingly attending college, fewer graduate and even fewer continue to pursue graduate school. Prior research has explained the challenges that first-generation college students encounter in post-secondary contexts. Given that Latino college students are likely to be first-generation, understanding the experiences of first-generation Latino undergraduate students who aspire to be professors and are applying to graduate school can help illuminate what factors help support this underrepresented group in pursuing a career in the academy. Using qualitative approaches, this study describes the experiences of 15 first-generation undergraduate Latino students in a grant-funded academic program that provides them with a plethora of resources to help prepare them for graduate school applications. The findings suggest how early exposure to information about applying to graduate school, access to role models, familial support and understanding of an academic career and having a community of peers with similar ambitions can help cultivate an environment where first-generation, Latino students remain inspired and committed to pursuing graduate school in efforts to become a professor.

Subjects: First Generation College Students; Hispanic American Students; Undergraduate Students; Institutional Characteristics; Phenomenology; Qualitative Research; Disproportionate Representation; Minority Group Students; Doctoral Programs; Graduate Study; Academic Persistence; Graduate Students; College Faculty; Mentors; College Applicants; College Admission; Low Income Students; Semi Structured Interviews

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This article claims that the purpose of this study was to describe the experiences of Hispanic faculty involved in physical education teacher education programs at predominantly White colleges and universities in the United States. The study was positioned in the theoretical framework of organizational socialization. Participants were Hispanic (n = 6) faculty from various kinesiology-based programs in tenure-track positions at institutions of higher education in the United States. Data were collected via semi-structured interviews and transcribed, triangulated, and analyzed with constant comparative procedures. We uncovered the following themes: (a) underrepresented, (b) socialized, and (c) cultured and determined. The study’s findings magnify the need for faculty and administrators to heighten their awareness and implement strategies to improve the organizational socialization of Hispanic faculty, particularly at predominantly White doctoral-granting colleges and universities. This means, for instance, identifying strategies to recruit, prepare, retain, and mentor Hispanic faculty at such institutions.

Subjects: Physical education; Physical education teachers; Kinesiology education; Physical education teacher education (Higher); Organizational socialization

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This article recounts the author’s efforts as three critical teacher educators to respond to the postelection aftermath at an Hispanic-serving institution by organizing a conference aimed at re(engaging) their students in the kinds of critical conversations they deem essential to the profession. By considering the ways in which neoliberal ideology has shaped their institutional context over the past two decades and framing this work within the literature of dissent, the authors consider the benefits and challenges of creating space for students to grapple with contentious issues reflective of the current political times and discuss the implications of these endeavors for the field of teacher education more broadly.

Subjects: Teacher educators; Neoliberalism -- United States; Teacher education -- United States

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This article reinforces the use of research for faculty who prepare K-12 educators and leaders for social justice. The author conceptualizes auto-ethnography as a form of professional development and maintains that faculty must first experience an internal revolution before they can expect to model it, especially in a Hispanic Serving Institution (HSI). The author contends that faculty who develop critical consciousness through auto-ethnography can facilitate the use of auto-ethnography as a form of personal/professional development with his/her pre-service leaders/educators.

Subjects: Professional education; Hispanic Americans; Educational Support Services; Colleges, Universities, and Professional Schools; Professional and Management Development Training; Auto-Ethnography.

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In this article, the essentially organizational identity question facing HSIs: "What does it mean for postsecondary institutions to be Latinx-serving''- is explored in detail. Guided by literature on organizational identity, culture, and institutionalism, this in depth-case study of a federally designated, four-year HSI 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, the author presents a typology that considers outcomes and culture in a Latinx-serving identity. The author lies the ground for future research that explores the construction of a Latinx-serving identity in a nuanced way.

Subjects: Universities & colleges; Education of Latin Americans; Grants (Money); Graduation (Education); Colleges, Universities, and Professional Schools; Institutional theory (Sociology)

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This article points to the fact that although minority‐serving institutions (MSIs) educate nearly one fifth of the nation's college students, there is little current research on MSI's return on investment (ROI). To address this, the University of Pennsylvania and Educational Testing Service commissioned four papers focusing on the ROI for MSIs, which were presented originally in December 2015 at the National Convening on Return on Investment for Minority Serving Institutions. This report contains the four papers presented at the seminar, as well as an introduction.

Subjects:: Machine learning; Rate of return

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The article discusses how the higher education in the U.S. has seen shift from providing education to small groups of student in historically elite institutions to offering postsecondary education and mentions increase in higher education enrollment. Topics include how achieving goal will be not possible without addressing demographic transformations, how Latinx students are enrolled in Hispanic-Serving Institutions (HSIs) and Latinx graduation rates.

Subjects: Education; Elitism in education; High school enrollment; All Other Miscellaneous Schools and Instruction; Educational Support Services; Administration of Education Programs; Higher education -- United States; Demographic transition; Latin American students

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This article contends that because teacher education programs at Minority Serving Institutions are an under-researched resource, it is important to provide a foundation and set an agenda for future research on teacher education within the Minority Serving Institution context. This article is set to provide this foundation in the two parts of the paper. The first part of the paper reviews the literature on the relationship between minority student achievement and teacher education, with an emphasis on the contribution and role of minority teacher candidates. The second part of the paper sets the agenda for future research on the role of Minority Serving Institutions' teacher education programs, including what is already known and is sought to learn about their unique and innovative approaches to recruitment, pedagogical approaches and course content, mentoring, academic support and remediation, and pre-service teaching experiences. Some questions addressed in this article include: In what specific ways are MSIs reframing teaching as a viable and accessible option for minority students? What are MSIs doing with regard to early recruitment of promising minority teacher candidates? What kinds of mentoring and support strategies are they offering, and to what do they attribute high rates of teacher retention in their programs?

Subjects: Teacher education; Academic achievement; Student teachers; Minorities; Education -- United States

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This article focuses on the 3-credit, two-week intensive Stretch and Studio Practicum course at the University of New Mexico (UNM). A theoretical context of the methods employed by instructors for the Stretch and Studio Practicum and the learning outcomes of the practicum course are offered. Also offered are the results of the assessment of the strengths of the practicum course based on the online course evaluations, participant surveys, and online instructor surveys.

Subjects: Curricula (Courses of study); Composition (Language arts); Outcome-based education; Practicums; University of New Mexico; Internet surveys

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This mixed-methods study examined the experiences of undocumented students at a 4-year Hispanic Serving Institution. Barriers identified by these students included a lack of resources and minimal career opportunities after graduation. Faculty and staff perceived this historically underserved population as exhibiting high levels of optimism and resilience relative to educational endeavors and challenges related to students’ undocumented status. Study findings include student, faculty, and staff recommendations for improving undocumented student experiences at a specific Hispanic Serving Institution.

Subjects: Graduation; Career development; College students; College teachers; Education research; Administration of Education Programs; Educational Support Services

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Although Research has shown the benefits of undergraduate research, few studies have examined mentors of undergraduate researchers. The purpose of this study was to investigate the practices of mentors who have successfully mentored Hispanic undergraduate researchers. Findings from this study suggested that mentors should focus on interacting with students, listen to and understand students’ interests, be organized, require students to be responsible, and monitor students’ work. Recommendations for practice and research have been provided.

Subjects: Hispanic Americans; Latin American studies; Undergraduates; Pre-Raphaelites; Higher education -- United States

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Campus protests and demonstrations have risen across the country to address institutional racism regarding a range of issues including offensive Halloween costumes, university/college seals, lack of faculty color, and racist vandalism. This study reports on a specific example that occurred at Southwest University where Native American students were protesting the university seal, which represents settler colonialism and genocide. In this article, authors provide a case study of Joy, a Diné (Navajo) young woman, and describe her student activism in regards to the seal and how she utilizes it to connect to her culture, language, and identity. The framework of critical race theory (CRT) and tribal critical race theory (TribalCrit) is used to analyze the institutional microaggressions that Joy experienced on campus. Main conclusions explain how student activism enables students to address systemic racism and provides a vehicle to create better conditions on university campuses.

Subjects: Student activism; Hispanic Americans; All other cut and sew clothing manufacturing; Microaggressions; Institutional racism; Vandalism; Halloween costumes

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This study explores two relatively untapped areas of instructional communication scholarship: Hispanic students’ communicative behaviors and the influence of context in student-to-student communication. Authors utilized Co-Cultural Theory (CCT) to explore what, if any, differences exist in Hispanic students’ reports of their co-cultural communication when interacting with White students based on their enrollment in either a 4-year, public Hispanic Serving Institution (HSI) or 4-year, public Predominately White Institution (PWI). Findings indicate that Hispanic students’ communicative approaches did not differ based on their institutional context. However, Hispanic students in the PWI group scored higher on accommodation as their preferred outcome than their Hispanic HSI counterparts. Authors highlight both theoretical and pedagogical implications for researchers and instructors.

Subjects: Cross-cultural communication; Scholarships; African American students; Interpersonal communication; Grantmaking Foundations; Racism

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This study suggests that growth of Latino students in postsecondary education merits an examination of their resources/challenges. The premise of this study rests on such assumption: that understanding student needs can assist with program development to increasing college completion rates. In this study, a community cultural wealth model provided a framework to examine unacknowledged student resources and challenges. A mixed method approach found that first- and second-generation college students report equal numbers of sources of support/challenges.

Subjects: Education of Hispanic Americans; Hispanic American students; College students; Secondary education; Elementary and Secondary Schools; Other Individual and Family Services; Social support

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In this study we examined benefits of undergraduate research (UGR) participation at a Hispanicmajority institution using National Survey of Student Engagement data. This impetus rests on the fact that few scholars have comprehensively examined benefits of UGR participation for students at an institution campus-wide. Generalized estimating equations were used to examine the influence of UGR participation on 5 student outcomes: gains in knowledge and skills, institutional support, overall satisfaction, grade point average, and student-faculty interaction. Results indicate that UGR participation is a robust positive predictor of all 5 outcomes. Authors provide insights into strategies for enhancing the beneficial impacts of UGR participation, especially for students from underrepresented groups.

Subjects: Student engagement; Undergraduates

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In this program profile, authors describe the stretch/studio program recently implemented at the University of New Mexico. This program responds both to an institutional move away from remediation and to the large number of linguistically and racially diverse students at this institution. In this profile, a description of the new program's curriculum, which focuses on and values the linguistic and cultural diversity of students is presented. Additionally, the initial results of our assessment of the program and the plans for the future are also shared. Authors offer this profile as a successful model for adaptation by other writing programs that are also implementing stretch/studio courses and/or that have a growing number of linguistically and culturally diverse students on their campus.

Subjects: Hispanic American Students; Institutional Characteristics; Profiles; Remedial Instruction; Student Diversity; Program Evaluation; Writing Instruction; Program Descriptions; Models; Second Language Learning; English (Second Language); English Instruction; Multilingualism

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This qualitative study adopted Yosso's community cultural wealth (CCW) framework to examine how 16 assistant professors of color (APOC) drew upon various forms of capital (navigational, aspirational, social, resistant, linguistic, familial) to deal with racism and marginalization in academia. Findings revealed how APOC: dealt with students' stereotypes of them, maintained their authentic selves to make academia more accessible and relevant, persevered with integrity despite hostility or marginalization, self-advocated for quality mentorship, and engaged in strategic service while avoiding cultural taxation and tokenism. Findings highlighted the positive cultural assets APOC enact within the academy while reiterating the need to address racist and marginalizing policies and practices in higher education. Variations in experiences based on gender and international status that can be explored further in future research also emerged. Working at a Hispanic-serving institution (HSI) also did not eliminate or lessen racist or marginalizing experiences for participants.

Subjects: : College Faculty; Minority Group Teachers; Racial Bias; Guidelines; Qualitative Research; Stereotypes; Disadvantaged; Educational Practices; Educational Policy; Hispanic American Students; Institutional Characteristics; Mentors; Social Capital; Teacher Student Relationship; Cultural Background; Gender Differences; Race; Critical Theory; Interviews; Teacher Attitudes; Self Concept; Self Advocacy; College Students

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The article discusses the introduction of Chicanx and Latinx rhetorics in the writing program design at Hispanic-Serving Institution (HSI). It mentions the argument of Iris Ruiz in "Reclaiming Composition for Chicanos/as and Other Ethnic Minorities" that examine the histories of rhetoric and composition. It notes that the Chicanx and Latinx rhetoric and writing must take place in designing programs and institutions.

Subjects: Rhetoric; Learning; Authorship; Minorities; Compound words

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This analysis focuses on the college completion gap between underrepresented minority students and White students, or the Hispanic -White and Black -White racial college completion gaps, given the unprecedented demographic growth of these populations in the United States as well as the nation's public K -12 schools and postsecondary institutions. Using a variance decomposition method, authors found that precollege characteristics (a combination of individual and high school context factors) contribute upward of 61% of the total variance for both Hispanic and Black students as compared with their White student counterparts. In other words, more than half of the completion gap is explained by precollege characteristics. Postsecondary factors explained approximately 35% of the total variance. Additional analyses accounting for attending Hispanic-Serving Institution or an Historically Black College or University are also provided. The data suggest that college completion and accountability analyses should be approached from beyond a postsecondary perspective.

Subjects: Historically black colleges & universities; Minority students; Postsecondary education; Demographic characteristics; Junior Colleges; Other Technical and Trade Schools; Colleges, Universities, and Professional Schools; Apprenticeship Training; Cosmetology and Barber Schools; Business and Secretarial Schools; Universities & colleges -- Texas

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Relative to past research, authors in this study seek to provide an especially comprehensive examination of how ethnicity and gender interact to shape feminist attitudes. Multiracial feminist theory proposes that the meaning of feminism and the pathways to feminist identity may differ on the basis of cross-cutting social categories such as ethnicity and gender. Yet, there is currently little research that has included systematic examination of feminist identity among women and men from diverse ethnic backgrounds. In this study feminist orientations among 1,140 undergraduates (70% women) at a Hispanic-Serving Institution who identified as African American, Asian American, European American, or Latina/o were examined. These feminist orientations were examined against in three ways. First, it was explored whether the meaning of the term feminism differed depending on participants' ethnicity or gender. Second, authors tested for ethnic and gender variation in rates of feminist identity. Lastly, authors examined participants' reasons for either identifying or not identifying as feminists. Ethnic and gender differences were obtained across each of the 3 research aims. For example, there were significant ethnic differences in rates of feminist identity among women, but not among men. Consistent with multiracial feminist theory, findings demonstrated that attitudes about feminism vary as a function of both gender and ethnicity, yet key ethnic and gender similarities also emerged.

Subjects: Ethnic groups; Feminism; Women; Cultural Diversity & Ethnic Minority Psychology (Periodical).

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Hispanic-Serving Institutions (HSIs), institutions that enroll at least 25% Hispanic students, are institutionally diverse, including a much wider array of institutional types than other Minority-Serving Institutions (MSIs). Furthermore, they have distinctive institutional characteristics from those typically emphasized in institutional typologies such as the Carnegie classification system. To understand better the heterogeneity among HSIs based on their unique institutional qualities, we constructed a conceptual model based on existing theoretical frameworks and empirical research to describe and differentiate among HSIs. Using cluster analysis to examine a population of U.S. mainland and Puerto Rican 2-year and 4-year HSIs in the Integrated Postsecondary Education Data System (IPEDS), we identified six types of HSIs. This typology helps to place HSIs within the broader landscape of U.S. higher education institutions, provides a foundation for understanding institutional diversity among HSIs, and offers insights about classifying other MSIs and broad access institutions. In an era of increasing accountability, it also provides a tool to identify peer institutions for HSIs, to inform decisions about the extent to which practices at certain HSIs might be applicable to other institutions, and to compare the performance across institutions in more contextually appropriate ways.

Title: Mapping Hispanic-Serving Institutions: A Typology of Institutional Diversity

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Hispanic-Serving Institutions (HSIs) are a critical group of institutions enrolling and graduating Latino students. HSIs are defined in federal law as accredited and degree-granting public or private nonprofit institutions of higher education with 25 percent or more total undergraduate Hispanic full-time equivalent (FTE) student enrollment. This compilation provides ten one-page fact sheets on HSIs for 2014-15 using Excelencia in Education's analysis of U.S. Department of Education, National Center for Education Statistics (NCES), Integrated Postsecondary Education Data System (IPEDS), 2014-15 institutional characteristics and fall enrollment surveys.

Title: Hispanic-Serving Institutions (HSIs): 2014-15 at a Glance

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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.

Title: Descubriendo mi lugar : Understanding sense of belonging and community of black STEM-H students enrolled at a Hispanic serving institution

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As institutions not founded to “serve” Latina/o students, Hispanic Serving Institutions (HSIs) are criticized for solely being “Hispanic-enrolling,” with access and graduation rates being hypothesized as indicators of an organizational identity for HSIs. Drawing from a case study with 88 participants, the purpose of this investigation was to complicate what it means to be Latina/o-serving by listening to the way students, faculty, and administrators at a four-year HSI construct their Latina/o-serving identity. Findings show that members made sense of their organizational identity through an expression of values and processes for sustaining and enhancing the culture and education of Latina/o students.

Title: Complicating a Latina/o-serving Identity at a Hispanic Serving Institution

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Hispanic-Serving Institutions (HSIs) enroll the majority of Latina/o students in higher education; however, it is unclear how HSIs influence Latina/os' postsecondary experiences. In this study, we examined how the Latina/o student experience differed between students who did and did not attend 4-year HSIs. The results suggest that HSIs generally have positive, but modest, effects on Latina/o's student engagement and self-perceived gains. The differences were more pronounced for first-year students than seniors.

Title: Impact of the Environment: How Does Attending a Hispanic-Serving Institution Influence the Engagement of Baccalaureate-Seeking Latina/o Students?

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This study focused on understanding the factors of academic persistence for 10 undergraduate Hispanic nontraditional students enrolled at two Hispanic Serving Institutions (HSIs) in the southeast, each in their last year of a baccalaureate degree program. Using a phenomenological design, findings indicated that family context, personal aspirations, campus environment within HSIs, life challenges, and English language learning, all played a vital role in the persistence behaviors of participants.

Title: A Phenomenological Investigation of the Academic Persistence of Undergraduate Hispanic Nontraditional Students at Hispanic Serving Institutions

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Doctoral student retention remains a challenge in higher education with an average attrition rate of 50%. This study focuses on analyzing pre-entry variables of admission for 81 doctoral students admitted to a doctoral program in psychology to determine whether significant associations existed between specific variables in the graduated and withdrawn groups in this cohort with over 48% Hispanic doctoral student representation. Using various quantitative analyses, findings demonstrate that the variables of GPA, ranking of ability, marital status, employment, and prerequisites completed prior to entry into the doctoral program are each indicators of success for doctoral students. Specifically, a higher GPA, a higher ranking of ability, single marital status, part-time versus full-time employment, and the more pre-requisites completed before entering a doctoral program indicate a higher likelihood of doctoral program completion. Findings can be used as markers in the admission process to develop support and curricular interventions that will sustain doctoral students throughout the course of their doctoral studies.

Title: Pre-Entry Doctoral Admission Variables and Retention at a Hispanic Serving Institution.

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Flores, S.M., & Park, T.J. (2015). The Effect of Enrolling in a Minority Serving Institution for Black and Hispanic Students in Texas.& Research in Higher Education, 56(3), 247-276.&

Mendez, J.P., Bonner II, F.A., Mendez-Negrete, J., & Palmer, R.T. (Eds.) (2015).& Hispanic-Serving Institutions in American Higher Education: Their Origin, and Present and Future Challenges. Sterling, VA: Stylus Publishing.&

Nunez, A. M., Murakami, E.T., & Gonzales, L.D. (2015). Weaving Authenticity and Legitimacy: Latina Faculty Peer Mentoring.& New Directions for Higher Education, 171, 87-96.& doi: 10.1002/he.20145

Murakami, E. T., & Nunez, A. M. (2014). Latina Faculty Transcending Barriers: Peer Mentoring in a Hispanic-serving Institution. Mentoring & Tutoring: Partnership in Learning, (ahead-of-print), 1-18.

Cuellar, M. (2014). The Impact of Hispanic-Serving Institutions (HSIs), Emerging HSIs, and Non-HSIs on Latina/o Academic Self-Concept. The Review of Higher Education, 37(4), 499-530.

Gooden, S.T., & Martin, K.J. (2014) Facilitating College Success among Emerging Hispanic Serving Institutions: Multiple Perspectives Yield Commonly Shared Diversity Goals. Journal of Public Management & Social Policy, 20(1), 1-28.

Jesse, P., Bonner, I. I., Fred, A., & Robert, T. (2014). Introducing Hispanic-serving institutions: A comprehensive overview of HSIs in American higher education.

Lu, M.T.P., Ward, H.C., Overton, T., & Shin, Y. (2014). The Synergetic Approach to Effective Teachers’ Research Education: An Innovative Initiative for Building Educational Research Capacity in a Hispanic-Serving Institution. Journal of Hispanic Higher Education, 13(4), 269-284.doi:10.1177/1538192714536188

Vaughan, E. L., Chang, T. K., Escobar, O. S., & de Dios, M. A. (2014). Enrollment in Hispanic serving institutions as a moderator of the relationship between drinking norms and quantity of alcohol use among Hispanic college students. Substance abuse, (just-accepted), 00-00.

Garcia, G. A. (2013). Challenging the Manufactured Identity of Hispanic Serving Institutions (HSIs): Co-constructing an Organizational Identity.

Murphy, J. (2013). Institutional Effectiveness: How Well are Hispanic Serving Institutions Meeting the Challenge. Journal of Hispanic Higher Education, 12(4), 321-333. doi:10.1177/1538192713493010

Garcia, G. A. (2013). Does Percentage of Latinas/os Affect Graduation Rates at 4-Year Hispanic Serving Institutions (HSIs), Emerging HSIs, and Non-HSIs?.Journal of Hispanic Higher Education, 12(3), 256-268.

Gonzales, L. D., Murakami, E., & Nunez, A. M. (2013). Latina Faculty in the Labyrinth: Constructing and Contesting Legitimacy in Hispanic Serving Institutions. Educational Foundations, 27, 65-89.

ASHE (2013). Latinos in Higher Education and Hispanic-Serving Institutions: Creating Conditions for Success . ASHE Higher Education Report, 39, 1–132.

Santiago, D. (2013). Emerging Hispanic-Serving Institutions (HSIs): 2011-12.

Santiago, D. (2013). Hispanic-Serving Institutions (HSIs): 2011-12.

Robbins, L. K., & Hoke, M. M. (2013). RN-to-BSN Culture of Success Model: Promoting Student Achievement at a Hispanic-Serving Institution. Journal of Professional Nursing, 29(1), 21-29.

Santiago, D. (2013). Hispanic-Serving Institutions (HSIs): 2011-12- Graduate Programs.

Santiago, D. (2013). Hispanic-Serving Institutions (HSIs): 2011-12. Fact Sheet.

Tuttle, L. V., & Musoba, G. D. (2013). Transfer Student Persistence at a Hispanic-Serving University. Journal of Latinos and Education, 12(1), 38-58.

Arciniega, T. A. (2012). The Crucial Role of Hispanic-Serving Institutions in the Education of Latino/a Youth. Journal of Latinos and Education, 11(3), 150-156.

Nunez, A, & Elizondo, D. (2012). Hispanic-Serving institutions in the U.S. mainland and Puerto Rico: Organizational characteristics, institutional financial context, and graduation outcomes.

Calderón Galdeano, E., Flores, A. R., & Moder, J. (2012). The Hispanic Association of Colleges and Universities and Hispanic-Serving Institutions: Partners in the Advancement of Hispanic Higher Education. Journal of Latinos and Education, 11(3), 157-162.

Cruz, G. (2012). At a Crossroads- Emerging Hispanic-Serving Institutions and ABET Accreditation: An Exploratory Study. In American Society for Engineering Education. American Society for Engineering Education.

Greene, D., & Oesterreich, H. A. (2012). White Profs at Hispanic-Serving Institutions: Radical Revolutionaries or Complicit Colonists?. Journal of Latinos and Education, 11(3), 168-174.

Harmon, N. (2012). The role of minority-serving institutions in national college completion goals. Institute for Higher Education Policy.

Hurtado, S., & Ruiz, A. (2012). Realizing the potential of Hispanic-Serving Institutions: Multiple dimensions of institutional diversity for advancing Hispanic higher education.

Soliz, M., & Santiago, D. (2012). Changes in Hispanic-Serving Institution (HSI) Lists: 2009-10 and 2010-11.

Torres, V., & Zerquera, D. (2012). Hispanic-Serving Institutions Patterns, Predictions, and Implications for Informing Policy Discussions. Journal of Hispanic Higher Education, 11(3), 259-278.

Institute for Higher Education Policy (2012). The Role of Minority-Serving Institutions in National College Completion Goals.

Garcia, H. S. (2012). Hispanic-serving institutions and the struggle for cognitive justice. Journal of Latinos and Education, 11(3), 195-200.

Santiago, D. (2012). What Works for Latino students in higher education: 2012 Compendium.

Garcia, G. A. (2011). Predicting Institutional Graduation Rates for Latina/o Students at Four-Year Hispanic Serving Institutions (HSIs), Emerging HSIs, and Non-HSIs.

Vargas, J. G. (2011). Latina Presidents: Making a Difference at Hispanic-Serving Institutions. Diversity in Higher Education, 9, 243-259.

Santiago, D. (2011). Reality Check: Hispanic-Serving Institutions on the Texas Border Strategizing Financial Aid.

Santiago, D. (2011). Creating a List of Hispanic-Serving Institutions (HSIs). Retrieved from here.

Santiago, D. (2011). What Works for Latino students in higher education: 2011 Compendium.

Malcom-Piqueux , L. E., & Lee Jr., J. M. (2011). Hispanic-Serving Institutions: Contributions and Challenges.

Núñez, A. M., & Bowers, A. J. (2011). Exploring What Leads High School Students to Enroll in Hispanic-Serving Institutions A Multilevel Analysis. American Educational Research Journal, 48(6), 1286-1313.

Núñez, A. M., Sparks, P. J., & Hernández, E. A. (2011). Latino access to community colleges and Hispanic-serving institutions: A national study. Journal of Hispanic Higher Education, 10(1), 18-40.

Perrakis, A., & Hagedorn, L. S. (2010). Latino/a student success in community colleges and Hispanic-serving institution status. Community College Journal of Research and Practice, 34(10), 797-813.

Gates, A. Q. (2010). The role of Hispanic-serving institutions in contributing to an educated work force. Communications of the ACM, 53(12), 31-33.

Bensimon, E.M., Malcom, E. & Dávila, B. (2010). (Re)Constructing Hispanic-Serving Institutions: Moving Beyond Numbers Toward Student Success. EP3: Education Policy and Practice Perspectives, 6. Iowa State University: Department of Educational Leadership and Policy Studies.

Crisp, G., & Cruz, I. (2010). Confirmatory factor analysis of a measure of mentoring among undergraduate students attending a Hispanic serving institution. Journal of Hispanic Higher Education, 9(3), 232-244.

Santiago, D. A., & Andrade, S. J. (2010). Emerging Hispanic-Serving Institutions (HSIs): Serving Latino Students. Excelencia in Education.

2009

Santiago, D. A. (2009). Leading in a Changing America: Presidential Perspectives from Hispanic-Serving Institutions.

2008

Santiago, D. A. (2008). Modeling Hispanic-Serving Institutions (HSIs): Campus Practices that Work for Latino Students. Excelencia in Education.

2007

Cerna, O.S., Perez, P.A., Saenz, V.B. (2007). Examining the Pre-college Attributes and Values of Latina/o College Graduates. Research Report #3. Los Angeles: Higher Education Research Institute.

Li, X., & Carroll, C. D. (2007). Characteristics of Minority-Serving Institutions and Minority Undergraduates Enrolled in These Institutions: Postsecondary Education Descriptive Analysis Report (NCES 2008-156). Washington, DC: National Center for Education Statistics.

Santiago, D. A. (2007). Choosing Hispanic-Serving Institutions (HSIs): A Closer Look at Latino Students' College Choices. Excelencia in Education.

Santiago, D. A. (2007). Hearing from Presidents of Hispanic-Serving Institutions (HSIs): Defining Student Success, Measures of Accountability, and What it Means to be an HSI.