Answering the Call: Hispanic-Serving Institutions as Leaders in the Quest for Access, Excellence, and Equity in American Higher Education

Ballysingh, Tracy Arámbula; Zerquera, Desiree D.; Turner, Caroline; Sáenz, Victor B.

doi:10.24974/amae.11.3.359

Cited by 7 publications

(6 citation statements)

References 8 publications

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“…The lack of direct incorporation of a named Hispanic-serving identity, versus a broad student-serving identity, aligns with existing literature that has suggested that many HSIs “do not overtly express a mission focused on serving Latinx students” (Ballysingh et al, 2017, p. 13) but continue to operate as they had been operating prior to the designation. Although, for some, this might raise concerns as to a lack of a Hispanic-serving agenda, in this case, there does seem to be more planning and acknowledgment of the identity.…”

Section: Discussionsupporting

confidence: 69%

“…Continued demographic changes led to increases in Latino/a undergraduate enrollment in institutions across higher education sectors. These HSIs were not created as a result of a “particular organizational agenda” (Ballysingh et al, 2017, p. 13) or “to serve a given population” (p. 13) as historically Black colleges and universities were created to do. Instead, existing institutions obtained HSI designations simply based on numbers.…”

Section: Hsis and Organizational Identitymentioning

confidence: 99%

“…This is especially important as “policy, practice, and research conversations [about HSIs] have primarily centered on institutions that are under-resourced, broad access institutions” (Marin & Pereschica, 2017, p. 155), offering a limited understanding of what is now a wider range of institutions. Described as being “in a state of identity development as a diverse institutional cohort” (Ballysingh, Zerquera, Turner, & Sáenz, 2017, p. 6), scholars must abandon previous descriptions of HSIs that present them as a monolithic group and, instead, develop narratives that more accurately reflect the distinctions and nuances that exist among these institutions. This will allow institutions that become HSIs to understand “the implications of this change within the existing institutional context” (Marin & Pereschica, 2017, p. 155) and “incorporate the HSI designation into their identity and best serve [their students]” (p. 155).…”

Section: Introductionmentioning

confidence: 99%

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Is “Business as Usual” Enough to Be Hispanic-Serving? Becoming a Hispanic-Serving Research Institution

Marín

2019

Journal of Hispanic Higher Education

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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. Resumen Este estudio enfocó en una institución de investigación emergente de servicio a hispanos (HSRI) y buscó entender su identidad de servicio a hispanos, vista a través de los ojos de administradores superiores del campo universitario. Hallazgos sugirieron que en lugar de preguntar si una institución es de servicio a hispanos, puede ser más apropiado el preguntar la medida en la cual una institución es de servicio a hispanos, reconociendo la identidad en proceso de desarrollo que puede ser requerida de instituciones y apoyando la necesidad de aumentar la narrativa existente de HSI.

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Section: Discussionsupporting

confidence: 69%

Section: Hsis and Organizational Identitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Is “Business as Usual” Enough to Be Hispanic-Serving? Becoming a Hispanic-Serving Research Institution

Marín

2019

Journal of Hispanic Higher Education

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“…Overall, HSIs are uniquely equipped to enrich the outcomes of Latinx and other traditionally marginalized students through admission and retention initiatives, studentcentered support programs, and inclusive curricula (Ballysingh et al, 2017;Garcia, 2017;Garcia and Okhidoi, 2015;Marin, 2019). In comparison to a non-HSI setting, HSIs often provide a place for students to reflect upon and develop their identities, with opportunities to join organizations and engage in coursework that connects to their cultural identity (Garcia, 2018).…”

Section: Introductionmentioning

confidence: 99%

Perceptions of Engineering Faculty on Educational Innovation at Hispanic-Serving Institutions

Kendall

Strong

Henderson

et al. 2021

J Women Minor Scien Eng

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As the educator of nearly one-third of all Latinx engineering graduates in the United States, Hispanic-Serving Institutions (HSIs) are at the forefront of innovating engineering curriculum for Latinx students. In many cases, the driving force behind these innovations in engineering is the faculty. This study aims to identify the assets and challenges that engineering faculty at HSIs perceive impact their ability to engage in educational innovation and, ultimately, create inclusive and learnercentered educational experiences. Specifically, the thematic analysis of workshop artifacts enabled the researchers to examine the perspectives of 24 engineering educators from two-and four-year colleges across the Southwestern and Southeastern United States who attended one of two National Science Foundation-sponsored workshops. The artifact analysis illustrates how engineering educators at HSIs recognized particular assets to leverage when innovating within their courses and departments, both from within and outside of their institutions. At the same time, these educators also acknowledged barriers to innovation from various sources, including personal, interpersonal, and administrative. Recognizing that faculty experiences can vary based on their position's responsibilities, this study also begins to explore the differences in perception of educational innovation across instructional and tenure-line faculty. These differences across faculty types suggest an opportunity to bring different perspectives and skillsets to educational innovation collaborations that include faculty from diverse backgrounds and roles. Overall, this study provides a foundation for future research on factors impacting faculty engagement with inclusive and learner-centered pedagogy at institutions seeking to serve Latinx and other racially and ethnically diverse students.

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“…Through the Title V funding, which followed the establishment of the HSI designation (Valdez, 2015), these traditionally underresourced institutions compete for federal dollars; between 1995 and 2018, the federal funding allocation has increased from 12 million to over 124 million (Excelencia in Education, 2020;Santiago, 2012). While many HSIs have sought to serve their growing Latinx student population with intentionality, the prioritization of equity for Latinx students has not been universal (Ballysingh et al, 2017;Cuellar et al, 2017;Garcia, 2019). In focusing this analysis on the interconnection between state-level DEI policy and the ensuing institution-level DEI plans within HSIs, this work aims to center the potential for HSIs to move beyond just enrolling Latinx students toward a vision of serving.…”

mentioning

confidence: 99%

Constructing a Monolith: State Policy, Institutional DEI Plans, and the Flattening of Latinx Identity at Hispanic-Serving Institutions

Connors

2021

AERA Open

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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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Answering the Call: Hispanic-Serving Institutions as Leaders in the Quest for Access, Excellence, and Equity in American Higher Education

Cited by 7 publications

References 8 publications

Is “Business as Usual” Enough to Be Hispanic-Serving? Becoming a Hispanic-Serving Research Institution

Is “Business as Usual” Enough to Be Hispanic-Serving? Becoming a Hispanic-Serving Research Institution

Perceptions of Engineering Faculty on Educational Innovation at Hispanic-Serving Institutions

Constructing a Monolith: State Policy, Institutional DEI Plans, and the Flattening of Latinx Identity at Hispanic-Serving Institutions

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