Abstract:Hispanic-Serving Institutions (HSIs) are postsecondary institutions that enroll 25% Latinx undergraduate students, with little emphasis on graduate enrollment. Graduate enrollment was explored at HSIs, looking at trends over 10 years. Descriptive analyses and data from the Integrated Postsecondary Education Data System (IPEDS) were used, shedding light on enrollment inequities between Latinx undergraduate and graduate students. This study has implications for graduate HSIs, which can become primary educators o… Show more
“…In this study, URM students represented almost 35% of the undergraduate students but only 14% of the GTA population. This is consistent with other studies that have reported Latinx undergraduate student enrollment is higher than Latinx graduate student enrollment at HSIs ( Garcia, 2017 ; Garcia and Guzman-Alvarez, 2019 ). Similarly, the number of URM students earning bachelor’s degrees in STEM is greater than the number earning doctoral degrees in STEM ( Estrada et al.…”
This study evaluated the academic performance of students who shared their graduate teaching assistant’s demographic characteristics, including gender, race/ethnicity, and low-income or first-generation status. The study focused on underrepresented students in STEM, including female and Latinx students, at a Hispanic-serving institution.
“…In this study, URM students represented almost 35% of the undergraduate students but only 14% of the GTA population. This is consistent with other studies that have reported Latinx undergraduate student enrollment is higher than Latinx graduate student enrollment at HSIs ( Garcia, 2017 ; Garcia and Guzman-Alvarez, 2019 ). Similarly, the number of URM students earning bachelor’s degrees in STEM is greater than the number earning doctoral degrees in STEM ( Estrada et al.…”
This study evaluated the academic performance of students who shared their graduate teaching assistant’s demographic characteristics, including gender, race/ethnicity, and low-income or first-generation status. The study focused on underrepresented students in STEM, including female and Latinx students, at a Hispanic-serving institution.
“…This argument has been further stressed by researchers who state that HSIs must provide culturally sustaining practices that promote equitable outcomes (Malcom-Piqueux & Bensimon, 2015), including culturally relevant curricula and advising practices (Garcia & Okhidoi, 2015). Elements of the organizational culture and campus climate may include the compositional diversity of the faculty (Contreras, 2017) and graduate student population, which is blatantly white when compared with the undergraduate population (Garcia & Guzman-Alvarez, 2019), while some claim that all faculty and institutional leaders must become agents of change who work toward equitable outcomes and experiences of all students at HSIs (Malcom-Piqueux & Bensimon, 2015;Garcia, 2019).…”
Section: Conceptual Framework To Understand Hsis and Servingnessmentioning
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.
“…Some literature discusses the use of IPEDS data to help institutions with benchmarking, or making comparisons with other institutions [9][10][11]. Other research used IPEDS data to determine true college costs [12], to examine cultural and racial equity in enrollment and outcomes [13,14], to examine productivity or to develop systems to measure productivity of higher education institutions [15], to examine graduation rates [16], examine completion and credentials by specific demographics and categories [17], and to examine the effects of online programs on state appropriations [18].…”
Section: Integrated Postsecondary Data Systemmentioning
This paper describes the development of an RStudio (now known as Posit) dashboard derived from the Integrated Postsecondary Educational Data System, the United States Census Bureau, and the Bureau of Labor Statistics and provides the user with institutional, community, and career information of IPEDS reporting higher education institutions in the United States and its territories. With this dashboard, users can select and learn about institutions, explore enrollment trends and demographics, compare outcomes, and correlate community and institutional variables. Users can also link degrees to career projections and wages. This paper explains how the dashboard was developed with examples of R programming language.
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