“Here the Professors Are Your Guide, Tus Guías”: Latina/o Student Validating Experiences With Faculty at a Hispanic-Serving Community College

Alcantar, Cynthia M.; Hernández, Edwin

doi:10.1177/1538192718766234

Cited by 44 publications

(34 citation statements)

References 27 publications

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“…First, graduate students at HSIs can serve as institutional actors shaping the experiences of Latinx undergraduate students by serving as their teaching assistants, lab instructors, and general role models (Marin & Pereschica, 2018). As noted by Marin and Pereschica (2018), Latinx undergraduates might not distinguish between a graduate student and a faculty member when it comes to their own experiences with these key institutional actors; therefore, increasing the number of Latinx graduate students at HSIs could be as vital as increasing the representation of Latinx faculty, as both may contribute to the academic self-concept of Latinx students (Cuellar, 2014), the in-class and out-of-class validation of students (Alcantar & Hernandez, 2018), and the overall academic success and persistence of Latinxs (Hagedorn et al, 2007; Torres, 2006). In other words, enrolling an equitable number of Latinx graduate students can enhance the experiences and outcomes of Latinx undergraduates.…”

Section: Discussionmentioning

confidence: 99%

“…Latina faculty members at one HSI, for example, believed it was their job to advocate for Latinxs students, while also disrupting the institutional systems that were preventing these students from succeeding (Ek, Quijada Cerecer, Alanís, & Rodríguez, 2010). Faculty in HSIs also provide in-class and out-of-class validating experiences (Alcantar & Hernandez, 2018) and encourage students to see themselves as knowers, thinkers, and producers of knowledge in their chosen fields (Gonzales, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

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Descriptive Analysis of Graduate Enrollment Trends at Hispanic-Serving Institutions: 2005-2015

García

Guzman-Alvarez

2019

Journal of Hispanic Higher Education

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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 of a diverse, highly educated future workforce.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Descriptive Analysis of Graduate Enrollment Trends at Hispanic-Serving Institutions: 2005-2015

García

Guzman-Alvarez

2019

Journal of Hispanic Higher Education

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“…Taino students spent the most time on campus outside of class and used the greatest number of services on average, whereas students at Domino spent the least amount of time on campus. Notably, Taino has historically been a Hispanic-serving institution that expends considerable effort to provide culturally relevant programming for its students (Alcantar & Hernandez, 2018), whereas Domino pays little attention to this dimension of service provision. Previous empirical research has demonstrated the significance of the role of institutions in the ways in which they facilitate spaces for students to engage and thrive on their respective college campuses (Astin, 1993;Baker & Velez, 1996;Bowen & Bok, 2000;Hossler, Braxton, & Coopersmith, 1989;Pascarella & Terenzini, 1991;Perez & McDonough, 2008;Tinto, 1993).…”

Section: Discussionmentioning

confidence: 99%

Immigrant-Origin Students in Community College: How Do They Use Their Time on Campus?

Hernández

Suárez‐Orozco

Cerda

et al. 2019

Teachers College Record

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Background Immigrant-origin students are the fastest growing new population in community colleges, making up nearly a third of the community college population. To date, little is known about how immigrant-origin students make use of their time on community college campuses. Purpose This study sought to understand in what ways and to what extent immigrant-origin students—defined as first-generation (foreign-born) or second-generation (born in the United States to immigrant parents)—used their out-of-class campus time at three urban community colleges. We examined the following quantitative questions: How much time do students report spending on campus doing what activities? What is the demographic variation in these patterns (according to immigrant generation, ethnicity/race, and gender)? What factors predict how much overall time immigrant-origin students spend on campus? What is the effect of academically productive time spent on campus on grade point average for immigrant-origin students? We also explored the following qualitative questions: What do immigrant-origin community college students say about the time they spend on campus? What insights do they have as to what impedes or facilitates their spending (or not spending) time on campus? Research Design The study proposed a new conceptual framework and employed an embedded sequential explanatory mixed-methods design approach. As part of a survey, participants (N = 644, 54.6% women; M age = 20.2 years; first-generation immigrant n = 213, 33%; second-generation immigrant n = 275, 43%) completed a series of items about the time that they spent on campus and their relationships with their instructors and peers. Qualitative response data were derived from an embedded interview subsample of participants (n = 58). Results Immigrant-origin students reported spending a considerable amount of out-of-class time—an average of 9.2 hours—on campus. Hierarchical regression analyses demonstrated that peer relationships and time spent helping parents or commuting positively predicted the amount of time students spent on campus. Qualitative responses provided further insights into immigrant-origin community college student experiences and provided perspectives on issues contributing to their spending out-of-class time on campus. Conclusions This study has implications for research, practice, and policy, given that immigrant-origin students make considerable use of their campus spaces. Community colleges should strive to nurture positive spaces and design the kind of on-campus programming that will enhance the success of immigrant-origin students. Collectively, these services will not only enhance the experience of immigrant-origin students but also be beneficial to the larger campus community that uses the community college sector as a stepping-stone toward upward social and economic mobility.

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“…Scholars have also highlighted how faculty pedagogy and curriculum serve students at HSIs (i.e. Alcantar & Hernandez, 2020;Cuellar & Johnson-Ahorlu, 2020;Doran, 2019;Garcia, 2016Garcia, , 2017). An emerging body of scholarship looks specifically at students' racialized experiences at HSIs (i.e.…”

Section: Literature Reviewmentioning

confidence: 99%

Further Contextualizing Racial Identity: Multiracial Students at Hispanic-Serving Institutions

Cristobal

Johnston‐Guerrero

García

2021

jcscore

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Despite the recent growth of literature on multiracial college students, there is still limited understanding about multiracial students at Minority-Serving Institutions (MSIs). This qualitative study explores the interplay of racialized identity and the unique contexts of Hispanic-Serving Institutions (HSIs) using data from eight multiracial students attending two HSIs in the Midwest. Findings explore how students made sense of their multiracial identities within specific ecological contexts of HSIs, including a mesosystem of diversity and inclusion and an exosystem of Latinidad. Overall, multiracial students generally felt included and provide a promising platform to better understand the unique positioning of HSIs in serving an increasingly diverse student body.

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“Here the Professors Are Your Guide, Tus Guías”: Latina/o Student Validating Experiences With Faculty at a Hispanic-Serving Community College

Cited by 44 publications

References 27 publications

Descriptive Analysis of Graduate Enrollment Trends at Hispanic-Serving Institutions: 2005-2015

Descriptive Analysis of Graduate Enrollment Trends at Hispanic-Serving Institutions: 2005-2015

Immigrant-Origin Students in Community College: How Do They Use Their Time on Campus?

Further Contextualizing Racial Identity: Multiracial Students at Hispanic-Serving Institutions

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