Hispanic-Serving Institutions

Torres, Vasti; Zerquera, Desiree D.

doi:10.1177/1538192712441371

Cited by 35 publications

(21 citation statements)

References 30 publications

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“…Even the two campuses that did articulate their dual designation on their digital platforms often couched their designation under diversity initiatives or folded under different hyperlinks, instead of prominently displaying it as part of their main webpages. These findings are consistent with literature that focuses on public communication, or more importantly, lack thereof, of HSI designations (Contreras et al, 2008;Torres & Zerquera, 2012). Additionally, the varying levels of equity being communicated through campus artifacts differed by racial and ethnic groups.…”

Section: Discussionsupporting

confidence: 89%

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In a State of Becoming: How Institutions Communicate Asian American and Pacific Islander- and Latinx-Servingness Through Campus Artifacts

2020

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This study examines the ways campus artifacts communicate Asian American and Pacific Islander (AAPI)- and Latinx-servingness at dually designated Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs) and Hispanic-Serving Institutions (HSIs). Using critical ethnographic methods, the researchers collected data at three AANAPISI- HSIs regionally concentrated in a western state. Findings from this study reveal that the campus environments of the three institutions were in a state of flux and are captured through two interconnected themes that emerged from the data: striving to become and undermining progress towards becoming. This study has implications for understanding how AANAPISI-HSIs communicate AAPI- and Latinx-servingness through campus artifacts.

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Section: Discussionsupporting

confidence: 89%

“…Campus artifacts include artwork (e.g., murals, statuary), signage (i.e., building names), graffiti, and architecture (e.g., buildings;Banning et al, 2008). The authors expand the conception of campus artifacts by including digital platforms (Torres & Zerquera, 2012) and a campus' geography (Alcantar et al, 2020).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

In a State of Becoming: How Institutions Communicate Asian American and Pacific Islander- and Latinx-Servingness Through Campus Artifacts

2020

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“…While I classified institutions along this dimension based on previous research (Garcia & Okhidoi, 2015;Torres & Zerquera, 2012), I…”

Section: Discussionmentioning

confidence: 99%

“…Others have expanded and highlighted these factors within an HSI context (Garcia, 2016;Garcia & Okhidoi, 2015;Torres & Zerquera, 2012). Guided by these propositions, I reviewed mission and value statements, strategic plans, websites for programs that support minoritized students (low income, first-generation, Students of Color), and news articles about the institution's status as an HSI.…”

Section: In Reviewing Websites Of the Institutions In The Sample I Lmentioning

confidence: 99%

What Does it Mean to be Latinx-serving? Testing the Utility of the Typology of HSI Organizational Identities

García

2018

AMAE Journal

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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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“…Additional research has examined factors that influence Latino/a students' persistence, success, and college-going experiences at HSIs suggesting that the unique context at HSIs is an important factor impacting educational outcomes for these students (e.g., Arana, Castañeda-Sound, Blanchard, & Aguilar, 2011;ArbeloMarrero & Milacci, 2016;Cuellar, 2012;Fosnacht & Nailos, 2016;Maestas, Vaquera, & Zehr, 2007;Musoba, Collazo, & Placide, 2013). Other studies have focused on why students choose to attend HSIs (e.g., Cejda, Casparis, & Rhodes, 2002;Núñez & Bowers, 2011;Núñez, Sparks, & Hernandez, 2011;Santiago, 2008;Torres & Zerquera, 2012). Generally, with a few exceptions, research institutions are not reflected in these bodies of work.…”

Section: Hispanic-serving Institutions: History and Researchmentioning

confidence: 99%

Becoming an Hispanic-Serving Research Institution: Involving Graduate Students in Organizational Change

Marín

Pereschica

2018

AMAE Journal

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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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Hispanic-Serving Institutions

Cited by 35 publications

References 30 publications

In a State of Becoming: How Institutions Communicate Asian American and Pacific Islander- and Latinx-Servingness Through Campus Artifacts

In a State of Becoming: How Institutions Communicate Asian American and Pacific Islander- and Latinx-Servingness Through Campus Artifacts

What Does it Mean to be Latinx-serving? Testing the Utility of the Typology of HSI Organizational Identities

Becoming an Hispanic-Serving Research Institution: Involving Graduate Students in Organizational Change

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