Hispanic-Serving Institutions: What Are They? Where Are They?

Laden, Berta Vigil

doi:10.1080/10668920490256381

Cited by 78 publications

(65 citation statements)

References 3 publications

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“…Not only do such institutions educate a disproportionately large number of URM students (Laden 2004;Provasnik and Shafer 2004), but they also are known for cultivating an environment that is culturally responsive, conducive to learning, and affirming of student experiences (Outcalt and Skewes-Cox 2002). However, with some exceptions, such institutions tend to have low educational expenditures per student (Benitez 1998).…”

Section: Institutional Context and Student Outcomesmentioning

confidence: 99%

Training Future Scientists: Predicting First-year Minority Student Participation in Health Science Research

et al. 2007

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Using longitudinal data from the UCLA Cooperative Institutional Research Program (CIRP) and Your First College Year (YFCY) surveys, this study examines predictors of the likelihood that science-oriented students would participate in a health science undergraduate research program during the first year of college. The key predictors of participation in health science research programs are students' reliance on peer networks and whether campuses provide structured opportunities for first-year students even though only 12% of freshmen in the sample engaged in this activity. These experiences are particularly important for Black students. The findings inform efforts to orient students at an early stage, particularly under-represented minorities, toward biomedical and behavioral science research careers.

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Section: Institutional Context and Student Outcomesmentioning

confidence: 99%

Training Future Scientists: Predicting First-year Minority Student Participation in Health Science Research

et al. 2007

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“…For example, some strands of research have focused on the development of HSIs, their institutional characteristics, and the institutional agents of HSIs (e.g., de los Santos & de los Santos, 2003;Doran, 2015;García & Ramirez, 2015;Laden, 2004;Murphy, 2013;Santiago, 2006). 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).…”

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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“…The term Hispanic-Serving Institution (HSI) as an official designation was formalized in 1992 when Congress reauthorized the 1965 Higher Education Act (HEA) under Title III, and again in 1998 under Title V. Under this legislation HSIs are defined as "…accredited and degree-granting public or private nonprofit institutions of higher education with 25% or more total undergraduate Hispanic full-time equivalent student enrollment" (Laden, 2001(Laden, , 2004Santiago, 2006, p. 3). Inspired by the opportunities gained by Historically Black Colleges and Universities (HBCUs) stemming from the HBCU designation under the 1965 HEA, the notion of a "Hispanic Institution," gained traction during the early 1980s (Laden, 1999(Laden, & 2001Nevárez, M., personal communication, August 20, 2016).…”

Section: Historical Background Of Hsismentioning

confidence: 99%

The University of Texas Rio Grande Valley: Reframing HSIs through a Multi-Sited Ethnography

et al. 2018

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This article contributes to the study of Hispanic-Serving Institutions (HSIs) through a narrative grounded on two points of innovation. It offers frameworks to decenter the conversation on HSIs from normative practices in higher education to focus on pedagogical, cultural, and political relational processes that find greater congruence between nominal HSIs and the serves. This study employs a methodology and theoretical framework that aligns the inquiry, pedagogy, and meaning-making process in a generative and relational discourse.

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Hispanic-Serving Institutions: What Are They? Where Are They?

Cited by 78 publications

References 3 publications

Training Future Scientists: Predicting First-year Minority Student Participation in Health Science Research

Training Future Scientists: Predicting First-year Minority Student Participation in Health Science Research

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

The University of Texas Rio Grande Valley: Reframing HSIs through a Multi-Sited Ethnography

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