“‘I Was Gonna Go Off, but My Best Friend is White.”: Hispanic Students’ Co-Cultural Reasoning in a Hispanic Serving Institution

Sanford, Amy Aldridge; Rudick, C. Kyle; Nainby, Keith; Golsan, Kathryn B.; Rodriguez, Stephanie Rollie; Claus, Christopher

doi:10.1080/01463373.2018.1557723

Cited by 8 publications

(4 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…1080/08934215.2016.1268638 Sanford, A. A., Rudick, C. K., Nainby, K., Golsan, K. B., Rodriguez, S. R., & Claus, C. J. (2019).…”

Section: Orcidmentioning

confidence: 99%

“…I learned early on in my career that some Hispanic students perceived white professors to be rigid, structured, and unyielding and for these reasons avoid taking classes from these professors. White academics hold two positions of authority in society due to their racial and institutional identities, which can lead Hispanic students to engage in a high degree of self-monitoring and censoring around white faculty because they do not want to appear disrespectful (Sanford et al, 2019) As such, there is a need for the development of cultural competencies when working with Hispanic students; instructors (particularly white instructors) need to read between the lines and pay attention to what is not spoken as well as other contextual cues.…”

Section: Relational Distancementioning

confidence: 99%

See 1 more Smart Citation

Centering epistemologies on the margins and borders: reflections on an Hispanic-serving institution’s attempts to embrace equity and cultural wealth

Chen

2019

Communication Education

View full text Add to dashboard Cite

The U.S. Department of Education invites a university to be recognized as a Hispanicserving institution (HSI) if it is an institution of higher education that (a) is an eligible institution; and (b) has an enrollment of undergraduate full-time equivalent students that is at least 25 percent Hispanic students at the end of the award year immediately preceding the date of application (U.S. Department of Education, 2019). As of 2018, there are over 4,000 U.S. degree granting postsecondary institutions (National Center for Educational Statistics, 2019) and over 500 of them meet the federal enrollment criterion to be categorized as an HSI (Hispanic Association of Colleges and Universities, 2019). All in all, HSIs are roughly 15% of the nonprofit colleges and universities in our nation. To date, whites are three-fifths of the overall U.S. population and are declining in proportion to people of color. Currently, Latinxs are 18% of the total population (U.S. Census Bureau, 2019), and that percentage is projected to increase with the next census count. Correlatively, then, the shift of predominantly white institutions (PWIs) into HSIs is connected to the shift of U.S. demographics. As such, an understanding of HSIs requires an understanding of Latinxs. Despite the increasingly large role HSIs play in U.S. higher education, the field of communication and instruction have not addressed HSIs as a unique area of investigation. I understand and articulate the lack of HSI-specific research as being sourced from the same white-privileging institutional barriers that continue to prevent the valuing and citation of communication scholarship by and about Latinx people. The communication field has often and significantly been implicated in its own research biases. From antiwomen publication patterns (Blair, Brown, & Baxter, 1994) to incomplete Asian positional research offerings (Ono & Nakayama, 2004) to a lack of diversity-focused research in instructional communication (Hendrix, Mazer, & Hess, 2016) to the overemphasis on white-produced and white-focused published research (Chakravartty, Kuo, Grubbs, & McIlwain, 2018), our discipline periodically documents and then redocuments how impartial we are to intellectual work that does not uphold the white male status quo.

show abstract

“…1080/08934215.2016.1268638 Sanford, A. A., Rudick, C. K., Nainby, K., Golsan, K. B., Rodriguez, S. R., & Claus, C. J. (2019).…”

Section: Orcidmentioning

confidence: 99%

Section: Relational Distancementioning

confidence: 99%

Centering epistemologies on the margins and borders: reflections on an Hispanic-serving institution’s attempts to embrace equity and cultural wealth

Chen

2019

Communication Education

View full text Add to dashboard Cite

show abstract

“…Students have revealed they felt both socioeconomic and racial discrimination during their college years . S tudents explained the campus felt very White-dominated, which caused them to feel they did not belong (Greene & Oesterreich, 2012;James, 2014;Lundy-Wagner et al, 2013;Sanford et al, 2019). As soon as they arrived on campus, Latino students explained that they were made hyperaware of their racial distinctions .…”

Section: Context and Backgroundmentioning

confidence: 99%

An examination of Latino male undergraduate students' experiences integrating academically & socially at ivy league institutions

Jaimes¹

View full text Add to dashboard Cite

The Latino population in the United States has risen at the fastest rate in the last 50 years, relative to all other ethnic groups. However, the percentage of Latino males enrolling and graduating from colleges and universities has not kept pace with the population growth, especially at Ivy League institutions. Furthermore, many Latino males that attend Ivy League institutions have stated the environments they encountered there are not diverse, equitable, or inclusive, which makes it difficult for them to integrate academically and socially. This interpretative phenomenological analysis (IPA) investigated the individual reactions of eighteen Latino male students enrolled at eight Ivy League institutions to their experiences in the classroom, with curriculum, on campus, and in interactions with faculty and peers. Participants, through their stories, revealed they faced various barriers which made it difficult for them to integrate academically and socially while studying in an environment where they were made to feel they do not belong. Findings propose that higher education administrators address specific factors to make it possible for Latinos males to integrate academically and socially while also creating a more diverse, equitable, and inclusive environment that allows them to feel a sense of belonging. The contributions of the study, limitations, and future recommendations for research are also discussed.

show abstract

“…Kiyama, Museus, and Vega (2015) note that the student is assumed to be responsible for their comfort and ability to adapt. This approach misses the mark; with the shifting demographics pointing to the continued increase in the number of Latinx students attending colleges and universities, these institutions must scrutinize their infrastructures and identify how to best serve and support this student population (Sanford et. al, 2019;Garcia & Cuellar, 2020).…”

Section: Challenges Facing Hispanic-serving Institutionsmentioning

confidence: 99%

Latinx institutional agents: a narrative inquiry of how they employ their community cultural wealth at hispanic-serving community colleges in New England

Morales-Diaz

View full text Add to dashboard Cite

Latinx institutional agents' contribution to the development of a student-ready and relationship-centered campus environment is integral to the academic success of Hispanic-Serving Institutions in general, and for this study, Hispanic-Serving community colleges. The presence of Latinx institutional agents is a reflection of an institutional culture that is committed to working with, supporting, and serving the increasing Latinx student population on their campus. Furthermore, the ability of the Latinx institutional agents to employ their community cultural wealth during their interactions with students help improve an institution's retention, persistence, and completion rate of this student population. More importantly, Latinx institutional agents' use of their community cultural wealth as well as support for their work signals that the HSI federal designation is more than a moniker, but that it emphasizes its identity as a serving institution. This study will focus on how, when and where Latinx institutional agents employ their community cultural wealth, an act that is often unconscious, yet rooted in their own experiences. It is does experiences that provide Latinx students access to the resources and acquisition of the tools and knowledge needed to navigate social institutions with which they are not familiar.

show abstract

“‘I Was Gonna Go Off, but My Best Friend is White.”: Hispanic Students’ Co-Cultural Reasoning in a Hispanic Serving Institution

Cited by 8 publications

References 27 publications

Centering epistemologies on the margins and borders: reflections on an Hispanic-serving institution’s attempts to embrace equity and cultural wealth

Centering epistemologies on the margins and borders: reflections on an Hispanic-serving institution’s attempts to embrace equity and cultural wealth

An examination of Latino male undergraduate students' experiences integrating academically & socially at ivy league institutions

Latinx institutional agents: a narrative inquiry of how they employ their community cultural wealth at hispanic-serving community colleges in New England

Contact Info

Product

Resources

About