Institutional Effectiveness

Murphy, Joel

doi:10.1177/1538192713493010

Cited by 7 publications

(7 citation statements)

References 12 publications

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“…The literature shows, however, that leaders at HSIs face a number of decision-making challenges. Importantly, HSI leaders struggle to recruit, train, and retain part-time and full-time faculty that can effectively teach minoritized students (de los Santos & Cuamea, 2010;Murphy, 2013). Using descriptive data from sources such as Integrated Postsecondary Educational Data System, scholars have highlighted huge gaps in faculty, staff, and administrators of color at HSIs (Gonzales, 2015;Santos & Acevedo-Gil, 2013).…”

Section: Leadership and Decision Makingmentioning

confidence: 99%

Toward a Multidimensional Conceptual Framework for Understanding “Servingness” in Hispanic-Serving Institutions: A Synthesis of the Research

García

Núñez

Sansone

2019

Review of Educational Research

184

327

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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.

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Section: Leadership and Decision Makingmentioning

confidence: 99%

Toward a Multidimensional Conceptual Framework for Understanding “Servingness” in Hispanic-Serving Institutions: A Synthesis of the Research

García

Núñez

Sansone

2019

Review of Educational Research

184

327

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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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“…Hurtado and Ponjuan (2005) note that many institutions "retain structures and practices that reflect assumptions that preserve White norms" (p. 235). For this reason, some HSIs have come under scrutiny for not living up to their ideals (Murphy, 2013), with many accused of racism due to the lack of infrastructure to provide the appropriate services or mentoring opportunities for this student population . Also problematic is the use of race-neutral approaches to address issues that affect Latinx students (Solórzano, Villalpando & Oseguera, 2005).…”

Section: Rationale and Significancementioning

confidence: 99%

“…According to Perrakis and Hagedorn (2010), HSIs must have a selfidentified FTE Latinx student population of at least 25%. Half of these students enrolled at a Hispanic-serving campus must also identify as low-income and be first-generation college students (Murphy, 2013). Also, HSIs must be non-profit, accredited, and offer degree programs (Murphy, 2013;Perrakis & Hagedorn, 2010).…”

Section: Challenges Facing Hispanic-serving Institutionsmentioning

confidence: 99%

“…Flores, Horn, and Crisp (2006) note that approximately half of the Latinx students enrolled at two-year colleges are likely to select a Hispanic-Serving Community College. This practice is expected to continue since more than half of all Hispanic-Serving Institutions are community colleges, with the majority located near or in urban areas (Excelencia in Education, 2020; Murphy, 2013). The enrollment trends for Latinx students choosing an HSCC are also common in those states with a high number of Latinxs.…”

Section: Hispanic-serving Community Collegesmentioning

confidence: 99%

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

Morales-Diaz

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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.

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Institutional Effectiveness

Cited by 7 publications

References 12 publications

Toward a Multidimensional Conceptual Framework for Understanding “Servingness” in Hispanic-Serving Institutions: A Synthesis of the Research

Toward a Multidimensional Conceptual Framework for Understanding “Servingness” in Hispanic-Serving Institutions: A Synthesis of the Research

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

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

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