Toward a New Understanding of Hispanic-Serving Community Colleges

Abstract

Purpose: The purpose of this article is to synthesize the literature around Hispanic-Serving Institutions (HSIs), community colleges, and Latina/o/x community college students to propose practices specifically for community colleges that are officially designated HSIs or want to be more Latinx-serving. Argument: Utilizing the conceptual framework for servingness in HSIs by Garcia et al., this essay makes the case for ways that Latinx-serving, research-based practices can be implemented in Hispanic-serving community colleges. Conclusions: As more 2-year colleges reach the threshold for the HSI designation, they may look for ways to implement policies and practices that boost the access and attainment of Latina/o/x students and enhance practices that may benefit students from other minoritized groups as well.

Exploring computing identity development for Latinx students at a Hispanic-serving community college.

“…This study took place at one of the nation’s largest, most visible HSCCs; however, this study highlights that servingness may not fully reach computing curriculum and grant-making efforts. Similar to Doran (2022), which emphasized how some HSCCs have a general absence of Latinx-centered curriculum, this study suggests that this phenomenon may be present within computing curriculum, even at highly visible HSCCs engaged in HSI grant-making efforts.…”

“…While some HSIs embed culturally relevant curriculum and programming (Garcia & Okhidoi, 2015), this study questions whether those culturally relevant elements are present within computing spaces at HSCCs. Although scholarship on HSCCs may emphasize the importance of culturally relevant curriculum and pedagogy, engagement with the Latinx community, and services for minoritized students (Doran, 2023), this study demonstrates that Latinx computing students may not experience servingness elements within their computing courses or utilize services for minoritized students. The lack of servingness within individual courses may be an assumption from faculty or administrators regarding the appropriateness of culturally relevant content or the presumption that students will experience servingness through other spaces and services at the HSCC.…”

“…Emerging work also emphasizes the importance of general servingness symbols (e.g., Spanish language webpages, featuring HSI-oriented awards), funding priorities (Title V grants, HSI focused), Latinx leaders, and Latinx-centered strategic planning. She goes on to describe how some HSCCs, despite their HSI designation, invoke race—neutral and—evasive value statements and have a general absence of Latinx-centered curriculum and financial aid opportunities (Doran, 2022).…”

“…of intentionality needed for serving marginalized STEM students at HSIs (Garcia et al, 2019). Doran (2023) applied the servingness framework specifically to HSCCs, highlighting "compositional diversity; culturally relevant curriculum and pedagogy; engagement with the Latinx community; and programs and services for minoritized students" as important elements of considering an institution's commitment to servingness. Emerging work also emphasizes the importance of general servingness symbols (e.g., Spanish language webpages, featuring HSI-oriented awards), funding priorities (Title V grants, HSI focused), Latinx leaders, and Latinx-centered strategic planning.…”

Creating a culture of servingness for Latinx engineering students in Hispanic‐serving community colleges

“…However, HSI designation is often complicated by a lack of clarity about what it means to be an HSI and the fact most HSIs were not created with an express mission to serve Latinx students (Garcia et al, 2019). As applied to HSCCs, Doran (2022Doran ( , 2023 articulates the importance of culturally relevant curricula, symbols of servingness, and Latinx-centered funding priorities and strategic planning. Together, these works caution against race-neutral and race-evasive statements and a lack of Latinx-centered initiatives (Doran, 2022(Doran, , 2023.…”