CAHSI HSIs Servingness Resources

Jones, V., & Sáenz, V. (2020). Enacting a Latino Male-Serving Organizational Identity: The Role of HSI Community Colleges. Community College Journal of Research and Practice, 1-19.

Hispanic-serving institutions (HSIs) increasingly provide educational opportunities for underrepresented groups such as Latinx students; however, their categorization as minority-serving institutions is a function of their enrollment data rather than an explicit commitment to serving specific cultural needs. The authors of this study add to the literature on HSIs by further recognizing the need for community […]

Fernandez, F., & Burnett, C. A. (2020). Considering the need for organizational resilience at hispanic serving institutions: a study of how administrators navigate institutional accreditation in Southern states. International Journal of Qualitative Studies in Education, 1-17.

Prior literature on resilience in the Latina and Latino community focuses on student resilience. In this paper we argue that it is also important to consider organizational resilience among the colleges and universities that enroll large percentages of Latina and Latino students. Minority-Serving Institutions (MSIs) often come under undue public scrutiny, sometimes inadvertently, when policymakers […]

Gonzalez, E., Ortega, G., Molina, M., & Lizalde, G. (2020). What does it mean to be a Hispanic-Serving Institution? Listening to the Latina/o/x voices of students. International Journal of Qualitative Studies in Education, 1-14.

The purpose of this study is to examine what the Hispanic-Serving Institution (HSI) designation means to Hispanic college students at a Research One four-year university. This qualitative case study used one-on-one interviews with Hispanic undergraduate and graduate students to explore their experiences and perceptions of what it means to be an HSI and how the […]

Hu, X., & Blanco, S. A. (2020). Recognized to Serve: Do (Emerging) Hispanic-Serving Community Colleges Expand Access?. Community College Journal of Research and Practice, 1-17.

Over the years, more colleges and universities have gained the designation of Hispanic-serving institutions (HSIs) and emerging Hispanic-serving institutions (EHSIs). The Hispanic-serving community colleges (HSCCs) have a dual mission of authentically serving both Latinx students and other marginalized student population. This study aims to examine if community colleges have effectively served this dual mission by […]

Bensimon, E. M., Dowd, A. C., Stanton-Salazar, R., & Dávila, B. A. (2019). The role of institutional agents in providing institutional support to Latinx students in STEM. The Review of Higher Education, 42(4), 1689-1721.

Case study results featuring four Latinx STEM faculty members illustrate the forms of institutional support professors can provide to increase the number of Latinx students in science, technology, engineering, and mathematics (STEM) fields. The findings highlight three areas of university faculty agency to integrate Latinx students into the cultural and discursive world of STEM: recruitment, […]

Ching, C. D. (2019). Supporting Latinx students in Hispanic-Serving Institutions: An exploration of faculty perceptions and actions. Journal of Latinos and Education, 1-20.

While acknowledged as vital to expanding educational opportunity for Latinx students, Hispanic-serving institutions (HSIs) are also criticized for not adequately serving this population. Drawing on interviews with faculty at three HSIs, this study examines how faculty view Latinx students and their role in advancing these students’ learning, development, and success. Findings show that faculty perceptions […]

Cuellar, M. G. (2019). Creating Hispanic-serving institutions (HSIs) and emerging HSIs: Latina/o college choice at 4-year institutions. American Journal of Education, 125(2), 231-258.

A substantial proportion of Latina/o college students enroll at Hispanic-Serving Institutions (HSIs) and emerging HSIs. Utilizing data from the University of California, Los Angeles Cooperative Institutional Research Program, this study quantitatively examines the choice process of Latina/os enrolled at 4-year HSIs, emerging HSIs, and non-HSIs. Guided by traditional theories of college choice and community cultural […]

DeTurk, S., & Briscoe, F. M. (2019). Equity versus Excellence: Is the Pursuit of “Tier-1” Status Compatible With Social Justice?. Journal of Hispanic Higher Education, 1538192719836197.

This study explored the social justice implications of the transition of a Hispanic-serving Institution (HSI) to a “Tier-1” institution. Interviews and demographic statistics describe a university that has increased its global reach, its enrollment of students of color, and the prestige of the Latinx-majority city in which it is located. Conversely, the institution is declining […]

Garcia, G. A., Ramirez, J. J., Patrón, O. E., & Cristobal, N. L. (2019). Constructing an HSI organizational identity at three Hispanic-serving Institutions in the Midwest: Ideal versus current identity. The Journal of Higher Education, 90(4), 513-538.

As the number of Hispanic-Serving Institutions (HSIs; postsecondary institutions that enroll 25% or more Latinx students) in the United States increases annually, so does the need to theorize about what it means to have an HSI organizational identity. Using interview data from a multiple case study of three institutionally diverse HSIs in the Midwest, the […]

Garcia, G. A., Núñez, A. M., & Sansone, V. A. (2019). Toward a multidimensional conceptual framework for understanding “servingness” in Hispanic-Serving Institutions: A synthesis of the research. Review of Educational Research, 89(5), 745-784.

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 […]

Marin, P. (2019). Is “business as usual” enough to be Hispanic-serving? Becoming a Hispanic-serving research institution. Journal of Hispanic Higher Education, 18(2), 165-181.

This study focuses on an emerging Hispanic-Serving Research Institution (HSRI) and seeks to understand its Hispanic-serving identity as seen through the eyes of senior campus administrators. Findings suggest that instead of asking whether an institution is Hispanic-serving, it may be more appropriate to ask about the extent to which an institution is Hispanic-serving, acknowledging the […]

Vasquez, S., Jones, D., Mundy, M. A., & Isaacson, C. (2019). Student Perceptions of the Value of Academic Advising at a Hispanic Serving Institution of Higher Education in South Texas. Research in Higher Education Journal, 36.

The purpose of this study was to determine the perception of the value of academic advising to second-year students at a Hispanic Serving Institution in south Texas. This study surveyed second-year students during the 2016-2017 year to examine whether academic advising enhanced the retention. The theoretical foundation of this study relied on the Tinto’s model […]

Zimmerman, H. B., Toven-Lindsey, B., Sax, L. J., Lehman, K. L., & Blaney, J. M. (2019). Building momentum: How department chairs lead initiatives to broaden participation in computer science. In Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). Minneapolis, MN: IEEE.

Broadening participation in computer science (CS) for women and underrepresented minority (URM) students is an important national priority. This research is part of a larger, longitudinal, qualitative study that highlights the role of the department chair in leading diversity-related change initiatives at a set of institutions across the country. Findings from this study reveal important […]

Franco, M. A., & Hernández, S. (2018). Assessing the capacity of Hispanic Serving Institutions to serve Latinx students: Moving beyond compositional diversity. New Directions for Institutional Research, 2018(177), 57-71.

This chapter provides an overview of the growth among Hispanic serving institutions (HSIs) and discusses the use of assessment as a key strategy for understanding institutional capacity for serving Latinx college students. Frameworks for understanding campus climate and examining college outcomes among Latinx students are explored, along with highlighting models for assessing campus climate and […]

Garcia, G. A. (2018). Decolonizing Hispanic-serving institutions: A framework for organizing. Journal of Hispanic Higher Education, 17(2), 132-147.

Hispanic-serving institutions (HSIs) should realign their organizational approach in order to liberate themselves and their students. As colonized institutions enrolling colonized people, HSIs must recognize their history of colonialism before moving toward an organizational model grounded in decolonization. The Organizational Framework for Decolonizing HSIs has nine elements and is grounded in organizational theory, yet it […]

Garcia, G. A., & Ramirez, J. J. (2018). Institutional agents at a Hispanic serving institution: Using social capital to empower students. Urban Education, 53(3), 355-381.

As enrollment-driven postsecondary institutions, Hispanic Serving Institutions (HSIs) must actively find ways to better “serve” their students. Guided by Stanton-Salazar’s social capital framework, this study sought to understand how institutional agents use various forms of capital to develop structures that support and empower minoritized students. Using data from a study of one 4-year, master’s granting […]

Garcia, G. A., & Dwyer, B. (2018). Exploring college students’ identification with an organizational identity for serving Latinx students at a Hispanic serving institution (HSI) and an emerging HSI. American Journal of Education, 124(2), 191-215.

Hispanic Serving Institutions (HSIs; postsecondary institutions that enroll 25% or more Latinx students) are increasing in significance. But to what extent do students attending an HSI, or an emerging HSI (enrolls 15%–24% Latinx students), identify with an organizational identity for serving Latinx students? There is a need to understand how members identify with an organizational […]

Núñez, A. M. (2017). Flipping the HSI narrative: An HSI positionality. Association of Mexican American Educators Journal, 11(3), 276-295.

Historically, the predominant narrative framing Hispanic-Serving Institutions (HSIs) is that they are monolithic and underperforming, inscribed in a false dichotomy as “Hispanic-Serving” or merely “Hispanic-Enrolling” (Núñez, Hurtado, & Calderón Galdeano, 2015). Together, these narrative threads weave a deficit perspective on HSIs that manifests itself too often, either implicitly or explicitly, when HSIs are addressed in […]

Sax, L. J., Zimmerman, H. B., Blaney, J. M., Toven-Lindsey, B., & Lehman, K. J. (2017). Diversifying computer science departments: How department chairs become change agents for women and underrepresented minority students. Journal of Women and Minorities in Science and Engineering, 23(2), 101-119.

Broadening participation in computer science for women and underrepresented minority students remains an area of concern for many colleges and universities. Yet, little is known about the role of department chairs in initiating and leading efforts to recruit and retain women and students of color. Interviews with 15 department chairs participating in a nationwide effort […]

Garcia, G. A. (2017). Defined by outcomes or culture? Constructing an organizational identity for Hispanic-serving institutions. American Educational Research Journal, 54(1_suppl), 111S-134S.

While Hispanic-Serving Institutions (HSIs) enroll at least 25% Latinx students, the perennial question facing HSIs is, “What does it mean for postsecondary institutions to be Latinx-serving”—essentially an organizational identity question. Guided by the extant literature on organizational identity, culture, and institutionalism and using an in-depth case study of a federally designated, four-year HSI, this study […]

Marin, P., & Pereschica, P. (2017). Becoming an Hispanic-serving research institution: Involving graduate students in organizational change. Association of Mexican American Educators Journal, 11(3), 154-177.

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 […]

Hatch, D. K., Mardock Uman, N., & Garcia, C. E. (2016). Variation Within the “New Latino Diaspora” A Decade of Changes Across the United States in the Equitable Participation of Latina/os in Higher Education. Journal of Hispanic Higher Education, 15(4), 358-385.

This study problematizes the common discourse that rapid and widespread Latina/o demographic growth in the United States is a driving force in realizing higher education equity gains. Using equity indices for students, faculty, and administrative leaders at the state level, we present a portrait of changes in Latina/o participation in higher education over the last […]

Garcia, G. A. (2016). Complicating a Latina/o-serving identity at a Hispanic serving institution. The Review of Higher Education, 40(1), 117-143.

As institutions not founded to “serve” Latina/o students, Hispanic Serving Institutions (HSIs) are criticized for solely being “Hispanic-enrolling,” with access and graduation rates being hypothesized as indicators of an organizational identity for HSIs. Drawing from a case study with 88 participants, the purpose of this investigation was to complicate what it means to be Latina/o-serving […]

Núñez, A. M., Crisp, G., & Elizondo, D. (2016). Mapping Hispanic-Serving Institutions: A typology of institutional diversity. The Journal of Higher Education, 87(1), 55-83.

Hispanic-Serving Institutions (HSIs), institutions that enroll at least 25% Hispanic students, are institutionally diverse, including a much wider array of institutional types than other Minority-Serving Institutions (MSIs). Furthermore, they have distinctive institutional characteristics from those typically emphasized in institutional typologies such as the Carnegie classification system. To understand better the heterogeneity among HSIs based on […]

Doran, E. E. (2015). Negotiating access and tier one aspirations: The historical evolution of a striving Hispanic-serving institution. Journal of Hispanic Higher Education, 14(4), 343-354.

This study evaluates the recent move toward Tier One by the University of Texas at San Antonio (UTSA) in light of its historical commitment to serve the largely Hispanic population of South Texas. Among the largest Hispanic-serving universities, UTSA provides a useful case study of this type of institution both historically and at the organizational […]

Garcia, G. A., & Okhidoi, O. (2015). Culturally relevant practices that “serve” students at a Hispanic Serving Institution. Innovative Higher Education, 40(4), 345-357.

As institutions not founded to “serve” Latina/o students, Hispanic Serving Institutions (HSIs) must actively change their curricula and programs to meet the needs of their diverse population, including Latina/o, low income, and first generation students. Using a case study approach, including interviews and focus groups, this study examined culturally relevant practices at one HSI, including […]

Malcom-Piqueux, L. E., & Mara Bensimon, E. (2015). Design principles for equity and excellence at Hispanic-serving institutions. Perspectivas: Issues in Higher Education Policy and Practice.

Many higher education researchers, policymakers, educational advocates, institutional leaders, and educational practitioners have called for widespread dialogue on what it means to be truly Hispanic-Serving. Due in part to the lack of consensus on what it means to be Hispanic Serving Institutions (HSIs), they lack guidance on how to assess themselves on how well they […]

Cuellar, M. (2014). The impact of Hispanic-Serving Institutions (HSIs), emerging HSIs, and non-HSIs on Latina/o academic self-concept. The Review of Higher Education, 37(4), 499-530.

Knowledge is presently limited on experiences and outcomes at four-year Hispanic-Serving Institutions (HSIs) and emerging HSIs. Multiple regression analyses, performed on data from the Cooperative Institutional Research Program, illuminate how background characteristics and student experiences at four-year HSIs, emerging HSIs, and non-HSIs influence Latina/o academic self-concept. The sample included 2,123 Latina/os at 249 colleges and […]

Santos, J. L., & Acevedo-Gil, N. (2013). A report card on Latina/o leadership in California’s public universities: A trend analysis of faculty, students, and executives in the CSU and UC systems. Journal of Hispanic Higher Education, 12(2), 174-200.

The article examines the status of leadership in two California public higher education systems: California State University (CSU) and the University of California (UC) from 2001 to 2009. Findings reveal that the representation of Latina/o faculty and administrators does not reflect the density in the Latina/o undergraduate student and general population. The level of success […]

Espinoza, P. P., & Espinoza, C. C. (2012). Supporting the 7th-year undergraduate: Responsive leadership at a Hispanic-serving institution. Journal of Cases in Educational Leadership, 15(1), 32-50.

Administrators at 4-year, public institutions of higher education commonly negotiate a balance between the oft-competing goals of access and excellence. This is heightened within minority–majority campuses, such as Hispanic-serving institutions (HSIs), serving substantial numbers of first-generation degree seekers and low-income students. Administrators are obliged to support the needs of a “non-traditional” student body, while they […]

Núñez, A. M. (2009). Modeling the effects of diversity experiences and multiple capitals on Latina/o college students’ academic self-confidence. Journal of Hispanic Higher Education, 8(2), 179-196.

This study develops a model predicting academic self-confidence for 2nd-year Latina/o college students. Findings indicate that forms of academic, cultural, social, and intercultural capital (the capacity to negotiate diverse racial and ethnic environments) are positively associated with academic self-confidence. The prevalence of negative cross-racial interactions is negatively associated with academic self-confidence. The study’s results suggest […]