Abstract: Student success programs have achieved demonstrated benefits in broadening participation in geosciences and other STEM fields. These programs typically require an application from potential participants despite known challenges in recruiting students from historically underrepresented populations. The purpose of this study was to evaluate the effectiveness of an invitational recruitment strategy for engaging undergraduate geology majors in the Geoscience Pathways program at the University of Texas at San Antonio, a large public Hispanic-Serving Institution. The program aimed to improve the academic performance and career preparedness of these majors to facilitate their transition into the geoscience workforce. This strategy involved generating a pool of students who met program selection criteria, delivering personalized paper invitations that guaranteed participation to individuals in classes, and securing their commitment to participate after a program briefing. Using paper invitations to communicate with selected students gave higher response rates about attending the program briefing than using email to reach invitees. Of the students attending briefings, nearly 90% decided to participate, with their demographics generally matching those of their peers at the same educational level. Based on focus groups and surveys, receipt of personalized invitations also positively impacted the self-efficacy and motivation of participants. Results indicate that carefully planned recruitment processes are central to developing programs to engage populations that have historically participated less in geosciences and other STEM fields. Actively working toward the participation of all students of potential can help propel underrepresented groups into a geoscience career carrying increased motivation, skills, and experience to address the projected workforce shortfall.

Abstract: Hispanics have become the largest ethnic minority in the US Better serving Hispanics to succeed in tertiary education and scientific fields like computing is critical to build equitable life opportunities and strengthen the US workforce. Typically, the most selective postsecondary institutions are emphasized as exemplary models for developing human capital in the US. Yet, due to the nation’s tertiary education institutional stratification, relatively low numbers of Hispanics are enrolled in these institutions. We examine how Hispanic-Serving Institutions (HSIs), federally designated institutions in the US that enroll at least 25% Hispanics, develop strategies to raise Hispanic attainment in computing fields. Specifically, we explore the activities of HSIs in the Computing Alliance for Hispanic-Serving Institutions (CAHSI), a network of over 60 HSIs and other stakeholders that are committed to raising Hispanic attainment in postsecondary computing. We address the question: How do HSIs in CAHSI employ strategies to develop talent in computing among Hispanics? Specifically, we examine how CAHSI institutions apply values that are grounded in Hispanic communities, including emphases on confianza, respeto, and familia, to support Hispanic students in computer science. Our findings indicate the importance of centering Hispanic cultural assets to improve Hispanic success in computing.

Abstract: 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 evaluate MSIs using the same standards that they use for more homogeneous institutions. In this multiple case study, we consider how structures and practices can support organizational resilience across different types of Hispanic-Serving Institutions (HSIs). Because prior research suggests that MSIs are disproportionately subjected to adverse actions from institutional accreditors, we focus on studying organizational resilience within the context of the institutional accreditation process. Consistent with theory on organizational resilience, we find that the structures and practices that supported organizational resilience resulted from relatively ordinary adaptive processes. We discuss implications for theory and practice.

Abstract: Data show that science, technology, engineering and math (STEM) postsecondary training programs lack gender and racial/ethnic diversity. Recent policy efforts are aimed at creating more inclusive environments for underrepresented groups in STEM and several national reports highlight progress. We argue that prior analyses have not considered institutional contexts and changes in the demographics of students enrolled in higher education more broadly. We propose new measures of gender and racial/ethnic parity in the computing fields. Using these measures, we find that while computing fields have made progress in the number of female students and students of color receiving degrees, gender and racial/ethnic parity has changed little and, in some cases, declined. We conclude with recommendations for researchers, practitioners, and policymakers.  

Abstract: 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 HSI designation can affect their collegiate experience. The study was guided by Museus’s culturally engaging campus environments model to help identify what strategies can enhance the educational experiences of Hispanic students attending an HSI. The findings of this paper only include data from students of this particular HSI. The overarching themes that emerged include a sense of belonging through campus organizations, the presence of Latina/o/x faculty, and institutional diversity.

Abstract: 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 expanding access for Latinx students, low-income students, and other students of color upon being designated with the EHSI/HSI status. To answer the research question, we used a national dataset which was drawn from multiple sources between 2010 and 2017 and a generalized difference-in-differences approach. Our findings show that the EHSI/HSI designation increased the proportion of Latinx students and low-income students, but this expansion can be at a cost of access for other students of color. Practical implications are provided, including continuous federal funding, strategic enrollment management, and constant consideration of the dual mission of HSCCs.