Abstract: 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 colleges to delve further into the different experiences of Latino males based on the intersection of race and gender. This study as part of the Texas Education Consortium for Male Students of Color explored how HSI community college might express a commitment to serving Latino males through the design and implementation of programming. The authors utilized a framework including concepts of HSI organizational identity, norms of racism in higher education, and gendered racism to conceptualize a Latino male-serving organizational identity. Findings revealed that colleges should go beyond Latino male outcomes to create a culture of commitment embedded throughout the college and not just isolated to men of color programming. This research has implications for the significant role that HSI community colleges can take in becoming leaders in serving Latino males through a purposeful and intentional commitment.

Abstract: 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 in its service to low-income students and the local community, and changing expectations for faculty and staff compromise the hiring and retention of marginalized groups such as women and people of color

Abstract: 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 purpose of this study was to apply the theoretical notions laid out in the Typology of HSI Organizational Identities about what it means for members to construct an organizational identity for serving Latinx students beyond the HSI federal designation. We utilized the typology to guide this study, seeking to better understand the misalignment between an ideal and currently constructed HSI identity. Findings confirm that the way members make sense of both an ideal HSI identity and a currently enacted identity are connected to outcomes and cultural indicators of what it means to serve Latinx students. Yet the ideal and the current identities do not always align, suggesting an HSI identity is transitional. Moreover, findings suggest that an HSI identity is likely connected to unique institutional missions and characteristics, which means it will vary across HSIs. Theoretical implications are discussed.

Abstract: 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.

Abstract: 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 ongoing identity development that may be required of institutions and supporting the need to expand the existing HSI (Hispanic-serving institution) narrative.

Abstract: 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 of institutional departure Table 1 (Appendix) to explain the role of academic advisors as the advising pattern was designed within this specific model which is widely accepted by the postsecondary academic community. The survey results indicated that students appreciate the dissemination of knowledge from the advisor the most. The survey results indicated that the focus on the student as an individual was the least needed. No significant relationship was found among advisor availability, advisor time with student, advisor focus on student as an individual, advisor dissemination of knowledge, and advisor assistance of educational planning and the criterion variable of perceived value of the advisor among students. No significant difference was found between males and female students and prior college hours on the perceived value of the advisor. However, after a multilinear regression correlation coefficient was analyzed, advisor dissemination of knowledge was significant to the student perception of the advisor. This suggested more frequent advisor-student interactions influenced student success. It was recommended that the HSI provide ongoing professional development and training for academic advisors to build a stronger relationship between advisors and students.