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

2019 ◽  
Vol 89 (5) ◽  
pp. 745-784 ◽  
Author(s):  
Gina A. Garcia ◽  
Anne-Marie Núñez ◽  
Vanessa A. Sansone
Keyword(s):  
Systematic Review ◽  
Conceptual Framework ◽  
Federal Government ◽  
Research Policy ◽  
Colleges And Universities ◽  
Journal Articles ◽  
Policy And Practice ◽  
Hispanic Serving Institutions ◽  
Hispanic Serving ◽  
Elusive Concept

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.

scholarly journals Students’ Perceptions of Diversity at Two Hispanic-Serving Institutions Through Pictures: A Focus on Structures for Serving

2020 ◽  
Vol 14 (3) ◽  
pp. 10-29
Author(s):  
Gina Ann García ◽  
Marialexia Zaragoza
Keyword(s):  
Federal Government ◽  
Organizational Structures ◽  
Photo Elicitation ◽  
Structural Elements ◽  
Federal Grants ◽  
Research And Practice ◽  
Hispanic Serving Institutions ◽  
Hispanic Serving Institution ◽  
Hispanic Serving

Beyond the basic criteria to become a Hispanic-Serving Institution (HSI), which includes enrolling 25% Latinx students, the federal government has not established guidelines for better serving these students. Instead, educators at HSIs must submit applications for competitive federal grants that allow them to define and enact “servingness” in practice, which is a multidimensional way to think about how to educate and liberate minoritized students and with a need to transform the “structures for serving” them. In both research and practice, however, students at HSIs have not been given the opportunity to define servingness, or to even talk about what it means to be educated at a campus that is compositionally diverse. The purpose of this study was to explore how students at two HSIs in the Midwest perceive diversity through pictures, with a focus on the organizational structures that represent diversity. Using a photo elicitation methodology, which prompted students to take pictures of the structural elements on campus that represent diversity, and one-on-one interviews that allowed them to describe their pictures, students talked about diversity as reflected in art on campus, people on campus, and spaces on campus. Implications are offered for understanding servingess, and specifically the structures for serving, as perceived by students.

scholarly journals Beyond Binary: (Re)Defining “Gender” for 21st Century Disaster Risk Reduction Research, Policy, and Practice

2019 ◽  
Vol 16 (20) ◽  
pp. 3984 ◽  
Author(s):  
Ashleigh Rushton ◽  
Lesley Gray ◽  
Justin Canty ◽  
Kevin Blanchard
Keyword(s):  
English Language ◽  
Research Policy ◽  
Relevant Information ◽  
Rapid Review ◽  
Sex And Gender ◽  
Journal Articles ◽  
Policy And Practice ◽  
Gender Minorities ◽  
Clear Differentiation ◽  
And Gender

The dominant discourse of gender focuses on the binary of woman/man, despite the known additional risks for diverse sexualities and gender minorities in disasters. Given the small but growing body of literature concerning gender minorities in disasters, this paper sets out to explore the place of sex and gender minorities in disasters and to examine whether a binary definition needs to be extended. A five-stage rapid review was undertaken following Arksey and O’Malley’s method. Peer-reviewed journal articles in English language were sought that included disaster and gender terms in the title, abstract, and/or body of the article published between January 2015 and March 2019. The search included MEDLINE and Scopus databases. Relevant information from the studies were charted in Microsoft Excel, and results were summarized using a descriptive analytical method. In total, 729 records were identified; 248 that did not meet the inclusion criteria were excluded and 166 duplicates were removed. A total of 315 records were sourced and their full text was reviewed. Of those, only 12 journal articles included content relative to more than two genders. We also recognized that sex and gender terms were used interchangeably with no clear differentiation between the two. We recommend that disaster scholars and practitioners adopt correct terminology and expand their definition of gender beyond the binary; utilize work on gender fluidity and diversity; and apply this to disaster research, policy, and practice.

A Framework for Success in Real Projects for Real Clients Courses

2009 ◽  
pp. 157-190 ◽  
Author(s):  
David Klappholz ◽  
Vicki L. Almstrum ◽  
Ken Modesit ◽  
Cherr Owen ◽  
Allen Johnson
Keyword(s):  
Historically Black ◽  
Colleges And Universities ◽  
Project Work ◽  
Private Institutions ◽  
Public And Private ◽  
Assessment And Evaluation ◽  
Hispanic Serving Institutions ◽  
Collective Experience ◽  
Key Issues ◽  
Hispanic Serving

In this chapter, we demonstrate the importance of Real Projects for Real Clients Courses (RPRCCs) in computing curricula. Based on our collective experience, we offer advice for setting up an effective support infrastructure for such courses. We discuss where and how to find clients, the types of projects that we have used, and how to form and train teams. We investigate the variety of standards and work products that we have used in our courses and explore issues related to assessment and evaluation. Finally, we consider the benefits of an RPRCC-centric approach to computing curricula. A course is underway. Students are excited, engaged, eager to apply what they are learning, eager to communicate with one another about their project work, what they need to accomplish, and what they must find out from outside stakeholders. As a lovely bonus, the project the students are developing is more than a toy problem or a product that will gather dust on the back of the shelf — they are writing software that is useful and will be used. This type of course exists and has been successful in many settings, including public and private institutions, small, medium, and large institutions, and Historically Black and Hispanic-Serving institutions (that is, the colleges and universities at which the co-authors teach). In this chapter, we promote the idea of Real Projects for Real Clients Courses (RPRCCs) and discuss key issues related to successfully planning for and executing them in a variety of settings.

scholarly journals Decolonizing Leadership Practices: Towards Equity and Justice at Hispanic-Serving Institutions (HSIs) and Emerging HSIs (eHSIs

2019 ◽  
Vol 7 (2) ◽  
pp. 25-39 ◽  
Author(s):  
Gina A. Garcia
Keyword(s):  
Higher Education ◽  
United States ◽  
Leadership Practices ◽  
Higher Education Institutions ◽  
The United States ◽  
Colleges And Universities ◽  
Hispanic Serving Institutions ◽  
Hispanic Serving

Hispanic-Serving Institutions (HSIs; colleges and universities that enroll at least 25% Raza undergraduates) are increasing in number in the United States, growing rapidly from 189 in 1994 to 492 in 2016. Moreover, there were 333 emerging HSIs (eHSIs) in 2016, indicating that the number of HSIs will continue to grow; however, leaders, including faculty, staff, and administrators at (e)HSIs, continue to grapple with the question, “How do we move from ‘enrolling’ to ‘serving’ Raza students?” There are a lack of leadership frameworks specifically designed for those working at (e)HSIs and with a focus on serving Raza students. The authors argue that decolonizing leadership practices will help leaders liberate and empower Raza students by disrupting the coloniality of power that promotes and sustains higher education institutions as racial/colonial projects. The authors propose leadership processes for working with Raza students at (e)HSIs. Although leaders at non-(e)HSIs may consider these processes, the authors call on leaders at (e)HSIs to transform their leadership practices as a necessity for becoming Raza-serving.

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