scholarly journals Students at Hispanic-Serving Institutions (HSI) in Texas and New Mexico: An In-Depth Profile of Their Backgrounds, Commitments, and Perspectives

2021 ◽  
Vol 7 (2) ◽  
pp. 287-326
Author(s):  
Michael Preuss ◽  
Eric M. Sosa ◽  
Jason C. Rodin ◽  
Christine R. Dorsett
Keyword(s):  
New Mexico ◽  
Living Arrangements ◽  
First Generation ◽  
Hispanic Students ◽  
The United States ◽  
Instructional Planning ◽  
Hispanic Serving Institutions ◽  
College Course ◽  
Course Load ◽  
Hispanic Serving

Hispanic-Serving Institutions (HSI) educate nearly two-thirds of the Hispanic/Latinx students who attend college. Yet little is known about the student populations they serve. Findings from two NSF-funded surveys completed with students at 14 HSIs in Texas and New Mexico in 2018 and four HSIs in TX in 2019 are presented. The combined sample was 1,293 students. A description of the backgrounds, commitments, experiences, and preferences of students at HSIs and differences found between responses from Hispanic/Latinx and non-Hispanic students are discussed. Primary topic areas are demographics, first-generation student standing, cultural orientation, primary language and fluency in Spanish, family and work commitments, relationship status, family support, living arrangements, means of financing college, course load, STEM identity, annual income of household of origin and of personal household, locus of control orientation, familism, and experience in college. The result is a thorough and up-to-date profile of the HSI student population in TX and NM. Statistical analysis revealed multiple significant differences between Hispanic/Latinx and non-Hispanic students attending the HSIs and the presence of several significant predictors for forms of activity and patterns of commitment. The findings are immediately applicable to process, program, student support, and instructional planning, implementation, and evaluation for over 120 HSIs in the region and, by extension, to hundreds more across the United States.

scholarly journals Competence of Faculty, Staff, and Administrators in Hispanic Culture: Evidence from Three Surveys of Personnel and Students at Hispanic-Serving Institutions

2020 ◽  
Vol 6 (2) ◽  
pp. 202
Author(s):  
Michael Preuss ◽  
Eric Sosa ◽  
Jason Rodin ◽  
Jorje Ramos ◽  
Christine Dorsett ◽  
...  
Keyword(s):  
New Mexico ◽  
Survey Data ◽  
Hispanic Students ◽  
Student Survey ◽  
Hispanic Culture ◽  
Hispanic Serving Institutions ◽  
South Central ◽  
Hispanic Serving ◽  
Survey Responses ◽  
Hispanic Faculty

Survey data were gathered from college and university faculty, staff, and administrators at Hispanic-Serving Institutions (HSI) regarding Hispanic culture and Hispanic students as part of an NSF-funded investigation that focused on the characteristics and programming of HSIs as well as the background and experiences of their students. Two surveys of students were also conducted. A minimum of 44 HSIs in Texas, New Mexico, and Colorado were represented in the 393 usable responses gathered from faculty, staff, and administrators. Fourteen HSIs in New Mexico and Texas were represented in student survey data gathered in 2018 and three in north Texas in a survey completed in 2019. Responses from 213 Hispanic students were isolated from the 2018 student survey and 307 from the 2019 data. This material was used to verify and expand on the findings from the survey of faculty, staff, and administrators. A consistent and strong difference of opinion was found between Hispanic faculty, staff, and administrators at the HSIs and their non-Hispanic peers regarding information available to higher education professionals about Hispanic culture, the elements of Hispanic culture, and the characteristics and background of Hispanic students. Survey responses of Hispanic students confirmed, at many points, that the perspective of the Hispanic faculty, staff, and administrators was accurate. It appears, based on this information, that the non-Hispanic employees at the HSIs were less well informed about Hispanic culture and a major portion of their student population than would be desirable. The findings, while from the south-central United States, can inform multiple academic and support services at Hispanic-Serving Institutions and other colleges and universities as they include information about how Hispanic culture is understood by Hispanics, detail gaps in competence regarding Hispanic culture among faculty, staff, and administrators at HSIs, and describe characteristics and the cultural orientation of Hispanic students attending the HSIs in the sample.

Desire for Higher Education in First-Generation Hispanic College Students Enrolled in a Graduate Counseling Program

2014 ◽  
Vol 45 (1) ◽  
pp. 72-91 ◽  
Author(s):  
Tamara Olive
Keyword(s):  
Higher Education ◽  
First Generation ◽  
Hispanic Students ◽  
General Structure ◽  
Nonlinear Process ◽  
Counseling Program ◽  
Hispanic College Students ◽  
Hispanic Serving Institution ◽  
Hispanic Serving ◽  
Counselor Education Program

Abstract Motivation to seek higher education is rarely examined in Hispanic first-generation graduate students, those whose parents have not attended college, and there is less literature examining those whose desire for education extends to a master’s degree in counseling. The purpose of this study was to conduct a phenomenological examination of the desire to attend college among first-generation Hispanic students enrolled in a counselor education program. One-hour taped interviews were conducted with three volunteer participants enrolled in a graduate counseling program at a Texas university designated as a Hispanic-serving institution. Meaning units and constituents were extracted, and a general structure was developed using the Descriptive Phenomenological Method (Giorgi, 1985). The phenomenological analysis resulted in one structure that identifies the influence of respected others; resilience and self-efficacy; self-denial; a need for distinction and career satisfaction; spirituality; altruism; and a view of commitment to a counseling degree as a nonlinear process.

Exploring Curricular and Cocurricular Effects on Civic Engagement at Emerging Hispanic-Serving Institutions

2018 ◽  
Vol 120 (4) ◽  
pp. 1-36
Author(s):  
Gina A. Garcia ◽  
Marcela Cuellar
Keyword(s):  
Civic Engagement ◽  
Research Design ◽  
Low Income ◽  
Research Question ◽  
The United States ◽  
Ordinary Least Squares ◽  
Postsecondary Institutions ◽  
Diverse Students ◽  
Hispanic Serving Institutions ◽  
Hispanic Serving

Background/Context Hispanic-Serving Institution (HSIs), or those postsecondary institutions that meet the 25% Latina/o enrollment requirement to become federally designated as HSIs, are burgeoning in the United States. Similarly, emerging Hispanic-Serving Institutions (eHSIs), or those postsecondary institutions that enroll between 15% and 24% Latina/o students, are rapidly increasing. As these institutions increase in number, there is a need to understand them as unique organizations that provide distinct outcomes for diverse students, including students of color, commuter students, and low-income students. Purpose/Objective/Research Question/Focus of Study The purpose of this study was to explore the ways in which eHSIs contribute to one specific outcome, civic engagement. We conceptualized civic engagement as primarily defined by political involvement (contacting public officials, participating in a political demonstration, discussing politics, voting in an election), although volunteerism was also included in our definition (engaging in community service). The main research question guiding this study was: What curricular and cocurricular experiences contribute to the civic engagement of students enrolled at eHSIs? Population/Participants/Subjects A sample of 10,022 students was drawn from the Cooperative Institutional Research Program (CIRP). The sample is inclusive of women (61%), first-generation college students (18%), and racially diverse individuals, including Latina/o (18%), Black (4%), Asian/Pacific Islander (38%), American Indian (4%), and White (51%). Research Design We used a cross-sectional research design, measuring the civic engagement of students enrolled at six eHSIs at one time point. Secondary data came from CIRP's Diverse Learning Environments (DLE) survey, which focuses on the experiences of diverse students and their perceptions of the climate and institutional practices for diversity. Data Collection and Analysis The DLE survey is web based and administered annually by the Higher Education Research Institute (HERI). We merged two data sets, the 2010 and 2011 DLE, data from the 2010–2011 Integrated Postsecondary Education Data System (IPEDS), and information about diversity-related curricula and cocurricular programs for each of the six institutions. We ran t tests and used ordinary least squares regression to examine relationships between variables. Findings/Results Findings show that students’ perceptions of their academic validation and of a curriculum of inclusion in the classroom, as well as their involvement in campus-facilitated diversity programs, positively predict their civic engagement. Recommendations Recommendations for research include developing and validating quantitative measures of civic engagement for diverse students attending compositionally diverse institutions. Recommendations for practice include acknowledging the changing demographics within postsecondary institutions and creating curricular and cocurricular structures that will contribute to nonacademic outcomes such as civic engagement.

scholarly journals Assessing Color-Neutral Racial Attitudes of Faculty at Hispanic-Serving Institutions

AERA Open ◽  
2020 ◽  
Vol 6 (3) ◽  
pp. 233285842094490
Author(s):  
Gina A. Garcia ◽  
Emily R. Koren ◽  
Marcela G. Cuellar
Keyword(s):  
United States ◽  
Students Of Color ◽  
Racial Attitudes ◽  
Academic Discipline ◽  
The United States ◽  
Knowledge And Skills ◽  
Hispanic Serving Institutions ◽  
Racial Issues ◽  
Low Levels ◽  
Hispanic Serving

The purpose of this exploratory quantitative study was to assess the color-neutral racial attitudes of faculty at Hispanic-Serving Institutions (HSIs) and to investigate the connection to knowledge and skills for teaching minoritized students. HSIs enroll a large percentage of racially minoritized students, and faculty must be able to assess their attitudes about institutional discrimination and blatant racial issues, which may affect how they teach students of color. We used The Color-Blind Racial Attitudes Scale and Multicultural Teaching Competency Scale to collect data from faculty at 10 HSIs across the United States. Results show that faculty in our sample have low levels of color-neutral racial attitudes, meaning they are aware of racial issues facing students, with slight differences by race, gender, and academic discipline. Moreover, higher color-neutral racial attitudes are associated with lower knowledge and skills for teaching minoritized students. Implications for enhancing “servingness” at HSIs are offered.

Latinos and Higher Education: A Literature Review

2017 ◽  
Vol 17 (4) ◽  
pp. 402-414 ◽  
Author(s):  
Patrick Jermain Flink
Keyword(s):  
Higher Education ◽  
United States ◽  
English Language Learners ◽  
Literature Review ◽  
Language Learners ◽  
English Language ◽  
First Generation ◽  
The United States ◽  
Latino Population ◽  
Hispanic Serving

This article is an overview of the Latino population within the United States, and within higher education. Changes in demography have led to an increase in Latinos in higher education. First-generation Latinos face unique cultural, linguistic, and socioeconomic challenges on campus. As a result, there has been an increase in English-language learners (ELLs), as well as an increase in the number of Hispanic-serving institutions (HSIs) across the country.

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.

scholarly journals Symbolic Sanctuary and Discursive Dissonance: Limitations of Policy and Practice to Support Undocumented Students at Hispanic Serving Institutions

2018 ◽  
Vol 12 (3) ◽  
pp. 169
Author(s):  
Uriel Serrano ◽  
Andrea Del Carmen Vazquez ◽  
Raul Meneses Samperio ◽  
Allison Mattheis
Keyword(s):  
Immigrant Students ◽  
Undocumented Students ◽  
The United States ◽  
Policy And Practice ◽  
Policy Studies ◽  
University System ◽  
Hispanic Serving Institutions ◽  
System Leaders ◽  
Hispanic Serving ◽  
Critical Policy

An increase in public expressions of xenophobic and racist nativist sentiments followed the election of the 45th president of the United States, and higher education institutions across the country issued statements proclaiming their support for students impacted by changes to federal immigration policy. Guided by García’s (2017) organizational typology of HSIs and critical policy studies (Diem, Young, Welton, Mansfield & Lee, 2014), we conducted a content analysis of messages distributed via campus-wide email that addressed the vulnerabilities of DACA recipients and other immigrant students at two Hispanic-Serving Institutions in California. Our examination of these messages as policy documents reveals how campus and university-system leaders—even in a so-called “Sanctuary State”—attempt to create a notion of “campus as sanctuary” rather than committing to “sanctuary campus” policies and practices. We conclude with recommendations that push the notion of sanctuary campus beyond symbolic gestures and ask practitioners, scholars, and educators to reflect on the practices that foster true sanctuary environments.

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