This article challenges the notion of underachievement of Latino male collegians by examining those who successfully enter higher education. Using in-depth interviews, we analyze the way three different institutional types contribute to the racial/ethnic identity salience of Latinos, looking specifically at the curricular and co-curricular structures available at a Hispanic Serving Institution (HSI) and emerging HSI in comparison with non-HSIs. Findings reveal differences in identity salience based on the college context. Resumen Este manuscrito reta la noción de bajo rendimiento de hombres universitarios latinos al examinar aquellos que tienen éxito en su educación superior. Usando entrevistas profundas, se analiza la forma en que tres tipos institucionales diferentes de identidad saliente racial/étnica enfocándose específicamente en las estructuras curriculares y co-curriculares disponibles en Instituciones de Servicio Hispano (HSIs), así como HSI emergentes comparadas con no-HSIs. Hallazgos revelan diferencias en identidad saliente basadas en el contexto de la universidad.

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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 HSI, we highlight how four institutional leaders serve as empowerment agents for students, seeking ways to challenge the status quo while developing the structures and policies necessary for serving minoritized students.

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