Hispanic-Serving Institutions (HSIs) enroll the majority of Latina/o students in higher education; however, it is unclear how HSIs influence Latina/os' postsecondary experiences. In this study, we examined how the Latina/o student experience differed between students who did and did not attend 4-year HSIs. The results suggest that HSIs generally have positive, but modest, effects on Latina/o's student engagement and self-perceived gains. The differences were more pronounced for first-year students than seniors. ResumenInstituciones de servicio a hispanos (HSIs) admiten la mayoría de estudiantes latina/os en educación superior; sin embargo, no es claro como HSIs influencian las experiencias post-secundarias de latina/os. Este estudio examinó como difiere la experiencia de estudiantes latina/os entre estudiantes que estudiaron en HSIs. Resultados sugieren que en general HSIs son positivas, pero los efectos son modestos en cuanto al compromiso y ganancias auto-percibidas por los estudiantes latina/os. Las diferencias fueron más \pronunciadas en estudiantes de primer año que en los del último año.

Although acknowledged that academic advising helps students adjust to and deal with the challenges of college, little is known about students' frequency of interactions with advisors. Using data from 52,546 full-time, first-year students at 209 diverse institutions, we examined the frequency with which students met with academic advisors and the way these interactions vary by student and institutional characteristics. We found that the typical first-year student met with an advisor 1 to 3 times during his or her first college year; however, the number of meetings varied across student subpopulations and institutional types.

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