Hispanic‐serving institutions through the eyes of students and administrators

Dayton, Boualoy; Gonzalez-Vasquez, Nancy; Martínez, Carla; Plum, Caryn

doi:10.1002/ss.114

Cited by 78 publications

(79 citation statements)

References 1 publication

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“…While research suggests that students' contact with faculty out of class is minimal (Abu, Adera, Kamsani, & Ametepee, 2012), our descriptive results show that students interact more with faculty about academic matters outside of the classroom and have very little informal interactions with faculty. Students seeking support on academic matters outside of the classroom is an indicator of students' engagement and sense of belonging (Barnett, 2011;Dayton, Gonzalez-Vasquez, Martinez, & Plum, 2004;Tovar, 2014). Yet, higher frequencies of student-faculty interaction about personal and family issues is linked to persistence in community college students (Bharath, 2009); therefore, informal or social contacts are important to foster mentoring relationships between faculty and students (Crisp & Cruz, 2009).…”

Section: Discussionmentioning

confidence: 99%

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Connecting through Engagement: Latinx Student-Faculty Interaction in Community College

Herrera¹,

Chapar²,

Sánchez³

2017

AMAE Journal

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Section: Discussionmentioning

confidence: 99%

“…Access to role models and faculty of the same ethnicity can greatly impact Latinx students' motivation to succeed in college (Dayton et al, 2004). HSIs hold potential for creating supportive campus climates and increasing academic self-concept for Latinxs (Núñez et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

Connecting through Engagement: Latinx Student-Faculty Interaction in Community College

Herrera¹,

Chapar²,

Sánchez³

2017

AMAE Journal

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“…In this regard, the argument is that if an institution has a positive, culturally engaging campus, it is effectively serving Latinx students (and vice versa). For example, the culture at HSIs may help Latinx students feel connected to faculty and staff on campus with similar racial/ethnic backgrounds (Dayton, Gonzalez-Vasquez, Martinez, & Plum, 2004) and may increase their sense of belonging (Arbelo-Marrero & Milacci, 2016;Maestas, Vaquera, & Muñoz Zehr, 2007). Staff and administrators at HSIs may also create campus cultures that foster success for Latinx students (Espinoza & Espinoza, 2012;Garcia & Ramirez, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

What Does it Mean to be Latinx-serving? Testing the Utility of the Typology of HSI Organizational Identities

García

2018

AMAE Journal

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While scholars agree that enrolling a large percentage of Latinx students is not enough for postsecondary institutions to be considered "Latinx-serving," there continues to be a debate about what it means for institutions to have an organizational identity for serving this population. The Typology of HSI Organizational Identities is a guiding framework that suggests there are multiple ways for an institution to serve Latinx students, and thus multiple "types" of Hispanic-Serving Institutions (HSIs). The typology considers academic and non-academic outcomes for Latinx students as well as the institution's ability to provide a culture that enhances their racial/ethnic experience. In this study, I used the typology to classify four HSIs and two emerging HSIs in the Midwest, a geographic area in the United States with a growing population of Latinxs and HSIs. I drew on secondary data from the Integrated Postsecondary Education Data System (IPEDS) and primary data from institutional websites. In doing so, I sought to test the utility of the typology for classifying institutions for research, practice, and policy, and found that it is a useful tool for looking at how postsecondary institutions may serve Latinx students beyond enrollment. Implications for research, practice, and policy are discussed.

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“…As a result, these students are less likely to approach faculty members for assistance and utilize institutional academic support services (Cabrera, RashwanSoto, & Valencia, 2016). In contrast, some scholars have found that Latino male students had positive experiences with Hispanic faculty members at community colleges because they were aware of their academic needs, served as role models (Laden, 2001;, and they helped strengthen their racial and/or ethnic identities (Dayton, Gonzalez-Vasquez, Martinez, & Plum, 2004).…”

Section: Review Of the Literature Understanding Community College Degmentioning

confidence: 97%

Presidential Leadership: Improving Completion Rates of Latino Male Students at Texas Community Colleges

2018

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Enrollment rates for Latino male students continue to increase at community colleges;unfortunately, compared to their other racial and/or ethnic male counterparts they are less likely to earn a college credential or degree. This qualitative study explores the narratives of six presidents at Texas community colleges designated as Hispanic-Serving Institutions. We asked these presidents to describe their perceptions of their institution's awareness and commitment to improve degree completion outcomes of Latino male students. We utilized cultural and social-cognition theories to help understand how these presidents may change or shift their institution's efforts to address this pressing issue. Based on the findings, three key themes emerged that described how these leaders perceived their respective institution. Our findings suggest these presidents are concerned with the low completion rates for Latino male students; however, their institutions need to better align their institution's core values, mission, and culture to support educational outcomes of Latino male students. Lastly, we highlight how other community college presidents could enhance their institution's commitment to improve degree completion rates of Latino male students.

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Hispanic‐serving institutions through the eyes of students and administrators

Cited by 78 publications

References 1 publication

Connecting through Engagement: Latinx Student-Faculty Interaction in Community College

Connecting through Engagement: Latinx Student-Faculty Interaction in Community College

What Does it Mean to be Latinx-serving? Testing the Utility of the Typology of HSI Organizational Identities

Presidential Leadership: Improving Completion Rates of Latino Male Students at Texas Community Colleges

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