Identity Salience for Latino Male Collegians at Hispanic Serving Institutions (HSIs), Emerging HSIs, and Non-HSIs

American Educational Research Journal

2017

Self Cite

115

154

While Hispanic-Serving Institutions (HSIs) enroll at least 25% Latinx students, the perennial question facing HSIs is, “What does it mean for postsecondary institutions to be Latinx-serving”—essentially an organizational identity question. Guided by the extant literature on organizational identity, culture, and institutionalism and using an in-depth case study of a federally designated, four-year HSI, this study focused on the way members construct an organizational identity for serving Latinxs. Findings suggest that while members constructed an ideal Latinx-serving identity based on legitimized outcomes (i.e., graduation), they constructed their current identity from environmental cues about cultural practices. Using two theoretical lenses, I present a typology that considers outcomes and culture in a Latinx-serving identity. Future research should explore the construction of a Latinx-serving identity in a nuanced way.

Section: What Does It Mean To Be Latinx-serving?mentioning

confidence: 99%

Defined by Outcomes or Culture? Constructing an Organizational Identity for Hispanic-Serving Institutions

American Educational Research Journal

2017

Self Cite

115

154

“…Latinx students may also develop racial identity salience as a result of attending an HSI or eHSI (Garcia, Patrón, Ramirez, & Hudson, 2016). Again, these authors did not discuss an HSI organizational identity, per se, but they framed their studies to suggest that non-academic outcomes may be indicators of a Latinx-serving identity.…”

Section: Literature Reviewmentioning

confidence: 99%

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

2018

AMAE Journal

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.

“…Decolonized HSIs should work toward the development of critical consciousness and democratic participation, with a specific focus on the development of reflective (Anzaldúa, 2002) and/or oppositional consciousness (Sandoval, 1999). Moreover, they should work toward the overall holistic development of students, which may include advanced academic self-efficacy (Cuellar, 2014), civic engagement ( R. G. , or the development of racial/cultural identity (Garcia, Patrón, Ramirez, & Hudson, 2016). Although the institution's purpose should shift from purely academic outcomes to more holistic endeavors, it should continue to be concerned with academic progress, incorporating multiple indicators, including the attainment of a degree, the completion of a certificate, successful transfer to another institution, and single-term course completion.…”

Section: Purposementioning

confidence: 99%

Decolonizing Hispanic-Serving Institutions: A Framework for Organizing

Journal of Hispanic Higher Education

2017

104

Hispanic-serving institutions (HSIs) should realign their organizational approach in order to liberate themselves and their students. As colonized institutions enrolling colonized people, HSIs must recognize their history of colonialism before moving toward an organizational model grounded in decolonization. The Organizational Framework for Decolonizing HSIs has nine elements and is grounded in organizational theory, yet it challenges the white normative ways in which postsecondary institutions have been studied and the models that have been used to organize them. Resumen Instituciones de Servicio a Hispanos (HSIs) deben re-alinear su modelo organizacional para poder liberarse ellas mismas, así como a sus estudiantes. HSIs como instituciones colonizadas deben reconocer su historia de imperialismo antes de avanzar hacia un modelo organizacional basado en decolonización. El modelo organizacional para la Decolonización de HSIs tiene nueve elementos y se apoya en la teoría organizacional. Sin embargo, este nuevo modelo reta la normatividad Blanca con la cual instituciones de educación superior han sido estudiadas así como los modelos que han sido usados para organizarlas.