Abstract: A substantial proportion of Latina/o college students enroll at Hispanic-Serving Institutions (HSIs) and emerging HSIs. Utilizing data from the University of California, Los Angeles Cooperative Institutional Research Program, this study quantitatively examines the choice process of Latina/os enrolled at 4-year HSIs, emerging HSIs, and non-HSIs. Guided by traditional theories of college choice and community cultural wealth, this study examines how demographic characteristics and various forms of capital influence Latina/os’ college choices. Different factors are associated with enrollment at HSIs and emerging HSIs compared with non-HSIs and can inform how institutions can transform practices and environments to serve the needs of their Latina/o students.

Abstract: This study explored the social justice implications of the transition of a Hispanic-serving Institution (HSI) to a “Tier-1” institution. Interviews and demographic statistics describe a university that has increased its global reach, its enrollment of students of color, and the prestige of the Latinx-majority city in which it is located. Conversely, the institution is declining in its service to low-income students and the local community, and changing expectations for faculty and staff compromise the hiring and retention of marginalized groups such as women and people of color

Abstract: This study focuses on an emerging Hispanic-Serving Research Institution (HSRI) and seeks to understand its Hispanic-serving identity as seen through the eyes of senior campus administrators. Findings suggest that instead of asking whether an institution is Hispanic-serving, it may be more appropriate to ask about the extent to which an institution is Hispanic-serving, acknowledging the ongoing identity development that may be required of institutions and supporting the need to expand the existing HSI (Hispanic-serving institution) narrative.

Abstract: The purpose of this study was to determine the perception of the value of academic advising to second-year students at a Hispanic Serving Institution in south Texas. This study surveyed second-year students during the 2016-2017 year to examine whether academic advising enhanced the retention. The theoretical foundation of this study relied on the Tinto’s model of institutional departure Table 1 (Appendix) to explain the role of academic advisors as the advising pattern was designed within this specific model which is widely accepted by the postsecondary academic community. The survey results indicated that students appreciate the dissemination of knowledge from the advisor the most. The survey results indicated that the focus on the student as an individual was the least needed. No significant relationship was found among advisor availability, advisor time with student, advisor focus on student as an individual, advisor dissemination of knowledge, and advisor assistance of educational planning and the criterion variable of perceived value of the advisor among students. No significant difference was found between males and female students and prior college hours on the perceived value of the advisor. However, after a multilinear regression correlation coefficient was analyzed, advisor dissemination of knowledge was significant to the student perception of the advisor. This suggested more frequent advisor-student interactions influenced student success. It was recommended that the HSI provide ongoing professional development and training for academic advisors to build a stronger relationship between advisors and students.

Abstract: While acknowledged as vital to expanding educational opportunity for Latinx students, Hispanic-serving institutions (HSIs) are also criticized for not adequately serving this population. Drawing on interviews with faculty at three HSIs, this study examines how faculty view Latinx students and their role in advancing these students’ learning, development, and success. Findings show that faculty perceptions of Latinx students coalesced around three broad areas, but interpretations varied, as did faculty’s actions in response.

Abstract: Case study results featuring four Latinx STEM faculty members illustrate the forms of institutional support professors can provide to increase the number of Latinx students in science, technology, engineering, and mathematics (STEM) fields. The findings highlight three areas of university faculty agency to integrate Latinx students into the cultural and discursive world of STEM: recruitment, admissions, and program development; professional networking; and brokering support for Latinx within the university and across systems. Recommendations are provided for faculty who wish to act as institutional agents and the need for future research into the institutional culture of Hispanic Serving Institutions is identified.