Abstract: Hispanic-Serving Institutions (HSIs) are colleges and universities that enroll at least 25% Latinx students. Despite being recognized by the federal government since 1992, HSIs lack a historical mission to serve Latinxs. As such the idea of “servingness” has become an elusive concept. An abundance of literature centering HSIs has been published, yet there continues to be a debate about what it means to serve students. We conducted a systematic review of 148 journal articles and book chapters to better understand how researchers conceptualize the idea of servingness at HSIs. We identified four major themes used by researchers to conceptualize servingness: (1) outcomes, (2) experiences, (3) internal organizational dimensions, and (4) external influences. We also found that researchers are often unintentional in their efforts to conceptualize what it means to be an HSI. We offer a multidimensional conceptual framework of servingness to be used in research, policy, and practice.

Abstract: This chapter provides an overview of the growth among Hispanic serving institutions (HSIs) and discusses the use of assessment as a key strategy for understanding institutional capacity for serving Latinx college students. Frameworks for understanding campus climate and examining college outcomes among Latinx students are explored, along with highlighting models for assessing campus climate and the practical implications for doing so. This chapter suggests that through the use of well‐established frameworks for understanding campus climate, IR should provide leadership in identifying the information needs of HSIs and emerging HSIs to enable broadened understanding and informed decision support to best serve Latinx college students.

Abstract: 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.

Abstract: Hispanic Serving Institutions (HSIs; postsecondary institutions that enroll 25% or more Latinx students) are increasing in significance. But to what extent do students attending an HSI, or an emerging HSI (enrolls 15%–24% Latinx students), identify with an organizational identity for serving Latinx students? There is a need to understand how members identify with an organizational identity because it affects satisfaction, sense of belonging, and success. Using secondary data from two qualitative research projects, the purpose of this study was to understand students’ identification with an identity for serving Latinx students. Data indicate that students’ levels of identification vary based on individual racial/ethnic identity. Implications are discussed.

Abstract: 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.

Abstract: The low enrollment and graduation rates of underrepresented students in computer science, particularly those students who are women and Latinx1, is well documented and of deep concern to computer science educators, industry, and other stakeholders. This concern was the motivation for the ACM Education Board to establish the ACM Retention Committee, with co-chairs Ali-son Derbenwick Miller (Oracle) and Chris Stephenson (Google). The main charge of the committee was to collect and analyze data to gain deeper insights into programmatic issues of recruitment and retention of underrepresented students to broaden participation in computing. As a companion piece to this charge, the committee is publishing a series of opin-ion pieces [9,11,19]. This article is the last in the series and presents a perspective from a minority voice in examining the challenges and opportunities for Latinx undergraduate students.