Abstract: Hispanic-Serving Institutions (HSIs), institutions that enroll at least 25% Hispanic students, are institutionally diverse, including a much wider array of institutional types than other Minority-Serving Institutions (MSIs). Furthermore, they have distinctive institutional characteristics from those typically emphasized in institutional typologies such as the Carnegie classification system. To understand better the heterogeneity among HSIs based on their unique institutional qualities, we constructed a conceptual model based on existing theoretical frameworks and empirical research to describe and differentiate among HSIs. Using cluster analysis to examine a population of U.S. mainland and Puerto Rican 2-year and 4-year HSIs in the Integrated Postsecondary Education Data System (IPEDS), we identified six types of HSIs. This typology helps to place HSIs within the broader landscape of U.S. higher education institutions, provides a foundation for understanding institutional diversity among HSIs, and offers insights about classifying other MSIs and broad access institutions. In an era of increasing accountability, it also provides a tool to identify peer institutions for HSIs, to inform decisions about the extent to which practices at certain HSIs might be applicable to other institutions, and to compare the performance across institutions in more contextually appropriate ways.

Abstract: The Computing Alliance of Hispanic-Serving Institutions (CAHSI) celebrates its ten-year anniversary in 2016, providing an ideal opportunity to reflect on the organization, its accomplishments, and the future. The inspiration for CAHSI originated from discussions at the 2004 National Science Foundation’s (NSF) biennial Minority Institutions Infrastructure (MII) meeting, which centered on the need for a grassroots effort to unify and strengthen computing research and education among Hispanic-Serving Institutions (HSIs). In particular, the discussion focused on how to address the under-representation of Hispanics in computing, dissemination of best practices, and development of future Hispanic leaders. Computer science (CS) departments across the country had shown large declines in enrollment between 2002 and 2007 [25], while the MII HSIs experienced dramatic increases in overall undergraduate student population at their institutions and the opportunities for recruiting Hispanic students into computing. With the projected growth of Hispanics, it is essential to ensure that Hispanics attend college, graduate, and seek advanced degrees because of their potential impact on the economic and intellectual growth of the United States. The MII core group of seven institutions (see Figure 1) came together after that initial meeting to respond to NSF’s Broadening Participation in Computing solicitation to form CAHSI and define its core purpose: to create a unified voice to consolidate the strengths and resources of HSIs and other groups committed to increasing the number of Hispanics in all computing areas [3]. Using this core purpose to guide its decisions, CAHSI now consists of structured, academic networks centered on student success in computing and established effective relationships with a wide variety of organizations and partners that have resulted in collective impact through shared resources, adoption and dissemination of effective practices, and policy [6]. The alliance involves over fifteen HSIs as shown in Figure 1 located in areas with high percentages of Hispanics. It is important to note that the terms Hispanic and Latino are used interchangeably throughout this document and refer to the ethnicity of our students.

Abstract: This study problematizes the common discourse that rapid and widespread Latina/o demographic growth in the United States is a driving force in realizing higher education equity gains. Using equity indices for students, faculty, and administrative leaders at the state level, we present a portrait of changes in Latina/o participation in higher education over the last decade and propose a classification scheme for understanding variation across states at the intersection of changes in both demographics and equitable participation.

Abstract: As institutions not founded to “serve” Latina/o students, Hispanic Serving Institutions (HSIs) must actively change their curricula and programs to meet the needs of their diverse population, including Latina/o, low income, and first generation students. Using a case study approach, including interviews and focus groups, this study examined culturally relevant practices at one HSI, including the ethnic studies curriculum and student support programs. Specifically, findings highlight how the Chicana/o Studies department and the Educational Opportunity Program have historically served underrepresented students and the ways in which such programs are embedded within the structures of the institution. This study has implications for HSIs and other institutions enrolling and serving diverse populations.

Abstract: Many higher education researchers, policymakers, educational advocates, institutional leaders, and educational practitioners have called for widespread dialogue on what it means to be truly Hispanic-Serving. Due in part to the lack of consensus on what it means to be Hispanic Serving Institutions (HSIs), they lack guidance on how to assess themselves on how well they serve Latino/a students. HSIs shoulder unique responsibilities, including the education of post traditional student populations, while facing distinct resource related challenges. With these facts in mind, this report offers design principles for equity and excellence at HSIs that can be used to assess the extent to which these institutions are truly serving Latino/a students.

Abstract: This study evaluates the recent move toward Tier One by the University of Texas at San Antonio (UTSA) in light of its historical commitment to serve the largely Hispanic population of South Texas. Among the largest Hispanic-serving universities, UTSA provides a useful case study of this type of institution both historically and at the organizational level. This study contributes to how researchers and practitioners think about Hispanic-serving institutions (HSIs) and how they balance access and excellence.