Hispanic Serving Institutions (HSIs) in Practice

Defining "Servingness" at HSIs

Edited by:
Gina Ann Garcia, University of Pittsburgh

A volume in the series: Hispanics in Education and Administration. Editor(s): Frank Hernandez, Southern Methodist University. Elizabeth T. Murakami, University of North Texas. Leslie Gonzales, Michigan State University.

In Press 2020

As the general population of Latinxs in the United States burgeons, so does the population of college-going Latinx students. With more Latinxs entering college, the number of Hispanic Serving Institutions (HSIs), which are not-for-profit, degree granting postsecondary institutions that enroll at least 25% Latinxs, also grows, with 523 institutions now meeting the enrollment threshold to become HSIs. But as they increase in number, the question remains: What does it mean to serve Latinx students?

This edited book, Hispanic Serving Institutions (HSIs) in Practice: Defining “Servingness” at HSIs, fills an important gap in the literature. It features the stories of faculty, staff, and administrators who are defining “servingness” in practice at HSIs. Servingness is conceptualized as the ability of HSIs to enroll and educate Latinx students through a culturally enhancing approach that centers Latinx ways of knowing and being, with the goal of providing transformative experiences that lead to both academic and non-academic outcomes. In this book, practitioners tell their stories of success in defining servingness at HSIs. Specifically, they provide empirical and practical evidence of the results and outcomes of federally funded HSI grants, including those funded by Department of Education Title III and V grants.

This edited book is ideal for higher education practitioners and scholars searching for best practices for HSIs in the United States. Administrators at HSIs, including presidents, provosts, deans, and boards of trustees, will find the book useful as they seek out ways to effectively serve Latinx and other minoritized students. Faculty who teach in higher education graduate programs can use the book to highlight practitioner engaged scholarship. Legislators and policy advocates, who fight for funding and support for HSIs at the federal level, can use the book to inform and shape a research-based Latinx educational policy agenda.

The book is essential as it provides a framework that simplifies the complex phenomenon known as servingness. As HSIs become more significant in the U.S. higher education landscape, books that provide empirically based, practical examples of servingness are necessary.

CONTENTS
Preface: Defining “Servingness” in Practice at Hispanic Serving Institutions (HSIs), Connecting Research, Practice, and Policy to Define “Servingness” at Hispanic Serving Institutions, Gina A. Garcia and Emily R. Koren. Building an HSI Brand: A Case Study of California Lutheran University, Paloma Vargas and Matthew Ward. Becoming a Racially Just Hispanic Serving Institution (HSI): A Case Study of the University of California, Santa Cruz, Pablo Guillermo Reguerín, Juan Poblete, Catherine R. Cooper, Arnold Sánchez Ordaz, and René Moreno. Professional Development for Faculty and Staff at a Hispanic Serving Institution: A Prerequisite to Serving Minoritized Students, Felicia D. Griffin-Fennell and Jane Ellen Lerner. Using Interactive Theater to Strengthen Holistic Advising at a Hispanic Serving Institution, Arnold Sánchez Ordaz, Pablo Guillermo Reguerín, and Sara E. Sánchez. Redesigning the Gateway College Algebra Course With Inclusive and Asset-Based Pedagogy: Rethinking “Servingness” at a Hispanic Serving Institution, Nandini Bhattacharya, Arnold Sánchez Ordaz, Eduardo Mosqueda, and Catherine R. Cooper. Considering Digital Technology and Innovative Learning Spaces as “Structures for Serving” at Hispanic Serving Institutions, Victor M. Davila and Ricardo Montelongo. Creating Community Engaged Partnerships to Foster Trust With STEM & Hispanic Serving Institutions, Lorenzo Ramirez and Diane Rodriguez-Kiino. HSIs and Community Partners: A Framework for Strengthening Servingness Through Engagement, Marla A. Franco, Guadalupe I. Lozano, and Vignesh Subbian. Unifying Equity Practice, Research, and Policies at a Hispanic Serving Research Institution for Systemic Servingness, Catherine R. Cooper, Pablo Guillermo Reguerín, Charis Herzon, Arnold Sánchez Ordaz, Elizabeth Gonzalez, and Maria Rocha-Ruiz. Academic Mindset Development at a Hispanic Serving Institution: The Impact of Implicit Beliefs on Academic Achievement, Eddie Beltran, Brook G. Masters, and Diane Rodriguez-Kiino. Yes, You Are My Business! Examining the Effects of Intrusive Advising at a Hispanic Serving Community College, Norma V. Jimenez Hernandez. Academic Mindset Development at a Hispanic Serving Institution: Using Non-Academic Outcomes as Indicators of “Serving” STEM Students, Brook G. Masters, Eddie Beltran, and Diane Rodriguez-Kiino. Defining Servingness Through Learning Communities: Sense of Belonging for Latinx STEM Transfer Students at an HSI, Erika E. B. Kato and Eric R. Marinez. The “Latin@s in Academia” Lecture Series: Testimonio as a Tool for Enhancing Cultural Validation, Belongingness, and Graduate School Aspirations at an HSI, Maritere López, Andrea Cortés Maravilla, and Larissa M. Mercado-Lopez. Mentorship and Cultural Belonging for First Generation and Transfer Students at an HSI in South Texas, Paul J. Rodriguez and Rhonda M. Gonzales. Engaging Families to Foster Holistic Success of Low-Income, Latinx First -Generation Students at a Hispanic Serving Institution, Rebecca Covarrubias, Andrea Vazquez, René Moreno, Judith Estrada, Ibette Valle, and Kimberly Zuñiga. About the Contributors.

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