Advancing a Framework for Studying Hispanic-Serving Institutions’ Organizational Identity

• In Event: Exploring Hispanic-Serving Institutions (HSIs) and Emerging HSIs: Institutional Characteristics, Student Experiences, and Future Directions

Abstract

The objective of this study was to develop a framework for studying the organizational identity of Hispanic Serving Institutions (HSIs). Using a single site case study design, I sought to understand the way students, administrators, faculty, and student affairs staff at a four-year HSI co-construct their organizational identity.

Theoretical Perspective
The Organizational Response to Identity Threats Model (Ravasi & Schultz, 2006) guided this study. Ravasi and Schultz (2006) proposed that an external threat will prompt an organization to reconsider its organizational identity through a series of sensemaking and sensegiving strategies. Based on the threat, members of the organization evaluate their construed external image and reflect on cultural practices in order to determine the organization’s focus. They then revise their identity claims, project their desired image, embed their claims in the organizational culture, and state what the organization is really about (Ravasi & Schultz, 2006).

Methods
A case study used in order to gather in-depth information about a representative or typical case (Yin, 2009). The site is a large, public, master’s granting institution that has been federally designated as a HSI since 1997. It was chosen as a representative case because it has received eight multi-year HSI grants and has been nationally recognized as a “Top 10” master’s institution for graduating Latina/o students. For data analysis, I used grounded theory methods including constant comparative processes (Glaser, 1965), memoing (Corbin & Strauss, 2008), and clustering (Charmaz, 2006).

Data Source
Data collection included 60-90 minute in-depth interviews with administrators, faculty, and student affairs staff as well as focus groups with students. The goal of the interviews was to understand people’s perceptions of the organization’s identity as a HSI. Data collection also included a series of observations to describe the setting, people, and activities taking place at the site and public documents to corroborate findings (Patton, 2002). The full sample has 88 participants including 12 administrators, 18 tenured or tenure track professors, 16 student affairs staff, and 42 students.

Results
The way people construct their HSI organizational identity was best understood by asking members to describe who they are as an organization and then asking them to make meaning of the HSI designation. Results indicate that the HSI identity is not salient to most people; instead, they describe their identity based on formal identity claims that indicate their core values and mission. When given the opportunity to attach meaning to the HSI identity, their core organizational identity overlaps with their HSI identity. Additionally, data revealed specific organizational structures and organizational processes specific to being a HSI. Together, the findings informed an emerging theoretical model of HSI identity development.

Significance
For researchers, this study presents as an emerging theoretical framework that can be useful in investigating the growing number of HSIs and emerging HSIs. At a practical level, this research furnishes HSIs with information that can enhance the policies and practices that make them Latina/o serving, which is important in order to progress as institutions with equitable access and outcomes for Latina/o students.

Author

• Gina Ann Garcia, University of Pittsburgh