Emerging as Hispanic-Serving: Students’ Perceptions of the Hispanic-Serving Institution Designation

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

Abstract

Objective
This study investigated students’ understanding of the Hispanic-Serving Institution (HSI) designation and their impressions of what it would possibly mean to attend an HSI. Using data collected from 26 student interviews at an Emerging HSI in the Southwest, this research provides insight into students’ understanding, and misunderstanding of HSIs.

Theoretical Perspective
Literature on campus racial climate (Hurtado et al., 1999; Hurtado et al., 2012; Milem, Chang & Antonio, 2005) and sense of belonging (Johnson et al., 2007) inform this study. This research describes the importance of fostering a campus climate that supports diversity through interpersonal interactions, mentoring, support services, curriculum, co-curricular activities, a history of diversity initiatives being supported on campus, and the socio-political climate of the area in which the campus is situated. This study utilizes this literature as a framework to consider students’ perceptions of their institution becoming an HSI.

Research Design
This investigation developed from a larger study on students’ experiences at Southwestern State University (SWSU), an Emerging HSI. SWSU is a large state institution and at the time interviews were conducted the institution was 24% Latina/o/Hispanic and 68% White. Twenty-six students were interviewed for 60-90 minutes about their experiences with cross-racial interactions at SWSU, their understanding of the HSI designation, and how they believed the HSI designation could affect SWSU students’ experiences with diversity in the future. Interviews were conducted to gain in depth information about this topic that has not been explored in depth (Creswell, 2007). Interviewees were White, African American/Black, and Latina/o/Hispanic juniors and seniors. To organize and analyze data, I utilized grounded theory methods (creating charts, matrices, diagrams, and lists) in order to code data, explore themes, and build theory (Corbin & Strauss, 2008).

Results
Students had differing knowledge about what HSIs were and different ideas about whether or not SWSU becoming an HSI was positive for students of all racial backgrounds. Two divergent themes emerged related to the HSI designation and diversity. While some students believed the HSI designation promoted diversity, others saw it as limiting for non-Latina/o racial groups. Interestingly, African American students did not want the focus on increasing the Latino population and becoming an HSI to steer attention away from their racial group. On racially diverse campuses where racial tension may exist, navigating the HSI designation and the attention it will bring to Latina/o students must be considered in relation to students of other racial backgrounds. These findings help build a theory about racial dynamics associated with the HSI designation and contribute to college choice literature.

Significance
As ideas about what it means to be an HSI and an Emerging HSI are still developing (Santiago & Andrade, 2010), many institutions are grappling with what the HSI designation implies and how, or if, they should promote this designation publicly in a meaningful way. This study finds that context matters and the HSI designation may draw some students and deter for others from attending that institution. This contributes to our understanding of organizational identity and students’ college choice process.

Author

• Brighid M. Dwyer, Villanova University