Reflections From a Latino Administrator Serving in a White-Led Hispanic-Serving Institution: Tensions, Challenges, and Hopes for the Future

• In Event: 32.020 - Scholars of Color Leading in Professional Colleges/Schools of Education: Challenges, Opportunities, and New Perspectives on Socially Responsible Leadership

Abstract

Hispanic Serving Institutions (HSIs) were created in the mid-1990s to meet the needs of culturally, generationally, and regionally diverse Hispanic students who have been accounting for rapid demographic growth across the nation. Similar to Minority Serving Institutions, HSIs affirm the presence of students who have historically been underrepresented and underserved in higher education (Dervarics, 2012). For HSI-designated status, an institution must enroll at least 25% students who identify as Hispanic, which includes individuals with ancestry from Cuba, Mexico, Puerto Rico, Central or South America, or another Spanish-origin culture (Núñez, Crisp, & Elizondo, 2016).

Serving as Dean of a School of Education at a public institution in the South, I am the only Latino administrator in the entire administrative team at a Hispanic Serving Institution (HSI) that is located in Texas. The institution has approximately 6,000 students, 55% of whom identify as Hispanic. Our HSI has experienced significant growth (23% over the last two years) due to an increase of Hispanic students. Currently, Hispanic administrators make up only 3% of all administrators on this campus. Similarly, Hispanic faculty only make up 8% of the total roster. I share the above demographic information for several reasons. First, the Hispanic population in Texas continues to experience significant growth, which has translated to this institution’s enrollment boom. Yet, the student population does not see itself mirrored in the demographics of the university’s majority-white administration and faculty, which raises several ethical questions about how HSIs of this type are demonstrating an institutional commitment to providing a culturally affirming and responsive education to diverse constituents. As noted earlier, the enrollment growth of Hispanic students has resulted in unprecedented growth for the university and the highest funding for the university since its inception. This institution has benefited from over 20 million dollars from external Title Five grants that support HSIs. Put simply, this institution has become financially secure chiefly due to the enrollment growth of Hispanic students.

This conceptual paper will explore the tensions and conflicts that exist with being the only Latino administrator among the Provost’s Leadership Team, and the ways in which I have navigated this HSI that is led by 97% White administrators. I discuss the challenges and opportunities of leading in a professional school of education that has attempted to bridge some of the institutional barriers for Hispanic students through innovative programming and strategic initiatives from alternative pathways toward teacher licensure to STEM-focused programs. I end by documenting the critical role in how we think about the future of these important institutions of higher learning. Culturally transformative HSIs build meaningful partnerships with K-12 schools and engage with community stakeholders with the goal of improving educational access and opportunities for Hispanic and other historically underrepresented students, which are ideals that could be transferred across institutional contexts and settings including non-HSIs.

Author

• Frank Hernandez, Texas Christian University