Beyond Latine Enrollment: Fostering Critical Consciousness and Identity Development at a Hispanic-Serving Institution

• In Event: AERA Roundtable Session Friday 9:45 am - Gold 1
  In Roundtable Session: Networks, trust, and belonging for underrepresented students

Abstract

Hispanic-Serving Institutions (HSI) enroll two-thirds of all Latine undergraduates and yet their designation relies solely on enrollment without guidance for supporting student development. This study examines how student experiences at an HSI contribute to critical consciousness and ethnic-racial identity development among Latine students. Using a photovoice methodology, nine Latine undergraduates at California State University, Sacramento participated in 16 weekly sessions. Thematic analysis revealed four preliminary themes: dissonance catalyst for critical reflection, HSI awareness as identity awareness, community building as critical action, and HSI critique with limited agency. Findings demonstrate photovoice's dual function as research methodology and developmental intervention. The study identifies pathways for HSIs to move beyond enrollment metrics toward supporting identity development through student-centered approaches fostering empowerment.

Authors

• Darlis Pantoja-Benavides, University of Connecticut

• Kevin Ferreira van Leer, University of Connecticut

• Amber Michelle Gonzalez, California State University - Sacramento

• Anytra I Culbreath-Evans, University of Connecticut