Abstract
The lack of reporting on how funds from Hispanic Serving Institutions (HSI) grants are being allocated has led institutions to target and increase their Hispanic[1] student enrollment so they can receive additional federal funding. By achieving HSI status, institutions are more focused on how they can use the additional funds to support their institution as a whole rather than specifically supporting Hispanic student populations (Brown & Mangan, 2021). This case explores the organizational and cultural issues one institution considers when attempting to gain HSI status.
Keywords/Phrases: Organizational theory, Hispanic Serving Institution, Student Experience
Primary Characters
Dr. James Lee (he/him), SAS University President: Dr. Lee formed a task force to explore how to increase Hispanic student enrollment and whether attempting to achieve an HSI designation is something SAS University should pursue. A crucial goal of the task force is determining fund allocation if the HSI designation is received. The president has been under pressure from the board to raise money to take the university’s brand to the next level. To resemble its more prestigious counterparts, leadership wants to create a football program – this has been a dream of the institution and something students have been requesting for years. Dr. Lee is Korean-American and is SAS University’s first president of Asian descent.
Izzy Hernandez (she/her/ella), Student Representative and President of the Hispanic Student Association: Izzy identifies as Afro-Latina and a DREAMer. When Izzy was three, her parents moved to the U.S. from the Dominican Republic. She is a senior and is graduating from SAS this Spring. She has a passion for Latin American studies and has witnessed how the institution neglected the Hispanic student population during her entire undergraduate career. For example, there is a lack of funding for Hispanic student organizations, a sub-par Latin American Studies department, little support for issues related to Hispanic students, and a non-existent relationship with Hispanic organizations within the local community. She was selected to represent the student body on the task force. Izzy is adamant that if SAS becomes an HSI, it should release a statement describing how funds from the HSI designation will be distributed. SAS students want funds to go towards the Latin American Studies department and University services that support Hispanic students on campus personally and academically.
Dr. Charlotte Gonzalez (they/them), Director, Diversity, Equity, and Inclusion: Dr. Johnson has been a practitioner in higher education for over ten years and is a strong advocate for creating educational programs geared towards diversity and inclusion. As a member of the Hispanic community, they are excited to support diversity efforts and create campus engagement initiatives for Hispanic/Latinx students. Dr. Gonzalez is concerned that funds received from an HSI status will not directly support Hispanic/Latinx students. They believe the funds should be allocated to the student cultural center on campus, which is historically underfunded and provides multiple forms of support for Hispanic/Latinx students and other students of color. Dr. Gonzalez also wants to create a scholarship fund for Hispanic/Latinx students, which the cultural center would manage.
Kevin McCallister (he/him), Dean of Admissions: Kevin has been at SAS for five years. Kevin is Black and the first in his family to have attended college. He is passionate about providing educational opportunities to underserved communities. Kevin and his team are supportive of obtaining an HSI designation. However, they are concerned with how the university plans to recruit Hispanic students. Since SAS will be focusing on recruiting more Hispanic students in an effort to become an HSI, Kevin fears admissions procedures may become unethical and opposed to SAS’s mission. The admissions office is intrigued by the possibility of a football team because they believe it will help with recruitment.
Stephanie Smith (she/her), Director of Branding and Marketing: Stephanie is a White woman. She welcomes the idea of SAS becoming an HSI and believes it will improve the university’s status, no matter where the funds go. Additionally, she is all-in for a football team because it will provide a new opportunity to expand SAS University’s global brand and bring in a new revenue stream for the institution. Stephanie notes SAS University’s current club football team has been very successful, winning national championships. Having been directly involved in marketing and promotion for the club team’s success, she believes creating an NCAA D2 or FCS football team is within the realm of possibility.
Context and Case: What is a Hispanic Serving Institution?
Hispanic Serving Institutions (HSI) are higher education institutions where at least 25% of full-time students are Hispanic/Latina/o and also enroll a large population of low-income students (Garcia, 2019). According to Excelencia in Education (n.d.), emerging HSIs are universities aiming to become HSIs and have received a designation as such. These institutions have a Hispanic student enrollment of 15-24.9 percent.
Recent data show 569 HSIs in the U.S. This number has grown 94% in the past 10 years (Excelencia in Education, 2020). While these institutions make up only 18% of colleges, they enroll 67% of Hispanic students (Excelencia in Education, 2020). In some ways, HSIs can be similar to Historically Black Colleges and Universities (HBCUs) and other Minority Serving Institutions (MSIs). However, other MSIs were created to serve specific populations, whereas HSIs were created as a result of enrollment trends over time (New America, 2015).
According to Brown and Mangan (2021), HSIs are designated and funded by the federal government differently compared to other MSIs. The specific HSI designation allows institutions to apply for a variety of grants from federal agencies (Garcia, 2019). These grants allow institutions an opportunity to better serve their Hispanic student population. While each grant specifies allowable activities, each institution defines the meaning of “servingness” for itself (Garcia, 2019). While Institutions of Higher Education (IHE) apply to become an HSI based on the ethnic and racial demographic of their student enrollment, the allowable activities outlined by grant programs do not require funds to be used in support of Hispanic/Latina/o students (Brown & Mangan, 2021; Garcia, 2019). As the current HSI policy is written, HSIs receiving federal funding do not have to prove the funds are being allocated towards supporting Hispanic students; institutions are only required to prove the funds are benefiting the institution as a whole (Brown & Mangan, 2021).
As IHEs face decreasing budgets and enrollment, they are desperate to find new sources of financial revenue (New America, 2015). Being a Hispanic Serving Institution (HSI) can bring universities increased funding and marketability. In attempting to gain this designation, IHEs could potentially be criticized for simply wanting a shiny label to make them look better without considering the cultural implications behind it. Cyndia Morales Muniz, Director of HSI Culture and Partnerships at the University of Central Florida, notes that an HSI designation does not automatically translate into culturally responsive practices. It “is up to the institutions themselves to determine if and how they transform the ways in which they serve their students” (Moody, 2020, para.19). As more post-secondary institutions across the nation gain HSI status, it begs the question: Are universities authentically engaging in “servingness?” (Garcia, 2019). In other words, are they merely enrolling Hispanic/Latina/o students to obtain more funding, or are they striving for the HSI designation due to an identified need to serve their Hispanic students (Garcia, 2019)?
Institutional Context
SAS University is one of the largest public research universities in the south – placing a strong emphasis on academic excellence and service to the community. Its mission statement promotes an “innovative and inclusive academic community” committed to fostering a more “just, free, and prosperous world.” According to U.S. News and World Report, SAS University is ranked among the nation’s most diverse universities. With approximately 19% of its student enrollment identifying as Hispanic, there have been rumors the institution is interested in becoming a Hispanic Serving Institution. SAS University is often referred to as young, up-and-coming, and less prestigious than other state flagship institutions. Receiving an HSI designation and becoming the state’s second HSI is a strategic move in strengthening its narrative of embracing diversity while also receiving additional funds to further its global brand.
Case Breakdown
SAS University is an emerging HSI aiming to become an HSI by intentionally targeting and increasing its Hispanic student enrollment. President James Lee has formed a task force to explore how to increase Hispanic enrollment, determine whether attempting to achieve an HSI designation is something SAS University should pursue, and advise how the additional funding should be directed should SAS receive an HSI designation.
When word gets out on campus, Hispanic students, administrators, and faculty are upset because they feel the institution’s goal of becoming an HSI is disingenuous. Campus stakeholders cite several examples of how SAS has neglected the Hispanic student population in the past; particularly as it relates to transparency in funding, academics, and community inclusion. These stakeholders believe the university has shown its true colors as it relates to Latina/o students and is only interested in receiving extra funding rather than genuinely trying to support this population.
In addition to agitation about the university’s lack of support for Latina/o students, there is concern about how SAS plans to distribute the additional funding. Among senior leadership, there has been a fervent desire to boost the university’s athletic reputation through the establishment of a new football team and stadium. SAS leadership hopes the creation of the football program will provide a new and exciting pathway to create campus and community engagement. SAS hopes the additional funding received from an HSI designation can help offset the costs of recruiting a prominent athletic director. Leadership believes establishing a new athletic football program will transform campus culture and how SAS serves its students, which ultimately benefits the institution as a whole. These issues have led to multiple on-campus student protests.
Discussion Questions
- How should senior leadership address the protests happening on campus and create common goals regarding the HSI designation?
- What are the cultural and political ramifications of SAS gaining an HSI designation?
- How can student affairs practitioners engage with their campus community members, providing either direct or indirect support, when their institutions create these types of initiatives (i.e., becoming an HSI)?
- What do you consider a fair and just allocation of grant funds for Hispanic Serving Institutions (HSIs)? If SAS University became an HSI, how would you want the funds allocated and why?
References
Brown, S. & Mangan, K. (2021, December 1). Everyone Wants to Be a Hispanic-Serving Institution. The Chronicle. https://www.chronicle.com/article/everyone-wants-to-be-a-hispanic-serving-institution?cid=gen_sign_in
Excelencia in Education. (n.d.). Hispanic-serving institutions data: 2019-2020. Retrieved February 17, 2022, from https://www.edexcelencia.org/research/series/hsi-2019-2020
Excelencia in Education. (n.d.). Hispanic-serving institutions 2019-2020: Infographic. Retrieved February 17, 2022, from http://www.edexcelencia.org/research/infographics/hispanic-serving-institutions-hsis-2019-2020-fast-facts
Garcia, G. (2019). Defining “servingness” at Hispanic serving institutions (HSIs): Practical implications for HSI leaders. American Council on Education. https://www.equityinhighered.org/resources/ideas-and-insights/defining-servingness-at-hispanic-serving-institutions-hsis-practical-implications-for-hsi-leaders/
Moody, J. (2020). Hispanic serving institutions: What to know. U.S. News. Retrieved February 16, 2022, from https://www.usnews.com/education/best-colleges/articles/hispanic-serving-institutions-what-to-know
New America. (2015, January, 15). Hispanic-Serving Institutions (HSIs). New America. https://www.newamerica.org/post-secondary-national-policy-institute/our-blog/hispanic-serving-institutions-hsis/#:~:text=Hispanic%2DServing%20Institutions%20(HSIs)%3A%20A%20Background%20Primer&text=The%20first%20HSI%20appropriations%20were,their%20own%20Title%2C%20Title%20V
Author Bios
Sophie Gorshenin Sophie serves as the Assistant Director for University Life Regional Campuses at George Mason University. She supports facilitating the provision of University Life programs and services that are integral to the students’ educational success across Mason’s regional campuses. Sophie received her B.A. in Global Affairs and M.A. in Arts Management from George Mason University and is currently working toward her Ph.D. in Education with a specialization in Higher Education. As a researcher, Sophie focuses on the impact of Public-Private Partnerships (P3s) and explores how P3s can play a role in enhancing students’ experiences on college campuses.
Amanda Torres Amanda Torres received her Bachelor of Arts in Spanish with a minor in French from the University of South Carolina in Columbia, South Carolina and her Master of Science in Higher Education Administration from Florida International University in Miami, Florida. She has extensive experience in Higher Education Administration within the fields of Residence Life, Student Conduct, Academic Integrity, Title IX, and Academic Affairs. Amanda is currently pursuing a Ph.D. in Education with a specialization in Higher Education at George Mason University. Her research interests include the Sociology of Higher Education and the impact of social, cultural, and family capital on college choice and the college experiences of Hispanic/Latina/o students.
Sang Jin Lee Sang Jin Lee is a doctoral student at George Mason University, focusing his research on assessing and evaluating transnational higher education through intercultural initiatives – primarily through the lens of faculty members and administrative staff. As an International Advisor and a SEVIS Designated School Official at the Office of International Programs and Services, Sang works closely with international students and faculty members, making the transition between George Mason’s branch campus in Songdo, South Korea, and the home campus in Fairfax, Virginia. Please get in touch with Sang at [email protected] for more information.
[1] The term Hispanic is the designation used by the Department of Education when referring to those from Spanish-speaking countries. In keeping with this, we use the term Hispanic when referring to Hispanic Serving Institutions. In other instances, we use the terms Hispanic and Latina/o interchangeably throughout this paper.