Transcript Microsoft PowerPoint - Marin_HSI Institute

DEVELOPING AN IDENTITY AS AN
HISPANIC SERVING INSTITUTION
Patricia Marin, Ph.D.
Michigan State University
October 11, 2013
Outline
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Introduction – Session & Participants
Background
Questions
Context
Organizational Culture
Challenges
Discussion
Background
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Assumption that “critical mass of students motivates an institution to
change how it operates to better ‘serve’ these students” (Santiago,
2012)
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Hispanic SERVING vs. Hispanic ENROLLING
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Is this true?
What changes are necessary?
Current definition focuses on numbers only
Many campuses focus on isolated programs/practices
Broader, more systemic change needed -- Importance of developing
a cultural identity as an HSI, not just about numbers or
programs/practices
Questions
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How does an institution become an Hispanic-Serving
Institution?
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Accidental?
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Intentional?
What does it mean to develop a cultural identity as an
HSI?
What is the role of campus leaders in this transformation?
Context
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Hispanic-Serving Institutions
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History & Definition
Within the Higher Education Landscape
Literature
Organizational Culture
History:
Hispanic-Serving Institutions
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HSI designation developed in the 1980s; appeared
in HEA reauthorization of 1992
Federal/state/institutional leaders recognized that
small group of institutions enrolled large percentage
of Latinos/as but had limited resources –
UNDERFUNDED INSTITUTIONS
HSI designation provided formal recognition for
capacity-building and other support
Definition:
Hispanic-Serving Institutions
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HSIs defined in HEA as accredited and degreegranting public or private nonprofit higher
education institutions with at least 25% total
undergraduate Latino FTE enrollment
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Definition is not about institutional mission or institutional
practice
Majority of institutions evolved into HSIs; in other words,
these institutions were not created to serve this
population
HSIs within the
Higher Education Landscape
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311 HSIs in 15 states and Puerto Rico (32% increase
from 2004)
Concentrated geographically—almost 75% of HSIs in 3
states and Puerto Rico
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California (98), Puerto Rico (56), Texas (56), and New
Mexico (23)
62% of HSIs (192) have open admissions policy,
compared to 41% of all degree-granting institutions
38% (119) offer graduate degrees; 53 offer doctoral
and professional degrees
Emerging HSIs
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242 “emerging HSIs” – 15-24% undergraduate FTE
Latino/a enrollment
Emerging HSIs located in 26 states
38% public 2-year, 35% private nonprofit 4-year,
24% public 4-year, 3% private nonprofit 2-year
Newer to the HSI Landscape:
Carnegie Classification: RU/VH HSIs (2010-11)
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University of New Mexico-Main Campus: 39.6%
University of California-Riverside: 31.1%
University of Houston: 25%
Newer to the HSI Landscape:
Carnegie Classification: RU/VH Emerging HSIs (2010-11)
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Arizona State University
17.6%
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University of Arizona
University of California-Santa Barbara
University of California-Santa Cruz
University of California-Los Angeles
University of California-Irvine
University of Central Florida
University of Florida
University of South Florida-Main Campus
University of Illinois at Chicago
CUNY Graduate School & University Center
Texas A&M University
The University of Texas at Austin
University of Miami
Stanford University
19.5%
22.9%
20.3%
15.9%
15.4%
16.8%
16.6%
16.9%
20.2%
21.5%
16.1%
19.5%
23.5% - PRIVATE
15.6% - PRIVATE
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Why are HSIs important?
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With the addition of new institutional types to the
HSI/Emerging HSI designation, we need to focus on
the role existing HSIs (including community colleges
and 4-years) must play in the national context
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"Hispanic-Serving Institutions are on the crest of a
demographic wave in this nation. They are our
laboratories for fostering Hispanic student success, and
other colleges and universities will look to them for
guidance and leadership."
—Rep. Ruben Hinojosa, U.S. House of Representative (D-TX)
HSIs in the Literature
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Mostly on community colleges/open access institutions
Broadly, HSIs described in literature as:
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having limited resources
enrolling students with lower academic preparedness
being located in the Latino community
having “institutional characteristics that align with Latino
student priorities”
Now – HSI sector is more diverse – literature needs to
include all types to provide an accurate picture of HSIs
nationally
Organizational Culture
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“the collective, mutually shaping patterns of norms,
values, practices, beliefs, and assumptions that guide
the behavior of individuals and groups in an institute of
higher education and provide a frame of reference
within which to interpret the meaning of events and
actions on and off campus” (Kuh & Whitt, 1988, p. 12)
Manifests via: observable artifacts, values, basic
underlying assumptions (Schein, 1990)
Culture is learned, new members are acculturated
Subcultures can exist, but dominant culture is
overarching
Different from campus climate
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Observable artifacts
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Values
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“Physical layout, the dress code, the manner in which people
address each other, the smell and feel of the place, its emotional
intensity”
“norms, ideologies, philosophies”
Assumptions
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“determine perceptions, thought processes, feelings, and
behavior”
Values that are no longer questioned
LEARN VIA INSIDER KNOWLEDGE AND OUTSIDER QUESTIONS
Examples?
How would they look as an HSI?
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Observable artifact?
Values?
Basic underlying assumptions?
Business as usual
Preaching to the choir
Spanish spoken here
On the buffet
Challenges
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Institutional change is difficult
Is the change wanted?
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Institutions may want diversity but often do not want the
systemic change required for success
Institutional change is not required as part of the
HSI definition (so what is the motivation?)
Who will be responsible?
Competing goals/interests (what is the priority?)
What is working
against efforts?
Marin & Yun, 2005
Concluding Thoughts
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Awareness
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Is there a commitment to being an HSI in all contexts?
What is working against efforts to truly be an HSI? Is it possible
to address these obstacles/conflicts? Is there institutional will to
do so?
How do Latino students/community perceive the institution?
Practice
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Decision needed regarding level of commitment to be an HSI
(only an HSI when it’s convenient?)
Education needed for campus leaders and campus
“SERVING” students requires more than just programs
Cultural change needed to solidify program/practice change
Currently successful HSIs must serve as role models for emerging
HSIs and beyond
Successful HSIs must be mindful of goals to change – what might
be lost?
Resources
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Excelencia in Education, http://www.edexcelencia.org/
Kuh, G. D., & Whitt, E. J. (1988). The invisible tapestry: Culture in American
colleges and universities. ASHE-ERIC Higher Education Research Report, No.
1. Washington, DC: Associate for the Study of Higher Education.
Marin, P., & Yun, J. T. (2005). From strict scrutiny to educational scrutiny: A
new vision for higher education policy and research. In G. Orfield, P. Marin,
& C. L. Horn (Eds.), Higher education and the color line: College access, racial
equity, and social change (pp. 197-218). Cambridge, MA: Harvard Education
Publishing Group.
Santiago, D. A. (2012). Public policy and Hispanic-Serving institutions: From
invention to accountability. Journal of Latinos and Education, 11(3), 163167.
Schein, E. H. (1990, February). Organizational culture. American
Psychologist, 45(2), 109-119.
Discussion
Contact Information:
Patricia Marin, Ph.D.
Assistant Professor, Michigan State University
[email protected]
517-432-9616