Books
Transforming Hispanic-Serving Institutions for Equity and Justice
Coming February 14, 2023 - Beyond having over a quarter of their undergraduate students Hispanic, what makes Hispanic-Serving Institutions (HSIs) uniquely Latinx? And how can university leaders, faculty, and staff transform these institutions into spaces that promote racial equity, social justice, and collective liberation? In this book, Dr. Garcia argues that in order to serve Latinx students and other students of color, these institutions must acknowledge how whiteness operates across the organization, from the ways that it is governed and how decisions are made to how education and knowledge are delivered. Diversity alone is insufficient for achieving a dynamic learning environment within higher education institutions. In Transforming Hispanic-Serving Institutions for Equity and Justice, Garcia offers a framework for transforming HSIs into truly Latinx-serving. The framework is grounded in critical theories, yet it advances new ways of thinking about how to organize colleges and universities that are actively serving students of color, low income students, and students from other minoritized backgrounds. This framework connects multiple important dimensions, including mission, identity, strategic purpose, membership, curriculum, student services, physical infrastructure, governance, leadership, external partnerships, and external influences. Drawing on over 25 years of HSI research, Garcia offers unique solutions for colleges and universities that want to better serve their students. With over 550 colleges and universities already eligible for the HSI designation, this book is a must-read for everyone in higher education.
For information on ordering the book in bulk, contact Rachel Miller, Sales Manager, Johns Hopkins University Press, rmill157@jhu.edu or 410.516.6951.
Becoming Hispanic-Serving Institutions: Opportunities for Colleges and Universities
Hispanic Serving Institutions (HSIs) are defined by the federal government as not-for-profit, degree granting colleges and universities that enroll at least 25% Latinx students. But beyond the federal definition, there is uncertainty about what it means to serve Latinx students, particularly as HSIs are enrollment driven institutions that lack an historical mission to serve Latinxs. While some argue that equitable graduation rates are evidence of effectively serving Latinxs, others say that HSIs must provide a culturally enhancing educational experience. Dr. Garcia contends that both are important and complicates this argument in the book. Becoming Hispanic-Serving Institutions is intended for higher education scholars and practitioners. It was published at an important time in history, as the number of colleges and universities eligible for HSI status increases every year, reaching 550 by fall 2020. Yet there is a need to understand the opportunities and challenges of becoming an HSI, which the book offers.
For information on ordering the book in bulk, contact Rachel Miller, Sales Manager, Johns Hopkins University Press, rmill157@jhu.edu or 410.516.6951.
Hispanic Serving Institutions in Practice: Defining “Servingness” at HSIs
As the general population of Latinxs in the United States burgeons, so does the population of college-going Latinx students. With more Latinxs entering college, the number of Hispanic Serving Institutions (HSIs), also grows. But as they increase in number, the question remains: What does it mean to serve Latinx students? This edited book fills an important gap in the literature. It features the stories of faculty, staff, and administrators who are defining “servingness” in practice at HSIs. Servingness is conceptualized as the ability of HSIs to enroll and educate Latinx students through a culturally enhancing approach that centers Latinx ways of knowing and being, with the goal of providing transformative experiences that lead to both academic and non-academic outcomes. In this book, practitioners who have implemented federally funded HSI grants, including those funded by Department of Education Title III and V grants, tell their stories of success in defining servingness. Specifically, they provide empirical and practical evidence of the results and outcomes of. This edited book is ideal for higher education practitioners and scholars searching for best practices for HSIs. It is essential as it provides a framework that simplifies the complex phenomenon known as servingness.
