Hispanic-serving institutions (HSIs) should realign their organizational approach in order to liberate themselves and their students. As colonized institutions enrolling colonized people, HSIs must recognize their history of colonialism before moving toward an organizational model grounded in decolonization. The Organizational Framework for Decolonizing HSIs has nine elements and is grounded in organizational theory, yet it challenges the white normative ways in which postsecondary institutions have been studied and the models that have been used to organize them.
AcuñaR. (1988). Occupied America: The history of Chicanos. New York, NY: Harper Collins.
2.
AnzaldúaG. (2002). Now let us shift . . . the path of conocimiento . . . inner work, public acts. In AnzaldúaG. E.KeatingA. (Eds.), This bridge we call home: Radical visions for transformation (pp. 540-578). New York, NY: Routledge.
3.
AshworthJ.Van BockernS.AiltsJ.DonnellyJ.EricksonK.WoltermannJ. (2008). The restorative justice center: An alternative to school detention. Reclaiming Children & Youth, 17(3), 22-26.
4.
AustinI.JonesG. A. (2016). Governance of higher education: Global perspectives, theories, and practices. New York, NY: Routledge.
5.
BattisteM.BellL.FindlayL. M. (2002). Decolonizing education in Canadian universities: An interdisciplinary, international, indigenous research project. Canadian Journal of Native Education, 26(2), 82-95.
6.
BirnbaumR. (1988). How colleges work: The cybernetics of academic organization and leadership. San Francisco, CA: Jossey-Bass.
7.
CabreraN. L.FranklinJ. D.WatsonJ. S. (2017). Whiteness in higher education: The invisible missing link in diversity and racial analyses. Hoboken, NJ: John Wiley.
8.
CervantesM. A. (2015). Culturally relevant performance pedagogies: Exploring the value of AfroLatina/o music performance projects at a Hispanic-serving institution. Association of Mexican-American Educator Journal, 9(2), 69-77.
9.
CervantesM. A.SaldañaL. P. (2015). Hip hop and nueva canción as decolonial pedagogies of epistemic justice. Decolonization: Indigeneity, Education, & Society, 4(1), 84-108.
CohenA. M.KiskerC. B. (2010). The shaping of American higher education: Emergence and growth of the contemporary system (2nd ed.). San Francisco, CA: Jossey-Bass.
12.
ColeW. M. (2011). Minority politics and group-differentiated curricula at minority-serving colleges. The Review of Higher Education, 34, 381-422.
13.
ContrerasF. E.ContrerasG. J. (2015). Raising the bar for Hispanic serving institutions: An analysis of college completion and success rates. Journal of Hispanic Higher Education, 14, 151-170. doi:10.1177/1538192715572892
14.
ContrerasF. E.MalcomL. E.BensimonE. M. (2008). Hispanic-serving institutions: Closeted identity and the production of equitable outcomes for Latino/a students. In GasmanM.BaezB.TurnerC. S. V. (Eds.), Understanding minority-serving institutions (pp. 71-90). Albany: State University of New York.
15.
CuádrazG. H. (2005). Chicanas in higher education: Three decades of literature and thought. Journal of Hispanic Higher Education, 4, 215-234.
16.
CuellarM. (2014). The impact of Hispanic-Serving Institutions (HSIs), emerging HSIs, and non-HSIs on Latina/o academic self-concept. The Review of Higher Education, 37, 499-530. doi:10.1353/rhe.2014.0032
17.
CunninghamA.ParkE.EngleJ. (2014). Minority-serving institutions: Doing more with less. Washington, DC: Institute for Higher Education Policy.
18.
de los RíosC. V. (2013). A curriculum of the borderlands: High school Chicana/o-Latina/o Studies as sitios y lengua. Urban Review, 45, 58-73. doi:10.1007/s11256-012-0224-3
19.
DreznerN. D.VillarealR. C. (2015). Engaging the Latino community: Enhancing Hispanic-serving institutions’ Latino donor base. In MendezJ. P.BonnerI. F. A.Méndz-NegreteJ.PalmerR. T. (Eds.), Hispanic-Serving Institutions in American higher education: Their origin, and present and future challenges (pp. 178-193). Sterling, VA: Stylus.
GarciaG. A. (2015a). Using organizational theory to study Hispanic-Serving Institutions: An imperative research agenda. In NúñezA.-M.HurtadoS.Calderón GaldeanoE. (Eds.), Hispanic-Serving Institutions: Advancing research and transformative practices (pp. 82-98). New York, NY: Routledge.
22.
GarciaG. A. (2015b). Exploring student affairs professionals’ experiences with the campus racial climate at a Hispanic Serving Institution. Journal of Diversity in Higher Education, 8(2). doi:10.1037/a0039199
23.
GarciaG. A. (2016). Complicating a Latina/-o serving identity at a Hispanic Serving Institution. The Review of Higher Education, 40(1), 117-143.
24.
GarciaG. A. (2017). Defined by outcomes or culture? Constructing an organizational identity for Hispanic-Serving Institutions. American Education Research Journal, 54(1S), 111S-134S. doi:10.3102/0002831216669779
25.
GarciaG. A.OkhidoiO. (2015). Culturally relevant practices that “serve” students at a Hispanic Serving Institution. Innovative Higher Education, 40(4). doi:10.1007/s10755-015-9318-7
26.
GarciaG. A.PatrónO. E.RamirezJ. J.HudsonL. T. (2016). Identity salience for Latino male collegians at Hispanic Serving Institutions (HSIs), emerging HSIs, and non-HSIs. Journal of Hispanic Higher Education, 1-15. doi:10.1177/1538192716661907
27.
GloriaA. M.CastellanosJ.KamimuraM. (2006). Entendiendo la historia de Latina/os en el camino a la universidad (Understanding the history of Latina/os on the road to the university). In GloriaA. M.CastellanosJ.KamimuraM. (Eds.), The Latina/o Pathway to the Ph.D. (pp. xxiii-xxxv). Sterling, VA: Stylus.
28.
GonzalesL. D. (2015). The horizon of possibilities: How HSI faculty can reshape the production and legitimization of knowledge within academia. In NúñezA.-M.HurtadoS.Calderón GaldeanoE. (Eds.), Hispanic-serving Institutions: Advancing research and transformative practices (pp. 121-135). New York, NY: Routledge.
29.
GonzálezG. G. (2008). Segregation and the education of Mexican children, 1900-1940. In MorenoJ. F. (Ed.), The elusive quest for equality: 150 years of Chicano/Chicana education (pp. 53-76). Cambridge, MA: Harvard Educational Review.
30.
GonzálezR. G. (2008). College student civic development and engagement at a Hispanic serving institution. Journal of Hispanic Higher Education, 7, 287-300. doi:10.1177/1538192708320472
31.
GuilloryJ. P.WardK. (2008). Tribal colleges and universities: Identity, invisibility, and current issues. In GasmanM.BaezB.TurnerC. S. V. (Eds.), Understanding minority-serving institutions (pp. 91-110). Albany: State University of New York.
32.
HarmonN. (2012). The role of minority-serving institutions in national college completion goals. Washington, DC: Institute for Higher Education Policy.
33.
HernándezT. K. (2016). Envisioning the United States in the Latin American myth of “racial democracy mestizaje.”Latin American and Caribbean Ethnic Studies, 11, 189-205.
34.
HurtadoS.AlvarezC. L.Guillermo-WannC.CuellarM.ArellanoL. (2012). A model for diverse learning environments: The scholarship on creating and assessing conditions for student success. In SmartJ. C.PaulsenM. B. (Eds.), Higher education: Handbook for theory and research (pp. 41-122). New York, NY: Springer.
35.
HurtadoS.GonzálezR. A.Calderón GaldeanoE. (2015). Organizational learning for student success: Cross-institutional mentoring, transformative practice, and collaboration among Hispanic-serving institutions. In NúñezA.-M.HurtadoS.GaldeanoE. C. (Eds.), Hispanic-serving institutions: Advancing research and transformative practice (pp. 177-195). New York, NY: Routledge.
36.
IllsleyR. E. (2000). Community standards: A hands-on approach to their implementation in residence halls (Unpublished doctoral dissertation). University of Pittsburgh, Pittsburgh, PA.
37.
LedesmaM. C.BurciagaR. (2015). Faculty governance at Hispanic-serving institutions through the lens of critical race theory. In MendezJ. P.BonnerI. F. A.Méndz-NegreteJ.PalmerR. T. (Eds.), Hispanic-serving institutions in American higher education: Their origin, and present and future challenges (pp. 5-29). Sterling, VA: Stylus.
38.
MacDonaldV. M. (2004). Latino education in the United States: A narrated history from 1513-2000. New York, NY: Palgrave Macmillan.
39.
MacreadyT. (2009). Learning social responsibility in schools: A restorative practice. Educational Psychology in Practice, 25, 211-220. doi:10.1080/02667360903151767
40.
ManningK. (2013). Organizational theory in higher education. New York, NY: Routledge.
41.
MartinezE.GonzalesL. D. (Eds.). (2015). Bridging academic and student affairs: Working together to craft pathways that advance Latinos and Latinas in higher education. Sterling, VA: Stylus.
42.
MayhewM. J.GrunwaldH. E.DeyE. L. (2006). Breaking the silence: Achieving a positive campus climate for diversity from the staff perspective. Research in Higher Education, 47, 63-88.
43.
MenchacaM. (2008). The Treaty of Guadalupe Hidalgo and the racialization of the Mexican population. In MorenoJ. F. (Ed.), The elusive quest for equality: 150 years of Chicano/Chicana education (pp. 3-29). Cambridge, MA: Harvard Educational Review.
44.
MuñozJ. C. (2007). Youth, identity, power: The Chicano movement revised and expanded edition. Brooklyn, NY: Verso.
45.
NúñezA.-M.Murakami-RamalhoE.CueroK. K. (2010). Pedagogy for equity: Teaching in a Hispanic-serving institution. Innovative Higher Education, 35, 177-190. doi:10.1007/s10755-010-9139-7
46.
OrtegaN.FryeJ.NellumC.KamimuraA.Vidal-RodríguezA. (2015). Examining the financial resilience of Hispanic-serving institutions. In NúñezA.-M.HurtadoS.GaldeanoE. C. (Eds.), Hispanic-Serving Institutions: Advancing research and transformative practice (pp. 155-176). New York, NY: Routledge.
47.
Pérez-TorresR. (2006). Mestizaje: Critical uses of race in Chicano culture. Minneapolis: University of Minnesota.
48.
PrasadA. (2012). Working against the grain: Beyond Eurocentrism in organization studies. In PrasadA. (Ed.), Against the grain: Advances in postcolonial organization studies (pp. 13-31). Copenhagen, Denmark: Copenhagen Business School.
49.
QuijanoA. (2000). Coloniality of power and Eurocentrism in Latin America. International Sociology, 15, 215-232.
50.
QuijanoA. (2007). Coloniality and modernity/rationality. Cultural Studies, 21, 168-178. doi:10.1080/09502380601164353
51.
ReillyA. (2006). A constitutional framework for indigenous governance. Sydney Law Review, 28, 403-435.
52.
SandovalC. (1991). U.S. third world feminism: The theory and method of oppositional consciousness in the postmodern world. Genders, 10, 1-24.
53.
SolórzanoD. G.VillalpandoO.OsegueraL. (2005). Educational inequities and Latina/o undergraduate students in the United States: A critical race of analysis of their educational progress. Journal of Hispanic Higher Education, 4, 272-294.
54.
SolórzanoD. G.YossoT. J. (2000). Toward a critical race theory of Chicana and Chicano education. In TejedaC.MartinezC.LeonardoZ. (Eds.), Charting terrains of Chicana(o)/Latina(o) education (pp. 35-65). Cresskill, NJ: Hampton Press.
55.
TeasleyM. L. (2014). Shifting from zero tolerance to restorative justice in schools. Children & Schools, 36, 131-133.
56.
TuckE.YangK. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education, & Society, 1(1), 1-40.
57.
TurnerC. S. V.GonzálezJ. C.WoodJ. L. (2008). Faculty of color in academe: What 20 years of literature tells us. Journal of Diversity in Higher Education, 1, 139-168. doi:10.1037/a0012837
58.
ValdezP. L. (2015). An overview of Hispanic-serving institutions’ legislation: Legislation policy formation between 1979 and 1992. In MendezJ. P.BonnerI. F. A.Méndez-NegreteJ.PalmerR. T. (Eds.), Hispanic-serving institutions in American higher education: Their origin, and present and future challenges (pp. 5-29). Sterling, VA: Stylus.
