This article demonstrates how Latinos attending Hispanic-Serving Institutions (HSIs) of various compositional diversities continue to experience racial microaggressions on campus. Using qualitative data from 40 in-depth interviews with Latino undergraduates enrolled at HSIs of different compositional diversities, findings reveal that participants attending an emerging HSI (23% FTE Latino enrollment [FTE]) and an HSI with a 45% FTE Latino enrollment reported experiencing more racial microaggressions compared with those attending an HSI with 80% FTE Latino enrollment.
Arbelo-MarreroF.MilacciF. (2016). A phenomenological investigation of the academic persistence of undergraduate Hispanic nontraditional students at Hispanic Serving Institutions. Journal of Hispanic Higher Education, 15, 22-40.
2.
BrownM. C.IIDancyT. E.II (2010). Predominantly White Institutions. In LomoteyKofy (Ed.), Encyclopedia of African American education (pp. 524-527). SAGE.
3.
CastilloL. G.ConoleyC. W.Choi-PearsonC.ArchuletaD. J.PhoummarathM. J.Van LandinghamA. (2005). University environment as a mediator of Latino ethnic identity and persistence attitudes. Journal of Counseling Psychology, 53, 267-271.
4.
ChunH.MarinM. R.SchwartzJ. P.PhamA.Castro-OlivoS. M. (2016). Psychosociocultural structural model of college success among Latina/o students in Hispanic-Serving Institutions. Journal of Diversity in Higher Education, 9(4), 385-400.
5.
ContrerasF.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.
6.
CuellarM.Johnson-AhorluR. N. (2016). Examining the complexity of the campus racial climate at a Hispanic serving community college. Community College Review, 44, 135-152.
FeaginJ.VeraH.ImaniN. (1996). The agony of education: Black students at white colleges and universities. New York, NY: Routledge.
9.
FranklinJ. D.SmithW. A.HungM. (2014). Racial battle fatigue for Latina/o students: A quantitative perspective. Journal of Hispanic Higher Education, 13, 303-322.
10.
GarciaG. A. (2013). Does percentage of Latinas/os affect graduation rates at 4 year Hispanic Serving Institutions (HSIs), emerging SHIs, and non-HSIs?Journal of Hispanic Higher Education, 12, 256-268.
11.
GarciaG. A. (2016). Complicating a Latina/o-serving identity at a Hispanic Serving Institution. The Review of Higher Education40(1), 117-143.
12.
GarciaG. A.Johnston-GuerreroM. P. (2015). Challenging the utility of a racial microaggressions framework through a systematic review of racially biased incidents on campus. Journal of Critical Scholarship on Higher Education Student Affairs, 2(1), 48-66.
13.
GuardiaJ. R.EvansN. J. (2008). Factors influencing the ethnic identity development of Latino fraternity members at a Hispanic Serving Institution. Journal of College Student Development, 49, 163-181.
14.
HurtadoS.AlvaradoA. R. (2015). Discrimination and bias, underrepresentation, and sense of belonging on campus. Los Angeles, CA: Higher Education Research Institute at UCLA.
15.
HurtadoS.CarterD. F. (1997). Effects of college transition and perceptions of the campus racial climate on Latino college students’ sense of belonging. Sociology of Education, 70, 324-345.
16.
HurtadoS.MilemJ. F.Clayton-PedersenA. R.AllenW. R. (1998). Enhancing campus climates for racial/ethnic diversity: Educational policy and practice. The Review of Higher Education, 21, 279-300.
17.
LadenB. V. (2001). Hispanic-Serving Institutions: Myths and realities. Peabody Journal of Education, 76(1), 73-92.
18.
LairdT. F. N.BridgesB. K.Morelon-QuainooC. L. (2007). African American and Hispanic student engagement at minority serving and predominantly. Journal of College Student Development, 48(1), 39-56.
19.
LedesmaM. C.CalderónD. (2015). Critical race theory in education: A review of past literature and a look to the future. Qualitative Inquiry, 21, 206-222.
20.
MedinaC. A.PosadasC. E. (2012). Hispanic student experiences at a Hispanic-Serving Institution: Strong voices, key message. Journal of Latinos and Education, 11, 182-188.
21.
SantiagoD. (2006). Inventing Hispanic-Serving Institutions (HSIs): The basics. Excelencia in Education. Washington, DC.
22.
SolorzanoD. G. (1998). Critical race theory, race and gender microaggressions, and the experience of Chicana and Chicano scholars. International Journal of Qualitative Studies in Education, 11, 121-136.
23.
SolorzanoD. G.CejaM. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. The Journal of Negro Education, 69, 60-73.
24.
SolorzanoD. G.YossoT. J. (2000). Toward a critical race theory of Chicana and Chicano education. In TejedaC.MartinezC.LeonardoZ. (Eds.), Charting new terrains of Chicana(o)/Latina(o) education (pp. 35-65). Cresskill, NJ: Hampton Press.
25.
StorlieC. A.MorenoL. S.PortmanT. A. A. (2014). Voices of Hispanic college students: A content analysis of qualitative research within the Hispanic journal of behavioral sciences. Hispanic Journal of Behavioral Sciences, 36, 64-78.
