Sage Journals: Discover world-class research

Abstract

Hispanic-Serving Institutions (HSIs) are colleges and universities that enroll at least 25% Latinx students. Despite being recognized by the federal government since 1992, HSIs lack a historical mission to serve Latinxs. As such the idea of “servingness” has become an elusive concept. An abundance of literature centering HSIs has been published, yet there continues to be a debate about what it means to serve students. We conducted a systematic review of 148 journal articles and book chapters to better understand how researchers conceptualize the idea of servingness at HSIs. We identified four major themes used by researchers to conceptualize servingness: (1) outcomes, (2) experiences, (3) internal organizational dimensions, and (4) external influences. We also found that researchers are often unintentional in their efforts to conceptualize what it means to be an HSI. We offer a multidimensional conceptual framework of servingness to be used in research, policy, and practice.

Keywords

Hispanic-Serving Institutions HSIs Latinx college students antideficit outcomes experiences organizational culture

Get full access to this article

View all access options for this article.

References

*Arana

Castañeda-Sound

Blanchard

Aguilar

T. E.

(2011). Indicators of persistence for Hispanic undergraduate achievement: Toward an ecological model. Journal of Hispanic Higher Education, 10, 237–251. doi:10.1177/1538192711405058

Association of Governing Boards of Colleges and Universities. (2010). Association of Governing Boards of Colleges and Universities statement on board responsibility for institutional governance. Washington, DC: Author.

Birnbaum

(1988). How colleges work: The cybernetics of academic organization and leadership. San Francisco, CA: Jossey-Bass.

Cabrera

J. A.

(2011). Conceptualizing Latina/o philanthropy in higher education: A study of Latina/o undergraduate alumni from a predominantly white Jesuit institution. Unpublished doctoral dissertation, Iowa State University, Ames.

*Calderón Galdeano

Flores

A. R.

Moder

. (2012). The Hispanic Association of Colleges and Universities and Hispanic-Serving Institutions: Partners in the advancement of Hispanic higher education. Journal of Latinos and Education, 11, 157–162. doi:10.1080/15348431.2012.686352

Caldwell

Henshaw

Taylor

(2005). Developing a framework for critiquing health research. Journal of Health, Social and Environmental Issues, 6, 45–54.

*Camacho

M. M.

Lord

S. M.

(2011). “Quebrando fronteras”: Trends among Latino and Latina undergraduate engineers. Journal of Hispanic Higher Education, 10, 134–146. doi:10.1177/1538192711402354

Carnevale

Strohl

(2013). Separate and unequal: How higher education reinforces the intergenerational reproduction of White racial privilege. Washington, DC: Center of Education and the Workforce, Georgetown Public Policy Institute, Georgetown University.

*Cervantes

M. A.

(2015). Culturally relevant performance pedagogies: Exploring the value of AfroLatina/o music performance projects at a Hispanic-serving institution. Association of Mexican American Educators Journal, 9, 69–77.

10.

*Cole

W. M.

(2011). Minority politics and group-differentiated curricula at minority-serving colleges. Review of Higher Education, 34, 381–422.

11.

Collins

J. A.

Fauser

B. C. J. M

. (2005). Balancing the strengths of systematic and narrative reviews. Human Reproductive Update, 11, 103–104.

12.

Conrad

Gasman

(2015). Educating and diverse nation: Lessons from minority-serving institutions. Cambridge, MA: Harvard University.

13.

Contreras

F. E.

(2017). Latino faculty in Hispanic-Serving Institutions: Where is the diversity? Association of Mexican American Educators Journal, 11, 223–250. doi:10.24974/amae.11.3.368

14.

*Contreras

F. E.

Malcom

L. E.

Bensimon

E. M.

(2008). Hispanic-serving institutions: Closeted identity and the production of equitable outcomes for Latino/a students. In Gasman

Baez

Turner

C. S. V.

(Eds.), Understanding minority-serving institutions (pp. 71–90). Albany: State University of New York.

15.

Cooper

(2010). Research synthesis and meta-analysis: A step-by-step approach (4th ed.). Thousand Oaks, CA: Sage.

16.

*Crisp

Nora

Taggart

(2009). Student characteristics, pre-college, college, and environmental factors as predictors of majoring in and earning a STEM degree: An analysis of students attending a Hispanic Serving Institution. American Educational Research Journal, 46, 924–942.

17.

*Cuellar

(2014). The impact of Hispanic-Serving Institutions (HSIs), emerging HSIs, and non-HSIs on Latina/o academic self-concept. Review of Higher Education, 37, 499–530. doi:10.1353/rhe.2014.0032

18.

*Cuellar

(2015). Latina/o student characteristics and outcomes at four-year Hispanic-serving institutions (HSIs), emerging HSIs, and non-HSIs. In Núñez

A.-M.

Hurtado

Calderón Galdeano

(Eds.), Hispanic-serving institutions: Advancing research and transformative practices (pp. 101–120). New York, NY: Routledge.

19.

Cuellar

(2019). Creating Hispanic-serving institutions (HSIs) and emerging HSIs: Latina/o college choice at 4-year institutions. American Journal of Education, 125, 231–258.

20.

*Cuellar

Johnson-Ahorlu

R. N.

(2016). Examining the complexity of the campus racial climate at a Hispanic serving community college. Community College Review, 44, 135–152. doi:10.1177/0091552116632584

21.

Cuellar

Segundo

Muñoz

(2017). Assessing empowerment at HSIs: An adapted inputs-environments-outcomes model. Association of Mexican American Educators Journal, 11, 84–108. doi:10.24974/amae.11.3.362

22.

*de los Santos

A. G. J.

Cuamea

K. M

. (2010). Challenges facing Hispanic-serving institutions in the first decade of the 21st century. Journal of Latinos and Education, 9, 90–107.

23.

DeCuir-Gunby

J. T.

Marshall

P. L.

McCulloch

A. W.

(2011). Developing and using a codebook for the analysis of interview data: An example from professional development research project. Field Methods, 23, 136–155. doi:10.1177/1528822X10388468

24.

Deil-Amen

(2015). The “traditional” college student: A smaller and smaller minority and its implications for diversity and access institutions. In Kirst

M. W.

Stevens

M. L.

(Eds.), Remaking college: The changing ecology of higher education (pp. 134–165). Stanford, CA: Stanford University.

25.

*Desai

S. R.

Abeita

(2017). Institutional microaggressions at a Hispanic serving institution: A Diné (Navajo) woman utilizing tribal critical race theory through student activism. Equity & Excellence in Education, 50, 275–289. doi:10.1080/10665684.2017.1336498

26.

DiMaggio

P. J.

Powell

W. W.

(1983). The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields. American Sociological Review, 48, 147–160.

27.

*Doran

E. E.

(2015). Negotiating access and tier one aspirations: The historical evolution of a striving Hispanic-serving institution. Journal of Hispanic Higher Education, 14, 343–354. doi:10.1177/1538192715570638

28.

*Ek

L. D.

Quijada Cerecer

P. D.

Alanis

Rodriguez

M. A.

(2010). “I don’t belong here”: Chicanas/Latinas at a Hispanic serving institution creating community through muxerista mentoring. Equity & Excellence in Education, 43, 539–553. doi:10.1080/10665684.2010.510069

29.

Espinosa

L. L.

Kelchen

Taylor

(2018). Minority serving institutions as engines of upward mobility. Washington, DC: American Council on Education.

30.

Espinosa

L. L.

Turk

J. M.

Taylor

(2017). Pulling back the curtain: Enrollment and outcomes at minority serving institutions. Washington, DC: American Council on Education.

31.

Espinoza

P. P.

Espinoza

C. C.

(2012). Supporting the 7th-year undergraduate: Responsive leadership at a Hispanic-serving institution. Journal of Cases in Educational Leadership, 15, 32–50. doi:10.1177/1555458912440738

32.

Excelencia in Education. (2019). Hispanic-serving institutions (HSIs): 2017–2018. Washington, DC: Author.

33.

*Flores

S. M.

Morfin

O. J.

(2008). Another side of the percent plan story: Latino enrollment in the Hispanic-serving institutions sector in California and Texas. In Gasman

Baez

Turner

C. S. V.

(Eds.), Understanding minority-serving institutions (pp. 141–155). Albany: State University of New York.

34.

*Flores

S. M.

Park

T. J.

(2015). The effect of enrolling in a Minority-serving institution for Black and Hispanic students in Texas. Research in Higher Education, 56, 247–276. doi:10.1007/s11162-014-9342-y

35.

*Fosnacht

Nailos

J. N.

(2016). Impact of the environment: How does attending a Hispanic-serving institution influence the engagement of baccalaureate-seeking Latina/o students? Journal of Hispanic Higher Education, 15, 187–204. doi:10.1177/1538192715597739

36.

Franco

M. A.

Hernández

(2018). Assessing the capacity of Hispanic Serving Institutions to serve Latinx students: Moving beyond compositional diversity. In Zerquera

Hernández

Berumen

J. G.

(Eds.), New directions for institutional research: Assessment and social justice: Pushing through paradox (pp. 57–71). Hoboken, NJ: Wiley.

37.

*Garcia

G. A.

(2013). Does the percentage of Latinas/os affect graduation rates at four-year Hispanic serving institutions (HSIs), emerging HSIs, and non-HSIs? Journal of Hispanic Higher Education, 12, 256–268. doi:10.1177/1538192712467203

38.

*Garcia

G. A.

(2015). Using organizational theory to study Hispanic-serving institutions: An imperative research agenda. In Núñez

A.-M.

Hurtado

Calderón Galdeano

(Eds.), Hispanic-serving institutions: Advancing research and transformative practices (pp. 82–98). New York, NY: Routledge.

39.

*Garcia

G. A.

(2016a). Complicating a Latina/o-serving identity at a Hispanic serving institution. Review of Higher Education, 40, 117–143.

40.

*Garcia

G. A.

(2016b). Exploring student affairs professionals’ experiences with the campus racial climate at a Hispanic serving institution. Journal of Diversity in Higher Education, 9, 20–33. doi:10.1037/a0039199

41.

*Garcia

G. A.

(2017a). Defined by outcomes or culture? Constructing an organizational identity for Hispanic-Serving Institutions. American Education Research Journal, 54, 111S–134S. doi:10.3102/0002831216669779

42.

Garcia

G. A.

(2017b). What does it mean to be Latinx-serving? Testing the utility of the typology of HSI organizational identities. Association of Mexican American Educators Journal, 11, 109–138. doi:10.24974/amae.11.3.363

43.

Garcia

G. A.

(2018). Decolonizing Hispanic-serving institutions: A framework for organizing. Journal of Hispanic Higher Education, 17, 132–147. doi:10.1177/1538192717734289

44.

Garcia

G. A.

(2019). Becoming Hispanic-Serving Institutions: Opportunities for colleges and universities. Baltimore, MD: Johns Hopkins University Press.

45.

Garcia

G. A.

Cuellar

(2018). Exploring curricular and cocurricular effects on civic engagement at emerging Hispanic-Serving Institutions. Teachers College Record, 120, 4.

46.

Garcia

G. A.

Dwyer

(2018). Exploring college students’ identification with an organizational identity for serving Latinx students at a Hispanic serving institution (HSI) and emerging HSI. American Journal of Education, 124, 191–215.

47.

Garcia

G. A.

Guzman-Alvarez

(2019). Descriptive analysis of graduate enrollment trends at Hispanic Serving Institutions (HSIs): 2005-2015. Journal of Hispanic Higher Education. Advance online publication. doi:10.1177/1538192719835681

48.

*Garcia

G. A.

Okhidoi

(2015). Culturally relevant practices that “serve” students at a Hispanic Serving Institution. Innovative Higher Education, 40, 345–357. doi:10.1007/s10755-015-9318-7

49.

*Garcia

G. A.

Patrón

O. E.

Ramirez

J. J.

Hudson

L. T.

(2018). Identity salience for Latino male collegians at Hispanic serving institutions (HSIs), emerging HSIs, and non-HSIs. Journal of Hispanic Higher Education, 17, 171–186. doi:10.1177/1538192716661907

50.

*Garcia

G. A.

Ramirez

J. J.

(2018). Institutional agents at a Hispanic serving institution (HSI): Using social capital to empower students. Urban Education, 53, 355–381. doi:10.1177/0042085915623341

51.

Gonzales

L. D.

(2013). Faculty sensemaking and mission creep: Interrogating institutionalized ways of knowing and doing legitimacy. Review of Higher Education, 36, 179–209. doi:10.1353/rhe.2013.0000

52.

*Gonzales

L. D.

(2015). The horizon of possibilities: How HSI faculty can reshape the production and legitimization of knowledge within academia. In Núñez

A.-M.

Hurtado

Calderón Galdeano

(Eds.), Hispanic-serving institutions: Advancing research and transformative practices (pp. 121–135). New York, NY: Routledge.

53.

*Guardia

J. R.

Evans

N. 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. doi:10.1353/csd.0.0011

54.

*Hagedorn

L. S.

Chi

Cepeda

R. M.

McLain

(2007). An investigation of critical mass: The role of Latino representation in the success of urban community college students. Research in Higher Education, 48, 73–91.

55.

Hallmark

Gasman

(2018). MSIs across the globe: Laying the foundation for future research. Higher Education, 75, 287–298.

56.

*Hubbard

S. M.

Stage

F. K.

(2009). Attitudes, perceptions, and preferences of faculty at Hispanic serving institutions and predominantly Black institutions. Journal of Higher Education, 80, 270–289.

57.

*Hurtado

Ruiz Alvarado

(2015). Realizing the potential of Hispanic-serving institutions. In Núñez

A.-M.

Hurtado

Calderón Galdeano

(Eds.), Hispanic-serving institutions: Advancing research and transformative practice (pp. 25–46). New York, NY: Routledge.

58.

Kezar

(2006). Rethinking public higher education governing boards performance: Results of a national study of governing boards in the United States. Journal of Higher Education, 77, 968–1008.

59.

*Kiasatpour

Lasley

(2008). Overcoming the challenges of teaching political science in the Hispanic-serving classroom: A survey of institutions of higher education in Texas. Journal of Political Science Education, 4, 151–168. doi:10.1080/15512160801998064

60.

*Laden

B. V.

(2001). Hispanic-serving institutions: Myths and realities. Peabody Journal of Education, 76, 73–92.

61.

*Laden

B. V.

(2004). Hispanic-serving institutions: What are they? Where are they? Community College Journal of Research and Practice, 28, 181–198.

62.

*MacDonald

V.-M.

Botti

J. M.

Clark

L. H.

(2007). From visibility to autonomy: Latinos and higher education in the U.S., 1965–2005. Harvard Educational Review, 77, 474–504.

63.

*Maestas

Vaquera

G. S.

Muñoz Zehr

(2007). Factors impacting sense of belonging at a Hispanic-serving institution. Journal of Hispanic Higher Education, 6, 237–256. doi:10.1177/1538192707302801

64.

Malcom-Piqueux

Bensimon

E. M.

(2015). Design principles for equity and excellence at Hispanic-serving institutions. Retrieved from http://education.utsa.edu/images/uploads/30207-PerspectivasPolicyBrief_Issue4-2.pdf

65.

*Martinez

(2015). An examination of organizational change through Nevada’s emerging Hispanic-serving institutions. New Directions for Higher Education, 172, 19–28.

66.

*Martinez

Gonzales

L. D.

(2015). Bridging academic and student affairs: Working together to craft pathways that advance Latinos and Latinas in higher education. In Mendez

J. P.

Bonner

I. F. A.

Méndez-Negrete

Palmer

R. T.

(Eds.), Hispanic-serving institutions in American higher education: Their origin, and present and future challenges Sterling, VA: Stylus.

67.

*Mulnix

M. W.

Bowden

R. G.

López

E. E.

(2002). A brief examination of institutional advancement activities at Hispanic serving institutions. Journal of Hispanic Higher Education, 1, 174–190.

68.

Mulnix

M. W.

Bowden

R. G.

López

E. E.

(2004). Institutional advancement activities at select Hispanic-serving institutions: The politics of raising funds. International Journal of Educational Advancement, 5, 60–75.

69.

*Murakami-Ramalho

Nuñez

A.-M.

Cuero

K. K.

(2010). Latin@ advocacy in the hyphen: Faculty identity and commitment in a Hispanic-serving institution. International Journal of Qualitative Studies in Education, 23, 699–717. doi:10.1080/09518391003641924

70.

*Murphy

(2013). Institutional effectiveness: How well are Hispanic serving institutions meeting the challenge? Journal of Hispanic Higher Education, 12, 321–333. doi:10.1177/1538192713493010

71.

National Academy of Sciences, Engineering, and Medicine (NASEM). (2018). Minority serving institutions: America’s underutilized resource for strengthening the STEM workforce. Washington, DC: Author. Retrieved from https://www.nap.edu/download/25257

72.

National Science Foundation. (2017). Women, minorities, and persons with disabilities in science and engineering: 2017 (Special Report NSF 17-310). Arlington, VA: National Center for Science and Engineering Statistics. Retrieved from www.nsf.gov/statistics/wmpd/

73.

*Natividad

N. D.

(2015). Lucha Libre and cultural icons: Identity formation for student success at HSIs. New Directions for Higher Education, 172, 91–101.

74.

*Nelson Laird

T. F.

Bridges

B. K.

Morelon-Quainoo

C. L.

Williams

J. M.

Holmes

M. S

. (2007). African American and Hispanic student engagement at minority serving and predominantly White institutions. Journal of College Student Development, 48, 39–56.

75.

Núñez

A.-M.

(2017a). Centering the “marginalized majority”: How Hispanic-serving institutions advance postsecondary attainment. American Educational Research Journal, 54(1 Suppl.), 135S–139S.

76.

Núñez

A.-M.

(2017b). Flipping the HSI narrative: An HSI positionality. Association of Mexican American Educators Journal, 11, 276–295.

77.

*Núñez

A.-M.

Bowers

A. J.

(2011). Exploring what leads high school students to enroll in Hispanic-serving institutions: A multilevel analysis. American Educational Research Journal, 48, 1286–1313. doi:10.3102/0002831211408061

78.

*Núñez

A.-M.

Crisp

Elizondo

(2016). Mapping Hispanic-serving institutions: A typology of institutional diversity. Journal of Higher Education, 87, 55–83. doi:10.1353/jhe.2016.0001

79.

Núñez

A.-M.

Hoover

Pickett

Stuart-Carruthers

Vázquez

(2013). Latinos in higher education and Hispanic-serving institutions: Creating conditions for success. ASHE Higher Education Report, 39, 1.

80.

*Núñez

A.-M.

Hurtado

Calderón Galdeano

(2015). Why study Hispanic-serving institutions? In Núñez

A.-M.

Hurtado

Calderón Galdeano

(Eds.), Hispanic-serving institutions: Advancing research and transformative practices (pp. 1–22). New York, NY: Routledge.

81.

Núñez

A.-M.

Rodríguez

(2018). Making accountability fair for Hispanic-Serving Institutions. In Orfield

Hillman

(Eds.), Accountability and opportunity in higher education: The civil rights dimension (pp. 111–126). Cambridge, MA: Harvard University Press.

82.

*Olivas

(1982). Indian, Chicano, and Puerto Rican colleges: Status and issues. Bilingual Review, 9, 36–58.

83.

*Onorato

Droogsma Musoba

(2015). La líder: Developing a leadership identity as a Hispanic woman at a Hispanic-serving institution. Journal of College Student Development, 56, 15–31. doi:10.1353/csd.2015.0003

84.

*Opp

R. D.

Poplin Gosseti

(2002a). Equity for women administrators of color in 2-year colleges: Progress and prospects. Community College Journal of Research and Practice, 26, 591–608.

85.

*Opp

R. D.

Poplin Gosseti

(2002b). Women full-time faculty of color in 2-year colleges: A trend and predictive analysis. Community College Journal of Research and Practice, 26, 609–627.

86.

*Ortega

Nellum

Frye

Kamimura

Vidal-Rodriguez

(2015). Examining the financial resilience of Hispanic-serving institutions (HSIs) as they prepare the serve the next generation of Latino students. In Nuñez

A.-M.

Hurtado

(Eds.), Realizing the potential of HSIs (pp. 155–176). New York, NY: Routledge.

87.

Park

T. J.

Flores

S. M.

Ryan

C. J.

Jr. (2018). Labor market returns for graduates of Hispanic-serving institutions. Research in Higher Education, 59, 29–53. doi:10.1007/s11162-017-9457-z

88.

Patel

(2016). Decolonizing educational research: From ownership to answerability. New York, NY: Routledge.

89.

Petticrew

Roberts

(2006). Systematic reviews in the social sciences: A practical guide. Malden, MA: Blackwell.

90.

Rendon

L. I.

(1994). Validating culturally diverse students: Toward a new model of learning and student development. Innovative Higher Education, 19, 33–51.

91.

*Rendón

L. I.

Nora

Kanagala

(2015). Ventajas/assets y conocimientos/knowledge: Leveraging Latin@ assets to foster student success. In Mendez

J. P.

Bonner

I. F. A.

Méndez-Negrete

Palmer

R. T.

(Eds.), Hispanic-serving institutions in American higher education: Their origin, and present and future challenges (pp. 92–118). Sterling, VA: Stylus.

92.

*Rodríguez

Calderón Galdeano

(2015). Do Hispanic-serving institutions really underperform? Using propensity score matching to compare outcomes of Hispanic-serving and non-Hispanic-serving institutions. In Núñez

A.-M.

Hurtado

Calderón Galdeano

(Eds.), Hispanic-serving institutions: Advancing research and transformative practice (pp. 196–217). New York, NY: Routledge.

93.

*Sanchez

R. J.

Ramirez

A. D.

Hernandez

(2013). An institutional approach to course redesign at a Hispanic-serving institution. Metropolitan Universities, 24, 102–113.

94.

Santiago

D. A.

(2006). Inventing Hispanic-serving institutions (HSIs): The basics. Washington, DC: Excelencia in Education.

95.

*Santiago

D. A.

(2012). Public policy and the Hispanic-serving institutions: From invention to accountability. Journal of Latinos and Education, 11, 163–167. doi:10.1080/15348431.2012.686367

96.

Santos

J. L.

Acevedo-Gil

(2013). A report card of Latina/o leadership in California’s public universities: A trend analysis of faculty, students, and executives in the CSU and UC systems. Journal of Hispanic Higher Education, 12, 174–200. doi:10.1177/1538192712470844

97.

*Sebanc

A. M.

Hernandez

M. D.

Alvarado

(2009). Understanding, connection, and identification: Friendship features of bilingual Spanish-English speaking undergraduates Journal of Adolescent Research, 24, 194–217. doi:10.1177/0743558408329953

98.

Shields

C. M.

Bishop

Mazawi

A. E.

(2005). Pathologizing practice: The impact of deficit thinking on education. New York, NY: Peter Lang.

99.

Solórzano

D. G.

(1995). The baccalaureate origins of Chicana and Chicano doctorates in the social sciences. Hispanic Journal of Behavioral Sciences, 17, 3–32.

100.

Thelin

(2013). Success and excess: The contours and character of American higher education since 1960. Society, 50, 106–114.

101.

*Torres

Zerquera

(2012). Hispanic-serving institutions: Patterns, predictions, and implications for informing policy discussions. Journal of Hispanic Higher Education, 11, 259–278. doi:10.1177/1538192712441371

102.

Trow

(1970). Reflections on the transition from elite to mass to universal higher education. Daedalus, 99(1), 1–42.

103.

*Valdez

P. L.

(2015). An overview of Hispanic-serving institutions’ legislation: Legislation policy formation between 1979 and 1992. In Mendez

J. P.

Bonner

I. F. A.

Méndez-Negrete

Palmer

R. T.

(Eds.), Hispanic-serving institutions in American higher education: Their origin, and present and future challenges (pp. 5–29). Sterling, VA: Stylus.

104.

Valencia

R. R.

(1997). Conceptualizing the notion of deficit thinking. In Valencia

(Ed.), The evolution of deficit thinking: Educational thought and practice (pp. 1–12). New York, NY: Routledge.

105.

Valencia

R. R.

Solórzano

D. G.

(1997). Contemporary deficit thinking. In Valencia

(Ed.), The evolution of deficit thinking: Educational thought and practice (pp. 1–12). New York, NY: Routledge.

106.

Vargas

(2018). Racial expropriation in higher education: Are whiter Hispanic serving institutions more likely to receive minority serving institution funds? Socius: Sociological Research for a Dynamic World, 4, 1–12. doi:10.1177/2378023118794077

107.

Vargas

Villa-Palomino

(2019). Racing to serve or race-ing for money? Hispanic-serving institutions and the colorblind allocation of racialized federal funding. Sociology of Race and Ethnicity, 5, 401–415. doi:10.1177/2332649218769409

108.

Wilder

C. S.

(2013). Ebony and Ivy: Race, slavery, and the troubled history of America’s Universities. New York, NY: Bloomsbury Press.

Toward a Multidimensional Conceptual Framework for Understanding “Servingness” in Hispanic-Serving Institutions: A Synthesis of the Research

Abstract

Keywords

Get full access to this article

References