Examining faculty perceptions moving from an HWI towards an HSI: Beyond pedagogy and platitudes toward authentic servingness
Thompson, Valerie J. Patterson, Jean A.
Thompson, Valerie J.
Patterson, Jean A.
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Issue Date
2024-12-30
Type
Book chapter
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Keywords
Higher education,Education--Philosophy,School management and organization,Educational policy and politics,Organization and leadership
Subjects (LCSH)
Citation
Thompson, V., Patterson, J.A. (2024). Examining Faculty Perceptions Moving from an HWI Toward an HSI: Beyond Pedagogy and Platitudes Toward Authentic Servingness. In: Gutierrez, J.A., Banda, R.M., Grafnetterova, N., Flowers III, A.M., Lujan, J.T. (eds) Student Success and Intersectionality at Hispanic-Serving Institutions. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-74576-8_20
Abstract
Abstract for chapter: This chapter examined faculty perceptions about what it meant to enact servingness in a Historically White Institution (HWI) that was in the process of moving toward Hispanic-Serving Institution (HSI) status. The U.S. has seen an exponential growth in the number of higher education institutions seeking the federally designated HSI status. Recent literature has made distinctions between Hispanic enrolling versus Hispanic serving, stressing the importance of ensuring HWIs that aspire to become HSIs authentically serve their growing Latine population. Moreover, as these HWIs move to become HSIs, they tend to retain vestiges of whiteness, which makes it challenging to move beyond platitudes about serving. Garcia et al.’s (Toward a multidimensional conceptual framework for understanding ‘servingness’ in Hispanic-serving institutions: A synthesis of the research. Review of Educational Research, 89(5), 745–784, 2019) concept of “servingness” provided a framework for situating what it means to serve and be responsive to the needs of Latine students and not merely focus on meeting enrollment standards.
Abstract for overall book: With the influx of Hispanic-Serving Institutions (HSIs) on the landscape of higher education, it has become apparent that institutional policy, practices, and procedures for student success must be understood from an empirical and practitioner standpoint. This edited book offers current scholar/practitioners the opportunity to evidence empirical-based strategies and practices at HSIs relating to student success.
Abstract for overall book: With the influx of Hispanic-Serving Institutions (HSIs) on the landscape of higher education, it has become apparent that institutional policy, practices, and procedures for student success must be understood from an empirical and practitioner standpoint. This edited book offers current scholar/practitioners the opportunity to evidence empirical-based strategies and practices at HSIs relating to student success.
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Description
Available for purchase in the hardback book or as the individual chapter as a PDF.
Part of the 2024 edition
Part of the 2024 edition
Publisher
Palgrave Macmillan, Cham
Journal
Book Title
Student success and intersectionality at Hispanic-Serving Institutions