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DEVE L O PIN G A N IDENTIT Y A S AN HIS P ANI C SE R VIN G INSTITUTION

DEVE L O PIN G A N IDENTIT Y A S AN HIS P ANI C SE R VIN G INSTITUTION. P atrici a Marin , Ph. D . Mi c h i g a n Stat e Uni v ersity Octobe r 11 , 2013. Outline. Int r oduction – Session & P a r ticipants Ba c kg r ound Questions Cont e xt Or g a nizational Culture Challen g es

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DEVE L O PIN G A N IDENTIT Y A S AN HIS P ANI C SE R VIN G INSTITUTION

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  1. DEVELOPING AN IDENTITY ASAN HISPANICSERVINGINSTITUTION PatriciaMarin,Ph.D. MichiganStateUniversity October11,2013

  2. Outline • Introduction– Session&Participants • Background • Questions • Context • OrganizationalCulture • Challenges • Discussion

  3. Background • Assumptionthat“criticalmassofstudentsmotivatesaninstitutionto change howitoperatesto better‘serve’these students”(Santiago, 2012) • Is this true? • Whatchanges are necessary? • HispanicSERVINGvs.HispanicENROLLING • Current definitionfocuses on numbers only • Many campusesfocus on isolatedprograms/practices • Broader,moresystemicchange needed--Importanceofdeveloping a culturalidentityasan HSI,not justaboutnumbers or programs/practices

  4. Questions • Howdoesaninstitution becomeanHispanic-Serving Institution? • Accidental? • Intentional? • Whatdoesitmeantodevelopaculturalidentityasan HSI? • Whatistheroleofcampusleadersinthistransformation?

  5. Context • Hispanic-ServingInstitutions • History&Definition • Withinthe Higher Education Landscape • Literature • OrganizationalCulture

  6. History: Hispanic-Serving Institutions • HSIdesignationdevelopedinthe1980s;appeared in HEA reauthorizationof1992 • Federal/state/institutionalleadersrecognizedthat smallgroupofinstitutions enrolledlargepercentage ofLatinos/as but had limitedresources – UNDERFUNDEDINSTITUTIONS • HSI designationprovided formal recognition for capacity-buildingandothersupport

  7. Definition: Hispanic-Serving Institutions • HSIs defined in HEA as accreditedand degree- grantingpublicorprivatenonprofithigher educationinstitutionswithatleast25%total undergraduateLatinoFTEenrollment • Definitionisnotaboutinstitutionalmissionorinstitutional practice • Majorityofinstitutions evolved into HSIs; in otherwords, these institutionswerenotcreatedtoserve this population

  8. HSIswithinthe HigherEducationLandscape • 311HSIs in 15statesandPuertoRico(32%increasefrom2004) • Concentratedgeographically—almost75%ofHSIsin3 statesandPuertoRico • California (98), Puerto Rico (56), Texas (56), and New Mexico (23) • 62%ofHSIs(192)haveopenadmissionspolicy, comparedto41%ofalldegree-grantinginstitutions • 38%(119)offergraduatedegrees;53offerdoctoralandprofessionaldegrees

  9. EmergingHSIs • 242“emergingHSIs”– 15-24%undergraduateFTE Latino/aenrollment • EmergingHSIs locatedin 26states • 38%public2-year,35%privatenonprofit4-year, 24%public4-year,3%privatenonprofit2-year

  10. NewertotheHSILandscape: CarnegieClassification: RU/VHHSIs (2010-11) • UniversityofNewMexico-MainCampus:39.6% • UniversityofCalifornia-Riverside:31.1% • UniversityofHouston:25%

  11. NewertotheHSILandscape: CarnegieClassification:RU/VHEmergingHSIs(2010-11)

  12. Whyare HSIsimportant? • With the additionofnew institutionaltypes to the HSI/EmergingHSI designation,weneedtofocuson the role existing HSIs (includingcommunity colleges and4-years)mustplayinthenationalcontext • "Hispanic-ServingInstitutions areonthe crest ofa demographicwave inthisnation.Theyareour laboratories forfosteringHispanicstudentsuccess,and other collegesanduniversities willlook to themforguidanceandleadership." • —Rep. Ruben Hinojosa, U.S.House ofRepresentative(D-TX)

  13. HSIsintheLiterature • Mostlyoncommunitycolleges/openaccessinstitutions • Broadly, HSIsdescribed in literature as: • havinglimited resources • enrollingstudentswithloweracademic preparedness • beinglocated intheLatinocommunity • having“institutionalcharacteristicsthatalignwithLatino student priorities” • Now– HSI sectorismorediverse– literatureneedsto includeall typestoprovideanaccuratepictureofHSIs nationally

  14. Organizational Culture • “thecollective,mutuallyshapingpatternsofnorms, values,practices, beliefs,and assumptionsthatguide thebehaviorofindividualsandgroupsinaninstituteof highereducationandprovideaframeofreference withinwhichtointerpretthemeaningofeventsand actionsonandoffcampus”(Kuh&Whitt, 1988,p.12) • Manifests via: observable artifacts,values, basic underlyingassumptions(Schein,1990) • Cultureislearned,newmembersareacculturated • Subculturescanexist,butdominantcultureis overarching • Differentfromcampusclimate

  15. Observableartifacts • “Physicallayout,thedresscode,themannerinwhich people addresseachother, thesmellandfeeloftheplace,itsemotional intensity” • Values • “norms,ideologies,philosophies” • Assumptions • “determineperceptions,thoughtprocesses,feelings,and behavior” • Values thatare no longer questioned • LEARNVIAINSIDERKNOWLEDGEANDOUTSIDERQUESTIONS

  16. Examples? HowwouldtheylookasanHSI? • Observableartifact? • Values? • Basicunderlyingassumptions? • Businessasusual • Preachingto thechoir • Spanishspokenhere • On the buffet

  17. Challenges • Institutionalchangeisdifficult • Is thechangewanted? • Institutions maywantdiversity butoftendonotwantthe systemicchangerequiredforsuccess • Institutional changeis not requiredaspart ofthe HSI definition (so whatis the motivation?) • Whowillberesponsible? • Competinggoals/interests(whatisthepriority?)

  18. Whatisworkingagainstefforts? Marin & Yun, 2005

  19. ConcludingThoughts • Awareness • IsthereacommitmenttobeinganHSI in allcontexts? • What isworking againsteffortsto trulybe an HSI? Isitpossible toaddresstheseobstacles/conflicts?Isthereinstitutionalwillto doso? • HowdoLatinostudents/communityperceivetheinstitution? • Practice • Decision neededregardinglevel ofcommitment to be an HSI (only an HSI when it’sconvenient?) • Educationneededforcampusleadersandcampus • “SERVING”studentsrequiresmorethanjustprograms • Culturalchange neededto solidifyprogram/practicechange • CurrentlysuccessfulHSIsmustserveasrolemodelsforemerging HSIs andbeyond • SuccessfulHSIs must be mindfulofgoalsto change–what might belost?

  20. Resources • Excelencia inEducation, http://www.edexcelencia.org/ • Kuh,G.D., &Whitt,E.J.(1988).Theinvisibletapestry:CultureinAmerican collegesand universities.ASHE-ERICHigherEducationResearchReport, No. • Washington,DC:Associate for the Study ofHigher Education. • Marin,P.,&Yun, J.T. (2005).From strict scrutinyto educationalscrutiny: A new visionfor higher education policy and research.In G.Orfield,P.Marin, • & C. L. Horn(Eds.),Highereducationandthecolorline:Collegeaccess,racial equity,and social change(pp.197-218).Cambridge, MA: Harvard EducationPublishingGroup. • Santiago,D. A. (2012).Publicpolicyand Hispanic-Servinginstitutions:From invention to accountability.JournalofLatinosandEducation,11(3),163- 167. • Schein, E. H.(1990,February).Organizationalculture.American Psychologist, 45(2),109-119.

  21. Discussion

  22. ContactInformation: Patricia Marin, Ph.D. AssistantProfessor,MichiganStateUniversity pmarin@msu.edu 517-432-9616

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