Hispanic and Latinx Students: Understanding, Supporting, and campus Community Considerations

1. Hispanic and Latinx Students: Understanding, Supporting, and campus Community Considerations Sara Tarango, M.Ed. Lindsey Fields, M.S., M.Ed., LPC

2. Learning Objectives • Participants will have a better understanding of the social and academic trends and needs of the Hispanic and Latinx student population • Participants will have a better understanding of Hispanic and Latinx development through student development theory • Participants will learn thoughtful ways to consider gathering data from students and how to appropriately use what data is gathered to further residence life student support success and initiatives.

3. Hispanic vs. Latinx • “Latinx” = the gender-neutral alternative to Latina/o, which only has masculine and feminine forms (Ramirez & Blay, 2017). • Allows for more people who identify as trans, queer, gender fluid, agender, non-binary, and gender non-conforming to embrace their Latinx culture and identity (Ramirez & Blay, 2017).  • Hispanic     Latino • “Hispanic” = individuals of a Spanish speaking country origin • “Latino” = individuals of Latin American origin, including Brazil (“Diffen”, n.d.).  • I will be using both Hispanic and Latinx when referring to what is deemed as “Hispanic” students to be more inclusive to the population.

4. Activity • Split into groups of 5 and on the giant post it notes write down the perspectives on student success in one of the 5 categories • Groups • Personal Views (of participants in the room) • Perceived student’s views • Higher Education’s views • Society’s view • Cultural Views (from Hispanic and Latinx perspective)

5. Why Hispanic and Latinx Students? • National and international organizations have recognized the necessity of supporting minoritized populations and acknowledge that equity and inclusion are increasingly important in the pursuit of diverse and inclusive campuses. As the Hispanic and Latinx population of emerging Hispanic Serving Institutions grows, an increased understanding of Hispanic and Latinx students is necessary for faculty and staff, as the experience of identifying as Hispanic and Latinx varies from person to person.

6. Hispanic and Latinx Population • Rapid increase in the United States • Past decade an increase from 35.3 million to 50.5 million accounting for 16.3% of the overall population • Possibly 30% by 2050 • In 2010, the U.S. Census Bureau ranked the top states with the largest Hispanic and Latinx population, (Ennis et al., 2011).

7. Hispanic and Latinx Student Population

8. Hispanic and Latinx Student Population • In 2015 67 % of Hispanic and Latinx enrolled in college right after high school as compared to 49% in 2000 • In 2014, 35% of Hispanics ages 18 to 24 were enrolled in a two- or four-year college, up from 22% in 1993, in comparison to 33% among Black students, and 42% among White students. • That amounted to 2.3 million Hispanic college students in 2014.  

9. Student Population at UNT • 2016-2017 academic year: • 48% White students • 22% Hispanic and Latinx students • 14% African American students • 7% Asian/Pacific Islander students • 6% Non-Resident students • 2% American Indian/Alaskan students • 1% unknown • (University of North Texas Data, Analytics & Institutional Research, 2017). 

10. What it means to be an Emerging HSI • HSIs are determined by enrollment rates (25% of the student population) • UNT is an emerging HSI • Gooden and Martin (2014) express the importance of having a student-centered vision, a culture of accountability, and a greater commitment to equity and excellence, this is especially for Hispanic and Latinx student success who have faced significant barriers.  • Less about admissions and enrollment, more about retention and graduation

11. Factors Influencing Hispanic/Latinx Student Success • Financial support • Socio-economic status • Family education • Parental Status • Familial obligations • Mentorships

12. In The Media • Selena (1997) • Real Women Have Curves (2002)

13. EntreMundos: Navigating Multiple Worlds -Choque -Negotiating Dislocation/ Relocation -Separation Anxiety -Microaggressions -Liminality -Affordability -Advising issues -College Readiness

14. Rendón's Theory of Validation (1994) • Consider when developing student support initiatives • A central student-affirming critical piece when training staff implementing any type of mentoring or intentional conversation based initiative • “Validation is an enabling, confirming and supportive process initiated by in- and out-of-the class agents that foster academic and interpersonal development” (Rendón, 1994, p. 44) • Efforts should be welcoming and comfortable, clear as well as intentional

15. Yosso's Cultural Wealth Theory (2005) • Hispanic and Latinx students also have a contribution to any community they are a part of  • Considering four of the six: Aspirational, Navigational, Social, and Familial • A dynamic process that build off each other to create a community with cultural wealth.  • Hispanic and Latinx students bring different lived experiences to a community and bring cultural consciousness and their collective identities that would help enrich the community experience.

16. Hispanic and Latinx Academic Trends • We predict an increase in enrollment from Hispanic and Latinx students • Have the highest high school dropout rates • Even though more Hispanics are getting a postsecondary education than ever before, Hispanics still lag other groups in obtaining a four-year degree. • As of 2014, among Hispanics ages 25 to 29, just 15% of Hispanics have a bachelor’s degree or higher. • In comparison to about 41% of whites have a bachelor’s degree or higher (as do 22% of blacks and 63% of Asians). • Less likely to enroll in a four year college, attend an academically selective college and enroll full time

17. Hispanic and Latinx Perspective • Academic performance • Intentional interactions and mentorships • Student engagement and faculty/staff role models • Greater knowledge on college • Increased cultural competence of faculty and staff • Community engagement

18. Campus Initiatives • Student Success Initiative • Intentional Interactions • Professional and student meetings 1:1 • Specific meeting topics • Living Learning Communities • Student opt-in experience • Group community building approach • Framework of various Living Learning Communities

19. Campus Initiatives Outcomes • Student Success Meetings • Hispanic and Latinx students who HAD a Student Success Meeting had a .27 higher GPA as a cohort compared to those who didn’t. • Overall, when comparing ALL students who had a Student Success Meeting, they had a .158 higher GPA compared to those who did not experience a Student Success Meeting in Fall 2016. • The difference between cohorts for Hispanic and Latinx students was a statistically significant difference. • Living Learning Communities • Hispanic and Latinx students who OPTED into the experience had a .27 higher GPA than those who didn’t • Those Hispanic and Latinx students who were in the Honors college had a .2 difference higher GPA than the overall student population • Displaying another statistically significant difference

20. Adaptations • We do not currently have an LLC for this student population • work to find an office who wants to sponsor the LLC • Making sure our staff reflects the student population • Placing an emphasis on staff that are bilingual

21. Audience Thoughts • What programs do you currently have on your campus? • What do you already know? • What do you wish you knew? • What are you doing with the information you do have? • How are you going to adapt your polices, programs, and practices to better serve this population?

22. Questions?

23. Thank You!