Hispanic-Serving Institutions in the U.S. Mainland and Puerto Rico: Organizational Characteristics, Institutional Financial Context, and Graduation Outcomes. A White Paper for HACU
Author: Nunez, Anne-Marie
Date: 2012-07-00
Type: Reports - Research
Subjects: Geographic Location,Foreign Countries,Puerto Ricans,Hispanic American Students,Institutional Characteristics,College Role,Access to Education,Educational Opportunities,Graduation Rate,College Faculty,Teacher Attitudes,Educational Policy,State Universities,Educational Attainment

As the Latino population grows, the number of Hispanic-Serving Institutions (HSIs) in the US is expected to increase (Santiago &amp; Andrade, 2010; Torres &amp; Zerquera, 2012). HSIs are typically defined as 2- or 4-year, accredited, degree-granting, not-for-profit colleges and universities that enroll at least 25 percent full-time Hispanic students (Santiago, 2006, 2007). These institutions appear to play an important role in broadening access to postsecondary opportunities for Hispanic students, particularly in states where access to public flagship institutions is limited (Perna, Li, Walsh, &amp; Raible, 2010). HSIs might alternatively be called &quot;Hispanic Enrolling Institutions,&quot; as they are defined by enrollment, not by mission (Gasman, 2008). Thus, the extent to which HSIs are intentionally serving Hispanic students could be called into question, because most HSIs do not foreground their identities as HSIs (Contreras, Malcom, &amp; Bensimon, 2008; Bensimon, Malcom, &amp; Davila, 2010). Studies show mixed results as to whether faculty attitudes and Hispanic student experiences differ between HSIs and non-HSIs (e.g., Bridges, Kinzie, Nelson Laird, &amp; Kuh, 2008; Crisp, Nora, &amp; Taggart, 2009; Hubbard &amp; Stage, 2009; Nelson Laird, Bridges, Morelon-Quainoo, Williams, &amp; Holmes, 2007). To better understand how HSIs affect faculty, student, or administrator experiences, it is necessary to understand the characteristics by which HSIs meaningfully vary. This study addresses the research questions: What are the organizational characteristics, framed as structural-demographic, peer context, and organizational behavior factors, that differentiate among HSIs and make them heterogeneous? What, if any, of these factors distinguish among 4-year HSIs in relation to Hispanic student degree completion? Although about half of HSIs are 2-year institutions, the authors focus on 4-year HSIs in an effort to distinguish among factors related to bachelor's degree completion, defined in this study as the proportion of Hispanic students who graduate within six years of beginning college. Moreover, given the limitations in studies of Puerto Rican HSIs, they address the organizational characteristics of Puerto Rican as well as U.S. mainland HSIs. This study has research implications for differentiating among HSIs in future analyses and policy implications for understanding institutional factors related to degree completion in HSIs. Appended are: (1) Hispanic-Serving Institutions (HSIs) in 2008 according to Geographic Location and State (N = 141); (2) Hispanic-Serving Institutions (HSIs) in 2008 Used in the Study According to Geographic Location and State (N = 86); and (3) Description of Variables and Measures. (Contains 2 tables.)