Guides: Hispanic Serving Institute (HSI) Resources: Suggested Reading & Online Resources

About Books and other Suggested Reading

We have come up with a list of books and other reading that may be of use to you as you navigate your college experiences.

To find these books, you can click on the link provided, which will bring up the catalog record. From there you can see if the book is available or not.

You can find the books in our stacks (Stacks Levels 1-4). Libraries in the United States generally use either the Library of Congress Classification System (LC) or the Dewey Decimal Classification System to organize their books. Most academic libraries use LC, and most public libraries and K-12 school libraries use Dewey.

Find information on how TTU Libraries catalogs their books and what stack level you can find specific ranges: https://www.depts.ttu.edu/library/collections/books/callNum.php.

Most of the articles compiled on this page is scholarship written by Dr. Gina Garcia, who visited TTU during HSI Week in 2022. She presented on "Defining Servingness in Practice at HSIs." For the articles listed here, once logged into the system, you should have access.

The last entry is a OneSearch query utilizing search terms "hispanic-serving institutions" OR "hispanic serving institution." The results are not limited or refined in any way.

"HSI" Suggested Articles

Garcia, G. (2013). Challenging the "manufactured identity" of Hispanic Serving Institutions (HSIs): Co-constructing an organizational identity. ProQuest Dissertations Publishing.
With the burgeoning of the Latina/o student population in postsecondary institutions, the federal government now designates institutions enrolling 25% or more undergraduate Latina/o students as Hispanic Serving Institutions (HSIs). Enrolling over 50% of all Latina/o college students, HSIs are important contributors to the enrollment, persistence, and graduation of Latinas/os. The perennial question facing HSIs, however, is what does it mean to serve Latina/o students? As an emerging institutional form, HSIs are undergoing the process of establishing normative behaviors, values, and identities. Having a clear identity is an important way for organizations to establish legitimacy and manage their external environment. The purpose of this study was to determine the ways in which various members of a postsecondary institution co-construct their organizational identity as a HSI.
Garcia, G. (2016). Exploring Student Affairs Professionals' Experiences With the Campus Racial Climate at a Hispanic Serving Institution (HSI). Journal of Diversity in Higher Education, 9(1), 20-33.
Although we know that people experience the campus racial climate differently based on their racial/ethnic identity, less is known about how they perceive the climate based on the racial/ethnic diversity of their institution and specifically within their department. Instead, the campus racial climate has largely been studied at Predominantly White Institutions (PWIs) and from a macrolevel, suggesting that experiences and perceptions are not only similar across all institutions, but within institutions.
Garcia, G. (2017). Defined by Outcomes or Culture? Constructing an Organizational Identity for Hispanic-Serving Institutions. American Educational Research Journal, 54(1_suppl), 111S-134S.
While Hispanic-Serving Institutions (HSIs) enroll at least 25% Latinx students, the perennial question facing HSIs is, "What does it mean for postsecondary institutions to be Latinx-serving''—essentially an organizational identity question. Guided by the extant literature on organizational identity, culture, and institutionalism and using an in-depth case study of a federally designated, four-year HSI, this study focused on the way members construct an organizational identity for serving Latinxs.
Garcia, G., & Dwyer, B. (2018). Exploring College Students’ Identification with an Organizational Identity for Serving Latinx Students at a Hispanic Serving Institution (HSI) and an Emerging HSI. American Journal of Education, 124(2), 191-215.
Hispanic Serving Institutions (HSIs; postsecondary institutions that enroll 25% or more Latinx students) are increasing in significance. But to what extent do students attending an HSI, or an emerging HSI (enrolls 15%–24% Latinx students), identify with an organizational identity for serving Latinx students? There is a need to understand how members identify with an organizational identity because it affects satisfaction, sense of belonging, and success. ...
Garcia, G. A. (2019). Defining "Servingness" at Hispanic-Serving Institutions (HSIs): Practical Implications for HSI Leaders. American Council on Education.
This essay is part of a portfolio of work on race and ethnicity in higher education. Race and Ethnicity in Higher Education: A Status Report and its accompanying microsite provide a data-informed foundation for those working to close persistent equity gaps by offering a comprehensive review of the educational pathways of today’s college students and the educators who serve them. This essay was made possible through the generous support of The Andrew W. Mellon Foundation. Visit www.equityinhighered.org to learn more about ACE’s work on race and ethnicity in higher education and to download the full report containing more than 200 indicators on race and ethnicity. Also available on the site are downloadable figures, detailed data, and other resources on race and ethnicity in higher education.
Gina Ann Garcia, Jenesis J. Ramirez, Oscar E. Patrón & Nik L. Cristobal (2019) Constructing an HSI Organizational Identity at Three Hispanic-Serving Institutions in the Midwest: Ideal Versus Current Identity, The Journal of Higher Education, 90:4, 513-538
As the number of Hispanic-Serving Institutions (HSIs; postsecondary institutions that enroll 25% or more Latinx students) in the United States increases annually, so does the need to theorize about what it means to have an HSI organizational identity. Using interview data from a multiple case study of three institutionally diverse HSIs in the Midwest, the purpose of this study was to apply the theoretical notions laid out in the Typology of HSI Organizational Identities about what it means for members to construct an organizational identity for serving Latinx students beyond the HSI federal designation. We utilized the typology to guide this study, seeking to better understand the misalignment between an ideal and currently constructed HSI identity.
Laden, B. (2001). Hispanic-Serving Institutions: Myths and Realities. Peabody Journal of Education, 76(1), 73-92.
Hispanic-serving institutions (HSIs) play a key but largely unrecognized role in the higher educational attainment of Hispanic Americans. This paper presents a historical perspective of HSIs, examining access to college for Hispanic students, exploring and dispelling myths about Hispanic students and HSIs, and discussing the future prospects of HSIs. (SM)
Marialexia Zaragoza & Gina A. Garcia (2023): Latina Faculty at a Catholic Hispanic-Serving Institution: Critical Counter-Stories About Racialized & Gendered Experiences and Servingness, The Journal of Higher Education, DOI: 10.1080/00221546.2023.2217740
Studies have shown that Latina faculty have negative racialized and gendered experiences while teaching at their institutions. An emerging body of research shows that these experiences also occur at Hispanic Serving Institutions (HSIs). The purpose of this study was to explore the experiences of Latina faculty at one small, private, four-year Catholic HSI (C-HSI) that was trying to make sense of its C-HSI identity. Using a counter-storytelling approach and one-on-one interviews, we came to understand the racialized and gendered experiences of four Latina faculty through the themes of preservation, the act of being pushed out of the institution, and elusive administrative support. With a national call to recruit more faculty of Color to work in HSIs we argue for a focused effort on supporting currently employed faculty of Color, and specifically Latina faculty, as an aspect of servingness. Arguably, HSIs should serve (and humanize) Latine faculty too, not just students. Implications are offered for research and practice.
McNaughtan, J., & Lujan, J. (2023). "A Moral, Ethical, and Fiduciary Obligation to Serve": Perceptions of the Role of Presidents at Hispanic-Serving Community Colleges. Community College Journal of Research and Practice, (ahead of print), 1-15.
This study utilizes interviews with five Hispanic presidents at Hispanic-serving community colleges in the United States to understand how presidents define and perceive their role in ensuring Hispanic servingness, that is, guaranteeing that the Hispanic population is being fully served, at Hispanic-Serving Institutes (HSIs). We employ Garcia and colleagues’ multidimensional framework of servingness. Past research on HSI leaders has not employed perceptions of presidents on their role to ensure servingness. Four common themes emerged from the data, indicating presidents are concerned about increasing representation, developing training, planning for the future, and exemplifying servingness.
Petrov, L., & Garcia, G. (2021). Becoming a Racially Just Hispanic-Serving Institution (HSI): Leveraging HSI Grants for Organizational Identity Change. Journal of Diversity in Higher Education, 14(4), 463-467.
Hispanic-serving institutions (HSIs) are colleges and universities enrolling 25% Hispanic and Latina/e/o/x students yet lack an organizational identity for serving them. Salient issues facing educators and leaders at HSIs include enacting an HSI identity and transforming their organizational commitment to racial equity and social justice. In this practice brief, we illustrate how HSIs can leverage their federal grants to create transformational change.
See more articles in the Library's OneSearch

Hispanic Serving Institute (HSI) Resources

Online Resources - HSIs

About Books and other Suggested Reading

Suggested Reading: Books

"HSI" Suggested Articles