Keywords

Hispanic-Serving Institution, Latinx, Servingness, Adult Education, Adult Learners, Non-academic outcomes, academic outcomes

Subject Categories

Bilingual, Multilingual, and Multicultural Education | Educational Leadership | Higher Education

Abstract

This study addresses the persistent misalignment between the enrollment-based designation of Hispanic-Serving Institutions (HSIs) and the extent to which these institutions implement intentional practices that support Latinx student success. As HSIs continue to grow nationally, it is critical to examine whether institutional efforts move beyond symbolic designation toward meaningful “servingness,” particularly given the increasing reliance on these institutions to advance social mobility and educational attainment for Latinx students. The purpose of this qualitative study is to explore the support structures an HSI provides to promote Latinx student success and to examine Latinx students’ perceptions of the effectiveness of these supports. This work is guided and informed by Tinto’s Theory of Student Integration and complemented by asset-based frameworks, including Kiyama and Rios-Aguilar’s Funds of Knowledge and Garcia’s conceptualization of servingness, which collectively center both institutional practices and students' lived experiences. To explore this topic more deeply, this study includes both a document analysis and semi-structured interviews. The document analysis focuses on identifying and analyzing university-sponsored programs, services, policies, and resources associated with the institution’s HSI designation through the lens of asset-based and servingness-oriented frameworks. Semi-structured interviews with Latinx undergraduate students explore their perceptions of how these institutional efforts influence their academic integration, persistence, and nonacademic outcomes, including sense of belonging, racial identity, and self-concept. Triangulation is used to strengthen the credibility and depth of findings. The study’s findings will contribute to a deeper understanding of how HSIs can move from enrollment-based designation toward practices that meaningfully support Latinx student success. Additionally, this research can inform the design and implementation of institutional programs, services, and policies while shaping future research on cultivating equitable and culturally responsive environments at HSIs.

Completion Date

2026

Semester

Summer

Committee Chair

Lisa Jones

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership

Format

PDF

Document Type

Dissertation

Language

English

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