Latino/as are the fastest growing demographic in the United States. Despite recent gains in postsecondary enrollment, the Latino/a population is severely underrepresented when it comes to baccalaureate attainment. Hispanic-serving institutions (HSIs) will play a critical role in turning the tide, but there is little existing research about these institutions.
This volume synthesizes:
* Existing research on HSIs, emerging HSIs, as well as research about Latino/a students themselves,
* A wide range of best practices across institutional types, and
* Examples of service to undocumented students in states where they do and do not quality for in-state tuition benefits.
Topics include Latino/a undergraduate student success, graduate student success, community colleges, four-year institutions, financial aid, and undocumented students.
This is the 172nd volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher education decision makers on all kinds of campuses, it provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
Autorentext
Melissa L. Freeman is the founding director of the Higher Education Administration and Leadership (HEAL) program at Adams State University. She is currently the director of the Center for Graduate Studies and the activity director of the Title V PPOHA grant at Adams State.
Magdalena Martinez is the director of education programs at the Lincy Institute and a faculty member in the College of Education at the University of Nevada, Las Vegas.
Leseprobe
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This chapter is a case study of the Higher Education Administration and Leadership (HEAL) program at Adams State University. HEAL focuses on preparing the next generation of leaders at the nation's Hispanic-serving institutions .
HEALing Higher Education: An Innovative Approach to Preparing HSI Leaders
Melissa L. Freeman
"Why is the leadership at this Hispanic-serving institution all White males?" (A. Salazar, Adams State University Board of Trustees member, personal communication, 2008). Trustee Salazar articulated a specific example of what many had predicted would occur in higher education without a strategic and deliberate leadership pipeline plan: a Latino/a higher education leadership crisis. The number of Latino/a students enrolled in the nation's colleges and universities is increasing rapidly, but the number of students who are rising to leadership positions is not keeping pace. As shown in Table 1.1 , 24% of all students in the nation's elementary and secondary schools are Latinos/as, yet Latino/as represent only 19% of 2-year college students and 11% of 4-year college students. Equally troubling is that Latinos represent only 5% of institutional administrators and less than 4% of faculty.
Table 1.1 Percentage of Total Enrollment and Employees in U.S. Higher Education System Who Are Hispanic
Role Percent Hispanic Elementary/Secondary Schools 24 Community Colleges 19 Four-Year Colleges/Universities 11 Graduate Programs 8 Senior/Executive/Administrators 5 Faculty 4
Source : Snyder & Dillow (2012).
This mismatch between the backgrounds of the students and their educational leaders can be corrected only by increasing the number of Latino/as in leadership positions. As Betts, Urias, Chavez, and Betts (2009) describe the situation,
To increase diversity in higher education administration, institutions must begin by recruiting increased numbers of minorities to work within colleges and universities ... It is through increasing diversity in the leadership pipeline and through professional development that diversity will become more reflective on all levels of administration; ultimately becoming even more reflective within senior administration and the presidency. (p. 5)
Too few Latino/a students are entering graduate school and earning the credentials necessary to assume leadership positions in U.S. colleges and universities. For example, in 2006-07, institutions in Colorado awarded 11,672 master's degrees with only 597 (5.1%) awarded to Latino/as. One of the state's two Hispanic-serving institutions (HSIs)-Adams State University (ASU)-has a significantly better record. In 2007-08, ASU awarded 225 master's degrees with 23% of them going to Latino/as. To have a significant impact on the shortage of Latino/a leaders, institutions must significantly increase the numbers of Latino/a students earning master's and doctoral degrees. Congressman Ruben Hinojosa (2004) argued, "It is time to look for ways to seed the pipeline at the advanced degree level where the acute Latino/a underrepresentation threatens to retard growth in other areas such as teaching, health, research, and economic development" (p. 77). Adams State's plan to seed that pipeline is the focus of this chapter.
There are multiple reasons why few Latino/a students enter
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EDITORS' NOTES 1
Melissa L. Freeman, Magdalena Martinez
1. HEALing Higher Education: An Innovative Approach to Preparing HSI Leaders 7
Melissa L. Freeman
This chapter is a case study of the Higher Education Administration and Leadership (HEAL) program at Adams State University. The goal of the HEAL program is to prepare the next generation of leaders for the nation's Hispanic-serving institutions.
2. An Examination of Organizational Change Through Nevada's Emerging Hispanic-Serving Institutions 19
Magdalena Martinez
There is limited research on how postsecondary institutions prepare to become HSIs. This chapter examines organizational change through a group of emerging HSIs and their governance, policy, and leadership.
3. Cultivating Campus Environments to Maximize Success Among Latino and Latina College Students 29
Judy Marquez Kiyama, Samuel D. Museus, Blanca E. Vega
Many Latino/as attend predominantly White institutions (PWIs). The Culturally Engaging Campus Environments (CECE) Model is offered as a framework from which PWIs can create supportive environments for Latino/as.
4. Institutionalizing Support for Undocumented Latino/a Students in American Higher Education 39
Ryan Evely Gildersleeve, Darsella Vigil
This chapter investigates the institutionalization of support for undocumented students across states that either extend or deny in-state resident tuition (ISRT) benefits. In their review, the authors highlight promising practices.
5. A pesar de todo (Despite Everything): The Persistence of Latina Graduate Engineering Students at a Hispanic-Serving Institution 49
Sandra Aguirre-Covarrubias, Eduardo Arellano, Penelope Espinoza
The authors discuss a mixed-methods study of factors that affected persistence of Latina graduate engineering students at a Hispanic-serving institution. The study's findings and recommendations will be useful to HSIs and other colleges and universities.
6. Latino Male Ethnic Subgroups: Patterns in College Enrollment and Degree Completion 59
Luis Ponjuan, Leticia Palomin, Angela Calise
This chapter examines Latino male ethnic subgroups and their college enrollment and degree completion patterns. The chapter also offers recommendations to improve Latino male ethnic subgroups' educational achievement.
7. Increasing College Completion for Latino/as in Community Colleges: Leadership and Strategy 71
Kenneth P. Gonz´ alez
This chapter discusses college completion for Latino/as who attend community colleges and the role of leadership in promoting completion. The chapter also provides a number of lessons for …