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Despite Hispanic-serving institutions' (HSIs) growing number and ongoing institutional diversification, appropriations to Title V, capacity-building grants, has plateaued. Considering these trends, we constructed a unique dataset of Title V non-applicants, applicants, and recipients from 2009-2017 to examine how equitably these federal funds were allocated across HSIs. Through our analytic modeling, we examined HSIs' pursuit and receipt of these grants, finding that HSIs with large, Latinx enrollments are much more likely to secure funding. Although the distribution of these grants is more uniform across institutional characteristics than suggested in previous studies, we identify several opportunities to improve the equitable allocation of this public resource.

Purpose: The purpose of this article is to use Victor Ray's theory of racialized organizations (TRO), and multiple applied exemplars, as a framework and call to action for community college researchers and policymakers. In doing so, we provide a meso-level analytic view on how and why the most accessible postsecondary pathway for minoritized students is also the most chronically under-resourced sector of higher education in the United States. Argument: Understanding community colleges as a type of racialized organization opposes traditional meritocratic perspectives that view these institutions as culturally neutral spaces, guided by open access and unrestricted credential choice. Decades of research suggest that egalitarian principles attached to community colleges do not necessarily translate into equitable student experiences and outcomes. Responses to these inequitable outcomes, however, primarily assign blame to individual dispositions. Without deep consideration of contextual conditions that shape organizational policies and practices, outcome disparities are viewed as a condition of cultural deficits rather than structured impotence. Conclusions: This paper advances our collective attunement, as community college scholars, to organizational arrangements that perpetuate and weaken white supremacy. In short, we use a racialized organizational lens to think in new ways about how community colleges, as an institutional type, are often as marginalized as the students they serve.

Hispanic-Serving Institutions (HSIs) play a pivotal role in the higher education of Latina/o/xs. Considering the growth and diversification of these institutions over time, we systematically reviewed more than 20 years of literature on HSIs. Specifically, we explored the nature of the HIS scholarship and the ways it reflects these institutions' evolution, finding that while literature has grown in the last decade, it has not kept pace with HSIs' growth, spread, and overall evolution over time.

Hispanic-Serving Institutions' (HSIs) diversification and Title V's anemic funding present a ripe condition for inequity. Hence, I interviewed 29 institutional actors across 17 HSIs to understand how they view their competitiveness for these grants and sources of inequity of this program. I identified four themes, demonstrating that an HSI's institutional capacity, (in)actions, knowledge, and leadership inform its competitiveness for Title V funding. The findings show that HSIs have unequal organizational conditions and reveal ways this program may (re)produce inequity among HSIs. Without increased Title V appropriations and policy modification, HSIs will vie for funding on increasingly unequal terms, resulting in greater inequity.

This critical qualitative study explores Hispanic-serving institutions' (HSIs) pursuit of racialized federal funds and theorizes the connection between grant seeking and servingness at HSIs. Specifically, the study's guiding research question was: Why do HSIs pursue racialized Title V funding? Based on interviews with 23 institutional actors at 12 HSIs, including public Hispanic-serving community colleges and both public and private 4-year institutions, the findings suggest that HSIs vie for Title V grants for assorted and, at times, conflicting reasons. Specifically, they seek this racialized funding to (a) pool money, (b) address broad-based institutional needs, (c) signal legitimacy, and (d) support all students. Importantly, some of the reasons have little to do with immediately serving students generally or Latinx students more specifically. Thus, I argue that in their race-evasive pursuit of Title V funds, many HSIs capitalize on their Latinx students, rendering serving into $erving and ghosting the "H" and "S" in HSIs.

In this multi-method qualitative study, which included faculty and administrator interviews as well as a systematic analysis of organizational documents, we sought to understand the expectations "placed upon" and "taken up" by community college faculty. Our analysis suggests that the overarching expectation of community college faculty is to serve as "generous educators." However, despite seeming consensus across data sources, we found that faculty and administrators often held discrepant views as to how faculty should carry out this role. Whereas most community college faculty relationally and holistically conceived of their work, administrators generally favored instrumental and bureaucratic techniques, leading us to argue that the generosity of these educators is highly managed. Similar to earlier writing on managed professionals, we found that administrators expected faculty to entrust their efforts to care for students to bureaucratic devices, although faculty often considered such systems ineffective. Ultimately, we assert that the instrumental framing of community college faculty work expectations adversely affects not just faculty but students, and we offer recommendations for community college leaders and faculty development offices.

Limitations come in many forms for educators of color: access, opportunities, networks, but perhaps most crucially, through forms of invalidation. Toward healing, some educators of color have written about the isolation and trauma they have experienced on college campuses. Other have written in the spirit of resistance, boasting about the skills, talents, and knowledge gifted by families, friends, and communities. This article is a compilation of "consejos" (advice), which the authors--an intergenerational group of Educators of Color--gathered during a symposium held November 2018 at the Association for the Study of Higher Education's annual conference. There, the authors facilitated "platicas," informal conversations (Vera & de los Santos, 2005) similar to kitchen table talks. During these platicas, educators shared the ways they have deployed, revised, and translated the gifts of their communities and the knowledge within their homes to survive, thrive, and outsmart academia. Collectively, this article imparts five key lessons the educators have learned.

Background, context, and purpose of the study: Enrolling over 60% of all Latinx undergraduate students, Hispanic-serving institutions (HSIs) are poised to play a critical role in diversifying and strengthening Science, Technology, Engineering, and Mathematics (STEM) education and the STEM workforce. However, how HSIs serve STEM students is not well understood. Accordingly, guided by Garcia et al. (Review of Educational Research 89:5–745, 2019) multidimensional servingness framework, we conducted a systematic review of the research on STEM education within the HSI context. By attending to STEM education in conversations around how HSIs may serve Latinx students and their campus communities, our ultimate aim is to improve STEM education particularly at HSIs and advance STEM servingness more broadly. Results, main findings: Through our systematic review of STEM education research at HSIs, we identified (under)studied components of servingness and gaps within this literature base. Specifically, among the 128 qualifying articles, nearly two-thirds focused on student outcomes but overlooked institutions' organizational context, raising questions about the effect(iveness) of the studied interventions. Additionally, we identified three thematic gaps in this literature: ghosting the HSI context (i.e., relying on HSIs as research sites without considering the unique HSI context); ghosting Latinx culture (i.e., decentering Latinx students and the Latinx community's sociocultural aspects and assets), and ghosting people and places (i.e., under-examining certain student populations like Latino men in STEM and places like Hispanic-serving community colleges). Ultimately, our study extends the field's understanding of servingness by attending to STEM education within the context of HSI institutions. Conclusions, brief summary, and potential implications: By systematically reviewing studies on STEM education at HSIs, we identified (under)studied components of servingness and patterned gaps within this literature. In doing so, we highlight opportunities to advance STEM servingness at HSIs through future research, policy, and practice. Collectively, these avenues hold the promise of improving STEM education and diversifying the STEM workforce. [ABSTRACT FROM AUTHOR]

Understanding the development of major educational policies is essential, especially federal policies integral to Hispanic-Serving Institutions (HSIs)—one of the fastest-growing types of postsecondary institutions in the United States, which collectively serve over two-thirds of Latina/o/x-identified college students. Accordingly, in this archive-based study, we explore the expansion of Title V, specifically the creation of the Postbaccalaureate Opportunities for Hispanic Americans Program, and how advocates framed the need for this program. Specifically, employing McBeth et al.'s policy narrative framework, we story how Congress came to enact this program, describing the setting, characters, and plot of this policy process. In doing so, we make visible via narration how federal policy unfolds and the relationship between federal and state-level policy. Additionally, we show that nationalist, capitalist, and democratic logics are often used to justify programs to support the Latina/o/x community. Considering the findings, we conclude with implications for policy and future research. Ultimately, using this innovative lens, we expand the HSI literature and complexify the understanding of Title V. [ABSTRACT FROM AUTHOR]

Then, through a newspaper reporter named Nayeli's narration of a series of interviews she conducted with campus leaders at APC, Garcia theorizes how Latinx-serving HSIs embody organizational third spaces. Gina A. Garcia's book, I Becoming Hispanic-Serving Institutions i , explores what it means to I serve i Latinx students at Hispanic-serving institutions (HSIs) and assesses various ways these institutions accomplish this role. Becoming Hispanic-serving institutions: opportunities for colleges and universities: by Garcia, G. A., Baltimore, MD, Johns Hopkins University Press, 2019, 1-158 pp., $29.95 (Hardcover), ISBN: 1-4214-2737-0. [Extracted from the article]