To What Extent Are Title V Grants and Educational Expenditures Associated With Educational Attainment of Latinxs at Hispanic-Serving Institutions?

2018 ◽  
Vol 19 (4) ◽  
pp. 323-334 ◽  
Author(s):  
Ligia Perez
Keyword(s):  
Academic Achievement ◽  
Educational Attainment ◽  
Student Services ◽  
Academic Support ◽  
Future Research ◽  
Title V ◽  
Hispanic Serving Institutions ◽  
Educational Expenditures ◽  
Institutional Action ◽  
Hispanic Serving

Employing the institutional action framework, this study finds that Title V grants and expenditures in academic support and student services at 4-year Hispanic-Serving Institutions (HSI) are positively associated with educational attainment of Latinxs. Future research should investigate HSIs expenditures in instruction and their association with academic achievement. HSIs must strengthen their advocacy for Latinx students and pressure policy leaders for continued funding to reinforce their role in the educational attainment of Latinxs.

scholarly journals Seeking to Serve or $erve? Hispanic-Serving Institutions’ Race-Evasive Pursuit of Racialized Funding

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110570
Author(s):  
Stephanie Aguilar-Smith
Keyword(s):  
Community Colleges ◽  
Qualitative Study ◽  
Research Question ◽  
Title V ◽  
Federal Funds ◽  
Public And Private ◽  
Hispanic Serving Institutions ◽  
Hispanic Serving ◽  
Institutional Actors

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.

Defined by Outcomes or Culture? Constructing an Organizational Identity for Hispanic-Serving Institutions

2017 ◽  
Vol 54 (1_suppl) ◽  
pp. 111S-134S ◽  
Author(s):  
Gina A. Garcia
Keyword(s):  
Organizational Identity ◽  
Cultural Practices ◽  
Postsecondary Institutions ◽  
Future Research ◽  
Environmental Cues ◽  
Hispanic Serving Institutions ◽  
Extant Literature ◽  
Identity Based ◽  
Hispanic Serving

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. Findings suggest that while members constructed an ideal Latinx-serving identity based on legitimized outcomes (i.e., graduation), they constructed their current identity from environmental cues about cultural practices. Using two theoretical lenses, I present a typology that considers outcomes and culture in a Latinx-serving identity. Future research should explore the construction of a Latinx-serving identity in a nuanced way.

Juvenile Institutional Misconduct: Examining the Role of Educational Attainment and Academic Achievement

2020 ◽  
Vol 66 (5) ◽  
pp. 663-686
Author(s):  
Ronda Shepherd Engstrom ◽  
Daniel Scott
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Juvenile Offenders ◽  
Educational Attainment ◽  
Negative Binomial ◽  
Negative Binomial Regression ◽  
Future Research ◽  
Institutional Misconduct ◽  
Binomial Regression ◽  
Educational Variables

Identifying risk factors of institutional misconduct among juvenile offenders is important in curbing costs and consequences of these infractions. Research shows low educational attainment and poor academic achievement are consistently related to delinquency and crime. Yet, no research has examined whether these educational variables are associated with institutional misconduct among juveniles. Official records and interviews yielded information on the educational characteristics and institutional misconduct of 349 juvenile prisoners in a California facility. Negative binomial regression analysis was employed to examine hypothesized relationships. Results indicate that graduating high school significantly predicts institutional misconduct. Implications for juvenile corrections policies, including the importance of assisting juvenile detainees in obtaining their high school diploma, and directions for future research are provided.

scholarly journals Cognitive Assessments in Hydration Research Involving Children: Methods and Considerations

2019 ◽  
Vol 74 (Suppl. 3) ◽  
pp. 19-24 ◽  
Author(s):  
Daniel R. Westfall ◽  
Nicole E. Logan ◽  
Naiman A. Khan ◽  
Charles H. Hillman
Keyword(s):  
Academic Achievement ◽  
Human Health ◽  
Research Interest ◽  
Future Research ◽  
Cognitive Assessments ◽  
Cognitive Domains ◽  
Essential Nutrient ◽  
Definition Of ◽  
The Relationship

The effects of optimal and insufficient hydration on human health have received increasing investigation in recent years. Specifically, water is an essential nutrient for human health, and the importance of hydration on cognition has continued to attract research interest over the last decade. Despite this focus, children remain a relatively understudied population relative to the effects of hydration on cognition. Of those studies investigating children, findings have been inconsistent, resulting from utilizing a wide variety of cognitive domains and cognitive assessments, as well as varied hydration protocols. Here, our aim is to create a primer for assessing cognition during hydration research in children. Specifically, we review the definition of cognition and the domains of which it is composed, how cognition has been measured in both field- and laboratory-based assessments, results from neuroimaging methods, and the relationship between hydration and academic achievement in children. Lastly, future research considerations are discussed.

scholarly journals Centering Hispanic-Serving Institutions’ strategies to develop talent in computing fields

2021 ◽  
Vol 4 (1) ◽  
pp. 1842582
Author(s):  
Anne-Marie Núñez ◽  
Jessica Rivera ◽  
Jennifer Valdez ◽  
Victoria Barbosa Olivo
Keyword(s):  
Hispanic Serving Institutions ◽  
Hispanic Serving

Assessing the Benefits of College Internships at a Hispanic Serving Institution

2021 ◽  
pp. 153819272110416
Author(s):  
Amy Adamczyk ◽  
Katheryn Crawford ◽  
Yuna Kim
Keyword(s):  
Hispanic Serving Institutions ◽  
Hispanic Serving Institution ◽  
Hispanic Serving

Few studies have investigated the usefulness of internships at Hispanic Serving Institutions (HSI) where internships can have major financial and time-related costs. Focusing on a 4-year public HSI, this study examines differences between internship and non-internship students and changes across the semester for development in a range of areas. A structured internship appears to have some value, including increased interaction with faculty outside of the classroom, and confidence in verbally expressing ideas and class presentations.

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