scholarly journals Theorizing a Catholic Hispanic-Serving Institution (C-HSI) Identity Through Latinx Theological Lenses of Lo Cotidiano and Traditioning

2021 ◽  
Vol 24 (2) ◽  
pp. 20-42
Author(s):  
Gina A. Garcia ◽  
◽  
John DeCostanza Jr. ◽  
Jaqueline Romo ◽  
◽  
...  
Keyword(s):  
United States ◽  
Ways Of Knowing ◽  
The United States ◽  
Colleges And Universities ◽  
Catholic Identity ◽  
Student Diversity ◽  
Catholic Colleges ◽  
Hispanic Serving Institution ◽  
Catholic Colleges And Universities ◽  
Hispanic Serving

As the students entering U.S. colleges and universities become increasingly diverse, the number of Hispanic-Serving Institutions (HSI's) continues to increase. Catholic colleges and universities, similarly, are seeing an increase in student diversity on campus, with an emergence of Catholic HSIs as well. As the number of Catholic colleges and universities in the United States that are HSI-eligible increases they must grapple with what it means to be both Catholic and Hispanic-serving. The purpose of this article is to propose a U.S. Catholic HSI (C- HSI) identity that brings together the extensive literatures on Catholic identity and HSI identity through the lens of decolonial theory and Latinx theologies. We argue that in order to effectively serve students of color who have intersectional identities, Catholic HSIs must intentionally recognize the ways of knowing (epistemologies) and being of these groups, which includes a collective understanding of the theo-political, social, historical, and economic forces that have subjugated them since before the founding of the present day United States and long before the founding of the first Catholic institution in the country. Building off the Catholic Identity and Mission Models (CIMA) currently used by the Association of Catholic Colleges and Universities to assess mission integration, we propose a C-HSI model.

Does Service and Volunteering Affect Catholic Identity?

2018 ◽  
Vol 1 (2) ◽  
pp. 104-122
Author(s):  
Andrew Herr ◽  
Jason King ◽  
Keyword(s):  
United States ◽  
Service Learning ◽  
Religious Identity ◽  
The United States ◽  
Colleges And Universities ◽  
Catholic Identity ◽  
Catholic Colleges ◽  
Catholic Colleges And Universities ◽  
Link Service

While many believe that service should be connected to the religious identity of Catholic colleges and universities, little research has been done to see if this is in fact the case. To test this commonly-held belief, we surveyed students at and gathered information about twenty-six different Catholic campuses in the United States. We find no correlation between students’ frequency of service and their perception of Catholic identity. In addition, we find that students perceive their school to be less Catholic the more institutions link service to Catholicism. The only characteristic of service that is positively correlated with Catholic identity is the percentage of service learning courses offered. In other words, students do not see anything intrinsically Catholic about volunteering, but rather that Catholicism means that you should volunteer more. We believe this suggests how Catholic colleges and universities can link service to their Catholic identity.

scholarly journals Defining Catholic Higher Education in Positive Terms

2019 ◽  
pp. 1-25
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Colleges And Universities ◽  
Catholic Identity ◽  
Catholic Higher Education ◽  
Catholic Colleges ◽  
Academic Literature ◽  
Catholic Colleges And Universities ◽  
Catholic History

Debates about Catholic higher education in the United States sometimes focus too much on what Catholic colleges and universities should not do, rather than what they should do. This article attempts to reframe those debates away from the negative expressions of Catholic identity (i.e., denying guests a right to speak on campus based on their stance on abortion) and toward more positive expressions, like promoting scholarship on Catholic history, culture, and theology. It reviews some key academic literature that approaches Catholic identity from this positive, proactive perspective, and attempts to categorize that literature into common, identifiable themes.

International Sister Students Today

2019 ◽  
pp. 143-168
Author(s):  
Mary Johnson ◽  
Mary L. Gautier ◽  
Patricia Wittberg ◽  
Thu T. Do
Keyword(s):  
United States ◽  
Women Religious ◽  
Demographic Data ◽  
The United States ◽  
Colleges And Universities ◽  
Catholic Colleges ◽  
Catholic Colleges And Universities ◽  
Religious Institutes ◽  
Support Resources ◽  
The Impact

This chapter provides demographic data on international sisters who are currently studying in the United States. It describes how U.S. Catholic colleges and universities and institutes of women religious collaborate in providing education for these sisters by using two types of qualitative data. The chapter includes interviews with administrators of Catholic universities and religious institutes. It also includes some data from the survey of international sisters who are students in the United States. The chapter describes pathways to the universities and the types of support resources that international sisters receive from universities and religious institutes. It describes the impact that international sisters have on fellow students and, upon their return, on their home countries.

The Church and Catholic Higher Education

Horizons ◽  
1990 ◽  
Vol 17 (1) ◽  
pp. 7-29 ◽  
Author(s):  
David J. O'Brien
Keyword(s):  
Higher Education ◽  
The United States ◽  
Colleges And Universities ◽  
Catholic Higher Education ◽  
Catholic Colleges ◽  
Catholic Colleges And Universities ◽  
The University ◽  
Public Church ◽  
The Church ◽  
Ongoing Dialogue

AbstractRecurrent debates about the church and higher education in the United States involve differing understandings of the nature and purpose of the church as well as differing understandings of the university. Catholic colleges and universities remain important but underutilized resources for the American church as it pursues its mission. Institutional, communitarian and servant models of the church must be examined more rigorously before they are used to prescribe changes in higher education. None is without problems. In a pluralistic and free society, a public church,” self-consciously mediating the tensions between Christian integrity, Catholic unity, and civic responsibility, provides an altogether appropriate stance for Catholic colleges and universities as well. It points not to a neat resolution of outstanding difficulties but to ongoing dialogue among the publics to which both church and higher education must address themselves.

scholarly journals Decolonizing Leadership Practices: Towards Equity and Justice at Hispanic-Serving Institutions (HSIs) and Emerging HSIs (eHSIs

2019 ◽  
Vol 7 (2) ◽  
pp. 25-39 ◽  
Author(s):  
Gina A. Garcia
Keyword(s):  
Higher Education ◽  
United States ◽  
Leadership Practices ◽  
Higher Education Institutions ◽  
The United States ◽  
Colleges And Universities ◽  
Hispanic Serving Institutions ◽  
Hispanic Serving

Hispanic-Serving Institutions (HSIs; colleges and universities that enroll at least 25% Raza undergraduates) are increasing in number in the United States, growing rapidly from 189 in 1994 to 492 in 2016. Moreover, there were 333 emerging HSIs (eHSIs) in 2016, indicating that the number of HSIs will continue to grow; however, leaders, including faculty, staff, and administrators at (e)HSIs, continue to grapple with the question, “How do we move from ‘enrolling’ to ‘serving’ Raza students?” There are a lack of leadership frameworks specifically designed for those working at (e)HSIs and with a focus on serving Raza students. The authors argue that decolonizing leadership practices will help leaders liberate and empower Raza students by disrupting the coloniality of power that promotes and sustains higher education institutions as racial/colonial projects. The authors propose leadership processes for working with Raza students at (e)HSIs. Although leaders at non-(e)HSIs may consider these processes, the authors call on leaders at (e)HSIs to transform their leadership practices as a necessity for becoming Raza-serving.

scholarly journals Highlighting altruism in geoscience careers aligns with diverse US student ideals better than emphasizing working outdoors

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Samantha C. Carter ◽  
Elizabeth M. Griffith ◽  
Theresa A. Jorgensen ◽  
Karin G. Coifman ◽  
W. Ashley Griffith
Keyword(s):  
United States ◽  
Life Experiences ◽  
The United States ◽  
Natural World ◽  
Underrepresented Minority ◽  
Diverse Workforce ◽  
Hispanic Serving Institution ◽  
Hispanic Serving ◽  
Outdoor Experiences ◽  
Better Than

AbstractA common approach to attract students in the United States to the geosciences is to emphasize outdoor experiences in the natural world. However, it is unclear how successful this strategy is. Specifically, the geosciences have been less successful than other sciences at recruiting a diverse workforce that reflects different perspectives and life experiences. Here we present a survey of students enrolled in College Algebra at a Hispanic-serving institution in the southwestern United States where, of 1550 students surveyed, 55.3% identified as an underrepresented minority (URM). We find that surveyed students care little about working outdoors. Instead, they rate altruistic factors, such as helping people or the environment, as most important. Female respondents rate these factors higher than male respondents. We also find that many respondents know little about what a career in geoscience entails. We argue that better informing students about the altruistic potential of geoscience careers would be an effective strategy to broaden recruitment.

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