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Culturally Relevant Practices that “Serve” Students at a Hispanic Serving Institution

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Abstract

As institutions not founded to “serve” Latina/o students, Hispanic Serving Institutions (HSIs) must actively change their curricula and programs to meet the needs of their diverse population, including Latina/o, low income, and first generation students. Using a case study approach, including interviews and focus groups, this study examined culturally relevant practices at one HSI, including the ethnic studies curriculum and student support programs. Specifically, findings highlight how the Chicana/o Studies department and the Educational Opportunity Program have historically served underrepresented students and the ways in which such programs are embedded within the structures of the institution. This study has implications for HSIs and other institutions enrolling and serving diverse populations.

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Notes

  1. The term Latina/o is used to refer to the contemporary inclusion of both females and males who self-identify as Chicana/o, Latina/o, or Hispanic, while the term Hispanic is only used in reference to the federal designation of HSIs. The term Chicano (without the ”a”) is used to reference the historical use of the term.

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Authors and Affiliations

  1. Department of Administrative and Policy Studies, University of Pittsburgh, 5907 Posvar Hall, Pittsburgh, PA, 15260, USA

    Gina A. Garcia

  2. University of Pittsburgh, Pittsburgh, PA, USA

    Otgonjargal Okhidoi

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  1. Gina A. Garcia
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  2. Otgonjargal Okhidoi
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Correspondence to Gina A. Garcia.

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Garcia, G.A., Okhidoi, O. Culturally Relevant Practices that “Serve” Students at a Hispanic Serving Institution. Innov High Educ 40, 345–357 (2015). https://doi.org/10.1007/s10755-015-9318-7

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