Serving Urban Dictionary: Defining “Servingness” at Hispanic-Serving Institutions

Introduction

The landscape of higher education is rapidly evolving, marked by increasing racial and ethnic diversity among students. The American Council on Education’s report, Race and Ethnicity in Higher Education, highlights this trend, particularly the growing enrollment of Latinx students in colleges and universities across the nation. This surge has led to a parallel increase in the number of institutions meeting the criteria to be designated as Hispanic-Serving Institutions (HSIs). HSIs are not just a growing segment of minority-serving institutions (MSIs); they are pivotal, enrolling a significant majority of all Latinx students in the United States.

While the term “HSI” is federally defined by enrollment numbers, the concept of “servingness” delves deeper. It moves beyond simply enrolling Latinx students to actively serving their unique needs. This essay explores the multifaceted nature of “servingness,” drawing upon the framework proposed by Garcia, Núñez, and Sansone (2019), to understand what it truly means for an institution to serve its Latinx student population effectively. In a sense, we are looking to define “servingness” in the context of HSIs, much like the urban dictionary aims to define contemporary slang and cultural terms – providing clarity and nuanced understanding to a concept that is often used but rarely fully examined.

The Challenge of Defining “Servingness”

Defining “servingness” within the HSI context is not straightforward. The federal designation of an HSI hinges solely on enrollment demographics – a minimum of 25 percent undergraduate Latinx students. This definition, rooted in the Higher Education Act, is primarily descriptive, focusing on student demographics (Latinx and low-income status) without offering substantial federal guidance on the crucial aspect of serving these students’ needs. Consequently, HSIs are largely left to interpret and implement “servingness” in their own operational contexts.

One common approach to defining and enacting “servingness” is through grant-seeking, particularly from federal agencies like the U.S. Department of Education, the U.S. Department of Agriculture, and the National Science Foundation. These agencies, while having distinct priorities, generally support activities that enhance institutional capacity, academic quality, and student achievement. Federal grant programs offer HSIs a framework and resources to develop initiatives; however, the broad scope of “allowable activities” empowers institutions to define “servingness” on their own terms. This autonomy, while beneficial, complicates the establishment of a universal, mutually understood definition of “servingness” across all HSIs.

Furthermore, the very nature of the HSI designation is intertwined with race and ethnicity. It arises directly from the racial and ethnic identities of the student population it is intended to serve. Therefore, race and ethnicity are inherently central to “servingness.” However, federal grant programs don’t mandate that funds be specifically used to address the distinct needs of Latinx students. Alarmingly, research indicates that some HSIs applying for grants do not explicitly mention race or the Latinx student demographic in their proposals. This race-neutral approach can obscure racial inequities in student outcomes and experiences, ultimately hindering the very “servingness” intended for racially minoritized groups. By overlooking racial disparities, institutions risk perpetuating systemic inequalities instead of actively addressing them.

The inherent diversity within the Latinx population itself also complicates the definition and practice of servingness. The term “Latinx” encompasses a multitude of subgroups, including Mexican, Puerto Rican, Cuban, Dominican, and many others, each with unique cultural backgrounds, experiences, and needs. HSIs also host diverse student bodies beyond the Latinx demographic, including Black and Asian American students, multilingual students, students with varied immigration histories, socioeconomic backgrounds, and academic preparedness levels. This rich tapestry of student identities and experiences means a singular, monolithic approach to “servingness” is unlikely to be effective. Institutions must recognize and respond to the diverse needs within their student populations.

Adding another layer of complexity are the significant differences between HSIs. Nearly half are two-year institutions, which inherently have different missions and priorities compared to four-year universities. Sector also plays a role, with roughly 70 percent of HSIs being public and 30 percent private. These sectors operate under different funding models, governance structures, and capacities to invest in student support programs and financial aid. These institutional variations necessitate context-specific approaches to “servingness,” tailored to each HSI’s unique mission, resources, and student population.

Servingness: A Multidimensional Concept

Despite the definitional challenges, understanding “servingness” is paramount. HSIs are increasingly critical in providing not just access but also pathways to graduation and upward mobility for Latinx students. To better grasp this concept, the Multidimensional Conceptual Framework of Servingness at HSIs (Garcia, Núñez, and Sansone 2019) offers valuable insights. This framework, developed from a comprehensive review of HSI research, posits that “servingness” is not a single metric but a multifaceted construct, encompassing both indicators of serving and structures for serving.

Indicators of Serving: Measuring Impact

Indicators of serving are quantifiable metrics that HSI leaders can use to gauge their institution’s effectiveness in serving Latinx students. These indicators fall into two broad categories: academic and non-academic outcomes.

Academic outcomes are traditionally prioritized and include measures such as:

• Persistence rates (student retention)
• Graduation rates
• Transfer rates to four-year institutions
• Course completion rates
• STEM (Science, Technology, Engineering, and Mathematics) degree completion rates (a key federal priority)
• Labor market outcomes (employment and career success post-graduation)

However, “servingness” extends beyond academic achievement. Non-academic outcomes are equally vital and include:

• Development of a positive academic self-concept
• Cultivation of leadership identity
• Positive racial identity development
• Critical consciousness (awareness of social justice issues and systemic inequalities)
• Aspirations for graduate education
• Civic engagement

While research and institutional practice often emphasize academic outcomes, non-academic outcomes are profoundly important for the holistic success of Latinx students in higher education. HSIs that are truly serving their students often intentionally foster these non-academic dimensions.

Student experiences on campus also serve as critical indicators of servingness. Positive and validating experiences contribute significantly to a student’s sense of belonging and overall success. These experiences include:

• Meaningful interactions with racially and ethnically similar peers
• Opportunities to connect with Spanish-speaking peers, faculty, and staff
• Participation in mentoring and support programs designed for Latinx students
• Visible cultural signifiers on campus, such as murals and artwork by Latinx artists, that create a welcoming and affirming environment

Conversely, negative experiences, such as discrimination, racial microaggressions, and feelings of invalidation, can significantly undermine servingness, even at institutions designated as HSIs. Therefore, understanding and actively shaping the student experience is a crucial aspect of servingness.

Structures for Serving: Building Institutional Capacity

Structures for serving are the organizational elements and institutional frameworks that enable and enhance an HSI’s capacity to serve Latinx students effectively. Transforming these structures is often necessary to move beyond simply enrolling to truly serving. Key structures include:

• Mission and Purpose Statements: These foundational documents should explicitly acknowledge the institution’s HSI identity and commitment to serving Latinx students. Many HSIs currently frame their missions more broadly around access, diversity, and inclusion, which, while important, can dilute the focus on the specific needs of their Latinx student population.

• HSI Grant Activities: Strategic and race-conscious utilization of grant funding to develop programs and initiatives specifically designed to serve Latinx students.

• Decision-Making Processes: Ensuring equity-mindedness and representation of Latinx perspectives in institutional decision-making at all levels.

• Equity-Minded Leadership Practices: Leadership that is actively committed to equity, understands systemic barriers, and champions initiatives that promote Latinx student success.

• Institutional Policies: Reviewing and revising policies to eliminate systemic barriers and ensure equitable outcomes for Latinx students.

• Curricular and Co-curricular Structures: Developing culturally relevant and responsive academic programs and student support services that meet the unique needs of Latinx students. This often requires moving beyond ad-hoc initiatives to systemic integration across the institution.

• Institutional Advancement Activities: Engaging in fundraising and development efforts that prioritize resources for serving Latinx students.

• Compositional Diversity of Faculty, Staff, Administrators, and Graduate Students: Actively working to increase the representation of Latinx individuals at all levels of the institution. Diverse faculty and staff can serve as role models, mentors, and advocates for Latinx students.

• Engagement with the Community: Building strong partnerships with Latinx communities to understand their needs and create mutually beneficial collaborations.

While many HSIs are genuinely committed to serving Latinx students, institutional transformation can be a slow and ongoing process. Structures, particularly curricular and co-curricular offerings, often evolve incrementally rather than through broad, intentional, campus-wide initiatives. Similarly, achieving meaningful diversity among faculty and staff remains a persistent challenge across higher education, including at HSIs, despite its critical importance for serving undergraduate students.

Servingness in Practice: Examples of Transformation

Moving from theory to practice requires learning from HSIs that are actively implementing effective “servingness” strategies. Excelencia in Education’s Growing What Works database is a valuable resource for HSI leaders seeking practical examples. This online database showcases programs and initiatives that transform institutional structures to enhance indicators of serving. Here are a few examples from the database, aligned with the Multidimensional Conceptual Framework of Servingness:

• California State University, Dominguez Hills: Encuentro Hacia el Exito (Encounter to Excellence): Supported by an HSI Title V grant, this program targets academically underprepared Latinx students to improve retention. Preliminary data shows higher first-year retention rates for program participants compared to non-participants. Indicators of serving: First-year retention rates. Structures for serving: Summer bridge program and ongoing support services.

• University of Texas at El Paso (UTEP): Center for Community Engagement: This center fosters civic engagement and student learning through community-based activities. Students participate in internships and service-learning projects, demonstrating increased self-confidence, commitment to social change, and leadership development. Indicators of serving: Non-academic outcomes like leadership development and self-concept. Structures for serving: Center for Community Engagement and community-based learning opportunities.

• CUNY Lehman College: Multilingual Journalism and Mass Communication Program: This program trains journalists to meet the needs of a multicultural and multilingual media landscape. It offers courses in ethnic media, marketing, and bilingual journalism. Graduates have achieved success in major media companies. Indicators of serving: Labor market outcomes. Structures for serving: Specialized academic program focused on multilingualism and multiculturalism.

• Valencia College: DirectConnect to UCF: A partnership between Valencia College, the University of Central Florida (UCF), and other Central Florida colleges to facilitate transfer and degree completion for Latinx students. Participants receive preferential admission to UCF, joint advising, and aligned course offerings. Valencia College has seen increased Latinx transfer rates to UCF. Indicators of serving: Transfer rates. Structures for serving: Articulation agreements, shared advising, and preferential admission pathways.

Recommendations for HSI Leaders: Embracing Servingness

Based on research and best practices, here are key recommendations for HSI leaders seeking to enhance “servingness” at their institutions:

1. Leverage HSI Grant Opportunities Strategically: Use grant funding as a catalyst for institutional reflection and action on “servingness.” Embrace and articulate the value of HSI identity.

2. Adopt a Race-Conscious Approach: Define and enact “servingness” through a lens that acknowledges and addresses racial and ethnic inequities. Cultivate a campus environment that affirms the identities and experiences of Latinx and other minoritized students.

3. Embrace Student Diversity: Recognize and value the rich diversity within the student body. Identify, recognize, and build upon the cultural wealth and knowledge that students bring to campus.

4. Prioritize and Measure Holistic Outcomes: Track and assess a broad range of academic and non-academic outcomes to gain a comprehensive understanding of “servingness.”

5. Proactively Address Racialized Experiences: Implement strategies to prevent negative racialized experiences on campus. Provide ongoing anti-racism training for faculty and staff to promote equitable policies and practices.

6. Transform Institutional Structures Systemically: Commit to transforming all structures that impact the institution’s ability to serve students, including governance, leadership, curriculum, policies, and community engagement.

Conclusion: Moving Beyond Enrollment to True Servingness

In an era where race and ethnicity remain significant factors in educational attainment, and with the Latinx student population continuing to grow, MSIs, and particularly HSIs, are vital national resources. However, mere enrollment is insufficient. HSIs must actively cultivate their racial-ethnic identity and strive to create equitable experiences and outcomes for Latinx students. This requires a transformative commitment from HSI leaders, faculty, and staff to enact meaningful change. While examples of true “servingness” are emerging across college campuses, sustained and expanded efforts are crucial to fully realize the potential of HSIs as engines of equity and opportunity for Latinx students.

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