Latine learners now make up nearly one-in-five college students between the ages of 18 and 24. With the share of Latine students doubling over the past two decades, the number of Hispanic-Serving Institutions (HSIs) has also risen. Established in 1992, this federal designation is granted to institutions with an enrollment that consists of at least 25% Hispanic students. There are currently nearly 600 HSIs across the country. There are also about 400 emerging HSIs — institutions where Hispanic students account for 15% to 24.9% of enrollment.
While hundreds of institutions are now HSIs or emerging HSIs by designation, there are varying degrees in how these institutions truly serve Latine students. Too often, HSIs would be more accurately characterized as simply Hispanic-enrolling institutions. Changes in demographics mean it is not uncommon for a predominantly white institution to inadvertently become an HSI. They find themselves in the position of achieving this important designation without necessarily putting in the thoughtful and intentional institutional efforts required to serve Latine students well.
Dr. Roberto Montoya
I grew up in poverty in the Albuquerque barrios. My community was nearly entirely Brown with the majority of my neighbors identifying as Hispanic, Mexican, Chicana, and Latine. This was true in school, too, where my classmates were overwhelmingly Indigenous, Black, and Brown. Despite this insulation, I can’t say that I ever felt a deep, profound sense of belonging and servingness during my education. I attended three predominantly white institutions on the journey to earning my doctorate; all three were also emerging HSIs at the time.
Arriving as a freshman at a predominantly white college, I was in for a culture shock. I quickly realized I was unprepared — both academically and socially. I did not see myself reflected in the curriculum, my professors, or the administration. In fact, I made my way through undergrad and graduate school without having a single Latino male professor. When I finally had a professor who looked like me while I was earning my doctorate, the impact was truly immeasurable. I often wonder what my experience would have been like had this been the case much earlier in my academic career. There is a profound indignity in rarely seeing a teacher, administrator, or institutional leader that looks like you.
My story is a familiar one even now. The federal designation and — its enrollment requirement — remain a pretty low bar to clear. The majority of HSIs have large numbers of Latine students, but their cultures, practices, and policies stubbornly reflect their origins as predominantly white institutions. As a result, many HSIs struggle to create a sense of belonging for Latine students, and completion continues to be a significant barrier.
As a result of these experiences, I felt called and compelled to ensure that emerging and existing HSIs are supported and co-founded the Colorado HSI consortium and now work to support HSIs across the country.
