The Importance of a Title V Center for “People Like Me”

References

• Acevedo-Gil, N., Santos, R. E., Alonso, L., & Solórzano, D. G. (2015). Latinas/Os in community college developmental education: Increasing moments of academic and interpersonal validation. Journal of Hispanic Higher Education, 14(2), 101–127. https://doi.org/10.1177/1538192715572893
   Google Scholar
• Aguilar-Smith, S., & Yun, J. (2023). Toward ensuring the equitable allocation of federal funding: An analysis of Hispanic-serving institutions’ pursuit and receipt of title V grants. Education Policy Analysis Archives, 31(58), 1–29. https://doi.org/10.14507/epaa.31.7281
   Google Scholar
• Aish, N., Asare, P., & Miskioğlu, E. E. (2017). People like me: Increasing likelihood of success for underrepresented minorities in STEM by providing realistic and relatable role models. 2017 IEEE Frontiers in Education Conference (FIE), Indianapolis, IN. https://doi.org/10.1109/FIE.2017.8190454.
   Google Scholar
• Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Education, 162(1), 67–92. https://doi.org/10.1177/002205748016200106
   Google Scholar
• Authors. (2022a).
   Google Scholar
• Authors. (2022b).
   Google Scholar
• Azmitia, M., Syed, M., & Radmacher, K. (2008). On the intersection of personal and socialidentities: Introduction and evidence from a longitudinal study of emerging adults. In M. Azmitia, M. Syed, & K. Radmacher (Eds.), The intersections of personal and social identities: new directions for child and adolescent development (Vol. 120, pp. 1–16). https://doi.org/10.1002/cd.212
   Google Scholar
• Azmitia, M., Syed, M., & Radmacher, K. (2013). Finding your niche: Identity and emotional support in emerging adults’ adjustment to the transition to college. Journal of Research on Adolescence, 23(4), 744–761. https://doi.org/10.1111/jora.12037
   Web of Science ®Google Scholar
• Brown, A. (2009). Higher skills development at work: A commentary by the teaching and learning research programme. London: ESRC, TLRP. https://warwick.ac.uk/fac/soc/ier/glacier/higher_skills_commentary_final.pdf
   Google Scholar
• Cabrera, N. L., & Hurtado, S. (2015). The ivory tower is still white: Chicano/a-Latino/a collegestudents’ views on racism, ethnic organizations, and campus racial segregation. In R. E. Zambrano & S. Hurtado (Eds.), The magic key : The educational journey of MexicanAmericans from K-12 to college and beyond (pp. 145–167). University of Texas Press.
   Google Scholar
• Choi, Y. H. (2023). Counterspaces as sites of fostering and amplifying community college Latinas’ resistance narratives in STEM. Journal of Diversity in Higher Education, Advance online publication. https://doi.org/10.1037/dhe0000489
   Web of Science ®Google Scholar
• Clark, I., & Mitchell, D., Jr. (2018). Exploring the relationship between campus climate and minority stress in African American college students. Journal Committed to SocialChange on Race and Ethnicity, 4(1), 67–95. https://doi.org/10.15763/issn.2642-2387.2018.4.1.66-95
   Google Scholar
• Dueñas, M., & Gloria, A. M. (2020). ¡pertenecemos y tenemos importancia aquí! Exploringsense of belonging and mattering for first-generation and continuing-generation Latinxundergraduates. Hispanic Journal of Behavioral Sciences, 42(1), 95–116. https://doi.org/10.1177/0739986319899734
   Web of Science ®Google Scholar
• Excelencia in Education. (2019). Latinos in Higher Education: Compilation of Fast Facts.Excelencia in Education. https://fphpr.org/wp-content/uploads/2019/05/Latinos-in-higher-education.pdf
   Google Scholar
• Franco, M. A., & Hernández, S. (2018). Assessing the capacity of Hispanic serving institutions to serve latinx students: Moving beyond compositional diversity. New Directions forInstitutional Research, 2018(177), 57–71. https://doi.org/10.1002/ir.20256
   Google Scholar
• Garcia, G. A. (2019). Defining “servingness” at Hispanic serving institutions (HSIs):Practical implications for HSI leaders. American Council on Education. https://www.equityinhighered.org/resources/ideas-and-insights/defining-servingness-at-hispanic-serving-institutions-hsis-practical-implications-for-hsi-leaders/
   Google Scholar
• Garcia, G. A. (2021). A love letter to HSI grant seekers/implementers and the federal agencies that fund them: Defining servingness in research, practice, and policy. Journal of the Alliance for Hispanic Serving Institution Educators, 1(1), 1–14. https://static1.squarespace.com/static/5d51a885aa27110001ae036a/t/6039c9339295ad0aaf494299/1614399796082/G.+Garcia_A+Love+Letter+to+HSIs_AHSIE.1.1.pdf
   Google Scholar
• Garcia, G. A., & Dwyer, B. (2018). Exploring college students’ identification with an organizational identity for serving latinx students at a Hispanic serving institution (Hsi)and an emerging HSI. American Journal of Education, 124(2), 191–215. https://doi.org/10.1086/695609
   Web of Science ®Google Scholar
• Garcia, G. A., & Koren, E. R. (2020). Connecting research, practice, and policy to define‘servingness’ at hispanic serving institutions. In G. A. Garcia (Ed.), Hispanic ServingInstitutions in practice (pp. 1–20). Information Age Publishing.
   Google Scholar
• Garcia, G. A., Koren, E. R., & Cuellar, M. G. (2020). Assessing color-neutral racial attitudes of faculty at Hispanic-serving institutions. American Educational Research Association Open, 6(3), 1–14. https://doi.org/10.1177/2332858420944906
   Google Scholar
• Garcia, G. A., Nuñez, A.-M., & Sansone, V. A. (2019). Toward a multidimensional conceptual framework for understanding “servingness” in Hispanic-serving institutions: A synthesis of the research. Review of Educational Research, 89(5), 745–784. https://doi.org/10.3102/0034654319864591
   Web of Science ®Google Scholar
• Garcia, G. A., & Okhidoi, O. (2015). Culturally relevant practices that “serve” students at aHispanic serving institution. Innovative Higher Education, 40(4), 345–357. https://doi.org/10.1007/s10755-015-9318-7
   Web of Science ®Google Scholar
• Garcia, G. A., & Zaragoza, M. (2020). Students’ perceptions of diversity at two Hispanic-ServingInstitutions through pictures: A focus on structures for serving. Association of MexicanAmerican Educators Journal, 14(3), 10–29. https://doi.org/10.24974/amae.14.3.388
   Google Scholar
• Gil, E. (2016). First generation latino college students: Institutional practices that support four-year college degree completion. Urban Education Research and Policy Annuals, 4(2), 34–41. https://journals.charlotte.edu/urbaned/article/view/594
   Google Scholar
• Gutiérrez, M. V., Willey, C., & Khisty, L. L. (2011). (In) equitable schooling and mathematics of marginalized students: Through the voices of urban Latinas/os. Journal of UrbanMathematics Education, 4(2), 26–43. https://doi.org/10.21423/jume-v4i2a112
   Google Scholar
• Harwood, S. A., Mendenhall, R., Lee, S. S., Riopelle, C., & Huntt, M. B. (2018). Everyday racism in integrated spaces: Mapping the experiences of students of color at a diversifying predominantly white institution. Annals of the American Association ofGeographers, 108(5), 1245–1259. https://doi.org/10.1080/24694452.2017.1419122
   Web of Science ®Google Scholar
• Hernandez, J. C. (2002). A qualitative exploration of the first-year experience of latino collegestudents. NASPA Journal, 40(1), 69–84. https://doi.org/10.2202/1949-6605.1189
   Google Scholar
• Higher Education Act of 1965, Pub. L. 105–244, title V, §501, Oct. 7, 1998, 112 Stat. 1765.
   Google Scholar
• Hypolite, L. I. (2020). “It just helps to know that there are people who share your experience”: Exploring racial identity development through a Black cultural center. The Journal ofNegro Education, 89(3), 233–248. https://www.jstor.org/stable/10.7709/jnegroeducation.89.3.0233
   Google Scholar
• Karunanayake, D., & Nauta, M. M. (2004). The relationship between race and students’identified career role models and perceived role model influence. The CareerDevelopment Quarterly, 52(3), 225–234. https://doi.org/10.1002/j.21610045.2004.tb00644.x
   Google Scholar
• Kim, A., Choi, S., & Park, S. (2020). Heterogeneity in first-generation college students influencing academic success and adjustment to higher education. The Social Science Journal, 57(3), 288–304. https://doi.org/10.1016/j.soscij.2018.12.002
   Web of Science ®Google Scholar
• Lee, E. M., & Harris, J. (2020). Counterspaces, counterstructures; low-income, first-generation, and working-class students’ peer support at selective colleges. Sociological Forum, 35(4), 1135–1156. https://doi.org/10.1111/socf.12641
   Web of Science ®Google Scholar
• Lewis, J. A., Mendenhall, R., Ojiemwen, A., Thomas, M., Riopelle, C., Harwood, S. A., & Browne Huntt, M. B. (2019). Racial microaggressions and sense of belonging at aHistorically white university. The American Behavioral Scientist, 65(8), 1049–1071. https://doi.org/10.1177/0002764219859613
   Web of Science ®Google Scholar
• Luedke, C. L. (2017). Person first, student second: Staff and administrators of color supporting students of color authentically in higher education. Journal of College Student Development, 58(1), 37–52. https://doi.org/10.1353/csd.2017.0002
   Web of Science ®Google Scholar
• Masta, S. (2021). Classroom counterspaces: Centering Brown and black students in doctoraleducation. Teaching in Higher Education, 26(3), 354–369. https://doi.org/10.1080/13562517.2021.1894119
   Web of Science ®Google Scholar
• Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). SAGE.
   Google Scholar
• Nuñez, A. (2011). Counterspaces and connections in college transitions: First-generation latino students' perspectives on chicano studies. Journal of College Student Development, 52(6), 639–655. https://doi.org/10.1353/csd.2011.0077
   Web of Science ®Google Scholar
• Patton, L. D. (2006). The voice of reason: A qualitative examination of Black student perceptions of Black culture centers. Journal of College Student Development, 47(6), 628–646. https://doi.org/10.1353/csd.2006.0068
   Web of Science ®Google Scholar
• Perez, L. (2020). To what extent are title V grants and educational expenditures associated with educational attainment of latinxs at Hispanic-Serving Institutions? Journal of Hispanic Higher Education, 19(4), 323–334. https://doi.org/10.1177/1538192718801792
   Google Scholar
• Postsecondary National Policy Institute. (2020). First-generation students in higher education.https://pnpi.org/wp-content/uploads/2020/11/FirstGenStudentsinHigherEd_November2020-FINAL-1.pdf
   Google Scholar
• QSR International. (1999). NVivo Qualitative Data Analysis Software, version 12 [Software]. Available from https://qsrinternational.com/nvivo/nvivo-products/
   Google Scholar
• Rask, K. N., & Bailey, E. M. (2002). Are faculty role models? Evidence from major choice in an undergraduate institution. The Journal of Economic Education, 33(2), 99–124. https://doi.org/10.1080/00220480209596461
   Web of Science ®Google Scholar
• Rincón, B. E., & Rodriguez, S. L. (2020). Latinx students charting their own STEM pathways: How community cultural wealth informs their STEM identities. Journal of HispanicHigher Education, 20(2), 149–163. https://doi.org/10.1177/1538192720968276
   Google Scholar
• Rodriguez, P. J., & Gonzales, R. M. (2020). Mentorship and cultural belonging for firstgeneration and transfer students at an HSI in south Texas. In G. A. Garcia (Ed.), HispanicServing institutions (HSIs) in practice: Defining “servingness” at HSIs (pp. 295–312). Information Age Publishing.
   Google Scholar
• Santiago, D. A., Calderón, G. E., & Taylor, M. (2016). From Selectivity to Success: Latinos at Selective Institutions. http://hdl.handle.net/10919/83090
   Google Scholar
• Schelbe, L., Becker, M. S., Spinelli, C., & McCray, D. (2019). First generation college students’perceptions of an academic retention program. Journal of the Scholarship of Teaching and Learning, 19(5). https://doi.org/10.14434/josotl.v19i5.24300
   Google Scholar
• Shek, Y. L., & McEwen, M. K. (2012). The relationships of racial identity and gender role conflict to self-esteem of Asian American undergraduate men. Journal of College StudentDevelopment, 53(5), 703–718. https://doi.org/10.1353/csd.2012.0065
   Web of Science ®Google Scholar
• Solórzano, D., Allen, W., & Carroll, G. (2002). A case study of racial microaggressions and campus racial climate at University of California, Berkeley. UCLA Chicano/Latino LawReview, 23(1), 15–111. https://doi.org/10.5070/C7231021142
   Google Scholar
• Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44. https://doi.org/10.1177/107780040200800103
   Google Scholar
• Strange, C. C. &., & Banning, J. H. (2015). Designing for learning: Creating campus environments for student success (2nd ed.). Jossey-Bass.
   Google Scholar
• Strayhorn, T. L. (2008). Sentido de Pertenencia: A hierarchical analysis predicting sense of belonging among latino college students. Journal of Hispanic Higher Education, 7(4), 301–320. https://doi.org/10.1177/1538192708320474
   Google Scholar
• US Census. (2018). ACS demographic and housing estimates. Census Data. https://data.census.gov/cedsci/table?q=United%20States&tid=ACSDP1Y2018.DP05
   Google Scholar
• US Census. (2019). ACS demographic and housing estimates. Census Data. https://data.census.gov/cedsci/table?q=United%20States&tid=ACSDP1Y2019.DP05
   Google Scholar
• US Department of Education, National Center for Education Statistics. (2016). Digest ofEducation statistics 2016 (NCES 2017-094).
   Google Scholar
• US Department of Education, National Center for Education Statistics. (2019). Status and Trends in the Education of Racial and Ethnic groups 2018 (NCES 2019-038).
   Google Scholar
• US Department of Education, National Center for Education Statistics. (2020). The Condition ofEducation 2020 (NCES 2020-144).
   Google Scholar
• Vaccaro, A., & Newman, B. M. (2016). Development of a sense of belonging for privileged and minoritized students: An emergent model. Journal of College Student Development, 57(8), 925–942. https://doi.org/10.1353/csd.2016.0091
   Web of Science ®Google Scholar
• Vargas, N., & Villa-Palomino, J. (2019). Racing to serve or race-ing for money? Hispanic-serving institutions and the colorblind allocation of racialized federal funding. Sociology of Race and Ethnicity, 5(3), 401–415. https://doi.org/10.1177/2332649218769409
   Web of Science ®Google Scholar
• Yang, C.-C., Holden, S. M., & Carter, M. D. K. (2017). Emerging adults’ social media selfpresentation and identity development at college transition: Mindfulness as a moderator. Journal of Applied Developmental Psychology, 52(2017), 212–221. https://doi.org/10.1016/j.appdev.2017.08.006
   Google Scholar
• Yosso, T. J. (2006). Critical race counterstories along the Chicana/Chicano educational pipeline. Routledge.
   Google Scholar
• Yosso, T. J., Smith, W. A., Ceja, M., & Solórzano, D. G. (2009). Critical race theory, racial microaggressions, and campus racial climate for Latina/o undergraduates. HarvardEducational Review, 79(4), 659–690. https://doi.org/10.17763/haer.79.4.m6867014157m707l
   Web of Science ®Google Scholar