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Midwestern Hispanic Serving Institutions and

Emerging HSIs

Rene P. Rosenbaum, Michigan State University

Steve Jeanetta, University of Missouri, Columbia

Wei Li, Michigan State University

North Central Regional Center on Rural Development Webinar

Michigan State University

March 4, 2019

HSIs and EHSIs

• HSIs-basic definition: accredited and degree-granting public or private nonprofit institutions with an enrollment of undergraduate full-time equivalent students that is at least 25% Hispanic. 2016-17 N=491 in 21 states and PR

• EHSI: non-profit degree-granting institutions with full-time equivalent undergraduate Hispanic student enrollment of at least 15% but less than 25%. 2016-2017 N=333 in 36 states and DC

• The defining characteristic is Hispanic enrollment, not their mission.

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HSIs as a Political ProjectTimeline-HSIs in the Making

1980s Institutional leaders in Texas and New Mexico draw attention to their large

enrollments of Latino students

1984 Congressman Paul Simon from Illinois introduces H.R. 5240 to authorize

capacity-building program for “Hispanic Institutions.”

1987 LULAC v. Richards is argued in Texas by MALDEF.

1989 Congressman Albert Bustamante (D-TX) introduces H.R. 1561 to authorize a

capacity-building program for “Hispanic-Serving Institutions”; the Texas

legislature authorizes the South Texas/Border Initiative.

1995 First appropriation of $12 million under the “Developing Institutions

Program” for HSIs.

Source: Excelencia in Education

HSIs and EHSIs as an Academic Project• The link between long-term economic projections

and sustainability to the educational levels of the Latino community makes accelerating the Latino educational achievement in higher education a matter of immediate attention.

• Examines the impact of HSIs on Latino students

• The focus has been on assessing and increasing the impact of HSIs on Latino students. Service is seen in terms of servicing the Latino student-broadly defined. In addition to recruitment and enrollment, retention, persistence and graduation are important measures of service. Community engagement and support programs matter.

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Our Purpose: To Examine HSIs and EHSIs as a Latino Community Development Project

• Examines the causal linkages between population growth and the growth in HSIs and EHSIs. Examine the increases in Hispanic population in communities => increases in Hispanic student enrollment => increases in Hispanic Serving Institutions and Emerging Hispanic Serving Institutions.

• Seek Answers to a number of questions: • Do HSIs (and EHSIs) => to Latino community development, Do

they contribute to the prosperity of the Hispanic population, as individuals and as members of the communities where they are located? How are these institutions engaged with the Latino community? What are their opportunities and challenges to involvement in the local community?

Census Regions

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Our Research Approach

Our investigation has 3 main components:

• Secondary data analysis and literature on HSIs and EHSIs• NCR focus

• Illinois Focus

• Survey of faculty and administrative staff at HSIs and EHSIs to examine how they were responding to the growth in the Latino student/community population through their teaching, outreach and research. Survey questions focused on community Engagement

• Site visits to two HSIs and two EHSI

• Survey data collecting efforts ongoing through December

Population and Enrollment TrendsUS-North Central Region Comparisons, 2010-2016

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Trend in Resident Population, 2010-2016

US NCR

2010 2016%

change 2010 2016%

change

NonHis 258,267,944 265,673,204 2.9 62,265,323 62,697,690 0.7

Hispanic 50,477,594 57,470,287 13.9 4,661,678 5,259,995 12.8

In 2016, the NCR accounted for 23.6% of all non-Hispanics and 9.2% of all Hispanics

% Change in Residential Population by State, US,NCR, 2010-2016

Geography Non-Hispanic Hispanic

United States 2.9 13.9

Illinois -1.4 7.6

Indiana 1.4 15.4

Iowa 1.8 20.5

Kansas .5 12.8

Michigan -.1 12.8

Minnesota 3.6 18.1

Missouri 1.1 17.9

Nebraska 2.7 21.5

North Dakota .12 16.5

Ohio 10.5 19.7

South Dakota 4.8 45.4

Wisconsin .6 15.4

NCR .7 12.8

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Trend in Undergraduate Fall Enrollment, 2010-2016

US NCR

2010 2016

% change 2010 2016

% Change

NonHis 13,961,113 14,257,996 2.1 3,441,256 3,153,346 -8.4

Hispanic 2,138,521 2,893,026 35.3 193,746 271,516 40.1

Hispanic

women

1,228,842 1,661,406 35.2 110,042 153,708 39.7

Growth in Number of HSIs and EHSIs in the Region

2000 2010-2011 2016-17

HSIs 9 18 29

EHSIs 9 14 49

0

10

20

30

40

50

60

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HSIs and EHSIs National, State and Region

Geography HSI EHSI

United States 492 333

Illinois 24 25

Indiana 1 3

Iowa 0 2

Kansas 4 7

Michigan 0 1

Minnesota 0 0

Missouri 0 2

Nebraska 0 5

North Dakota 0 0

Ohio 0 1

South Dakota 0 0

Wisconsin 0 3

NCR 29 49

NCR Institutional Characteristic: Religious Affiliation

Type

All

Institutions HSIs EHSIs

Nonreligious 534 24 26

Religious Institutions

286

(34.9)

5

(20.8)

20

(43.5)

Total 820 29 46

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NCR Institutional Characteristic: Sector

SectorsAll

Institutions HSIs EHSIs

Public, 4-year or above 155 2 3

Private not-for-profit, 4-year

or above

427

(52.6%)

11

(37.9%)

28

(60.9%)

Public, 2-year

219

(27.0%

15

(51.7%)

15

(32.6%)

Private not-for-profit, 2-year 11 1 0

NCR Institutional Characteristic: Urbanization

Geography

All

Institutions HSIs EHSIs

City 330 15 24

Suburb 156 10 12

Town 217 1 7

Rural 117 1 3

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Measuring LCD Outcomes US-NCR Comparisons

College Access, Degree Completion, and Employment, 2016

National

Midwest

North Central Region

Undergraduate

Students Number % Number %

NCR as % of

National Total

Grand total 15,919,402 100 3,424,862 100 21.5

Hispanic total 2,893,026 18.2 271,516 7.9 9.4

Hispanic women 1,661,406 10.4 153,708 4.5 9.3

Undergraduate Fall Enrollment, 2016

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Degrees National North Central Region

Associate's Number % Number %

NCR as % of

National Total

Grand total 854,831 100 174,664 100 20.4

Hispanic or

Latino total 166,177 19.4 13,415 7.7 8.1

Bachelor's

Grand total 1,811,298 100 414,915 100 22.9

Hispanic or

Latino total 223,200 12.3 23,135 5.6 10.4

Degrees Awarded, 2017

Employment: Instructional Staff with Faculty Status,2016

National North Central Region

Number % Number %

NCR as % of

National Total

Grand total 689,082 100 158,328 100 23.0

Hispanic or Latino

total 31,909 4.6 4,440 2.8 13.9

Hispanic or Latino

women 15,549 2.3 2,016 1.3 13.0

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Employment: Tenured Faculty 2016

National North Central Region

Number % Number %

% of National

Total

Grand total 300,269 100 71,243 100 23.7

Hispanic or

Latino total 13,428 4.5 2,099 2.9 15.6

Hispanic or

Latino women 5,874 2.0 865 1.2 14.7

Measuring LCD at the NCR-HSIs and EHSIs LevelsCollege Access, Degree Completion, and Employment

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Fall Enrollment, 2016

Fall Enrollment NCR-NonHSIs NCR-HSIs

Number % Number %

HSIs as % of

NonHSIs Total

Undergraduate

student total 3,254,626 100 170,236 100 5.2

Hispanic

Undergraduate total 202,150 6.2 69,366 40.7 34.3

Hispanic women

Undergraduate total 112,834 3.5 40,874 24.0 36.2

Degrees NCR-NONHSIs NCR-HSIs

Associate's Number % Number %

HSI Degrees as

% of Non-NCR

Total

Grand total 160,455 100 14,209 100 8.9

Hispanic or

Latino total 8,439 5.3 4,976 7.7 59.0

Bachelor's

Grand total 405,551 100 9,364 100 2.3

Hispanic or

Latino total 20,622 5.1 2,513 1.9 12.2

Degree Awarded, 2016

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Employment: Instructional Staff with Faculty Status

NCR-NonHSIs NCR-HSIs

Number % Number %

HSIs as % of

NonHSIs total

Grand total 15334 100 4994 100 32.6

Hispanic or

Latino total 4108 2.7 332 6.6 8.1

Hispanic or

Latino women 1844 1.2 172 3.4 9.3

Employment: Tenured Faculty

NCR-NonHSIs NCR-HSIs

Number % Number %

HSIs as % of NCR-

NonHSIs Total

Grand total 68,548 100 2,695 100 3.9

Hispanic or

Latino total 1915 2.8 184 6.8 9.6

Hispanic or

Latino women 765 2.0 100 3.7 13.1

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Fall Enrollment, 2016

NCR-NonEHSIs NCR-EHSIs

Number % Number %

EHSIs as % of

NonEHSIs Total

Undergraduate

student total 3,054,714 100 209,830 100 6.9

Hispanic

Undergraduate

student total 168,796 5.5 37,562 17.9 22.3

Hispanic women

Undergraduate

student total 93,912 3.1 21,356 10.2 22.7

Degrees NCR-NONEHSIs NCR-EHSIs

Associate's Number % Number %

NCR as % of

National Total

Grand total 149,735 100 11,833 100 7.9

Hispanic or

Latino total 6,900 4.6 1,865 15.8 27.0

Bachelor's

Grand total 383,064 100 22487 100 5.9

Hispanic or

Latino total 17,391 4.5 3231 14.4 18.6

Degree Awarded, 2016

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Employment: Instructional Staff with Faculty Status

NCR-NonEHSIs NCR-EHSIs

Number % Number %

EHSIs as % of

NonEHSIs total

Grand total 143926 100 9541 100 6.6

Hispanic or

Latino total 3828 2.7 292 3.1 7.6

Hispanic or

Latino women 1717 1.2 132 1.4 7.7

Employment: Tenured Faculty

NCR-NonEHSIs NCR-EHSIs

Number % Number %

Share of NCR-

NonHSIs Total

Grand total 64189 100 4473 100 100

Hispanic or

Latino total 1784 2.8 141 3.2 7.9

Hispanic or

Latino women 709 1.1 60 1.3 8.5

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HSI Communities: The Illinois Case

Measuring LCD in communities surrounding HSIs

This part of the study examines 1) the relationship between HSIs and the Hispanic population and 2) the impact of HSIs on local communities.

The study locates all Illinois' universities on the map based on the address of each university. We then define the tract with HSI as the HSI-affected community. Then, all of Illinois's tracts with universities are divided into two categories: tracts with an HSI, tracts without an HSI. We then compare certain LCD indicators (the share of Hispanic population, education attainment of Hispanic population, poverty rate of Hispanic population, the employment rate of Hispanic population, median household income of Hispanic population, and the share of Hispanic aged 18-24) of these two categories. We tne observe whether there are significant differences in the level of development of these two types of communities.

The study used 5-year (2013-2017) American Community Survey (ACS) data at tract level.

T-test

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T-test

Group Statistics

HSI_nonHSI N Mean Std. Deviation Std. Error Mean

PerOfHis Non_HSI 126 .092632291600

000

.089496511700

000

.007972982960

000

HSI 24 .208197922000

000

.207704417000

000

.042397486500

000

PovRat Non_HSI 126 .015703617800

000

.028230377400

000

.002514961910

000

HSI 24 .030444789500

000

.049379974000

000

.010079645000

000

EmpRate Non_HSI 126 .041933589700

000

.042329809300

000

.003771039140

000

HSI 24 .094369302800

000

.085936488200

000

.017541712200

000

EduAtt_Asso Non_HSI 126 .010838394400

000

.011997480500

000

.001068820510

000

HSI 24 .027806337900

000

.032907458700

000

.006717206880

000

EduAtt_Bach Non_HSI 126 .011233735100

000

.014475270000

000

.001289559540

000

HSI 24 .026007512200

000

.014662576500

000

.002992985890

000

MedHouInc Non_HSI 126 41744.62 54196.674 4828.223

HSI 24 92096.62 76109.886 15535.866

ShareOf18_24His Non_HSI 126 .020653678000

000

.023199465500

000

.002066772660

000

HSI 24 .032349723000

000

.028082309700

000

.005732277470

000

The number of tracts with HSI is 24, while the number of tracts without HSIs is 126, so equal variances is not assumed.

Hypothesis: Assume there is no significant difference between two groups of communities.

T-testHypothesis: Assume there is no significant difference of percentage of Hispanics between two groups of communities.

The results showed that p(PerOfHis)=0.013<0.05, which means there is only 1.3% chance that two groups have no significant difference. Thus, based on the higher mean of percentage of Hispanic (0.208) we conclude that the share of Hispanic population of communities with HSIs is higher.

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T-testHypothesis: Assume there is no significant difference of poverty rate of Hispanics between two groups of communities.

The results showed that p(PovRat)=0.168>0.05, which means there is 16.8% chance that two groups have no significant difference. So we cannot conclude that the poverty rate of HIS-affected communities is higher, though the mean of poverty rate of such group is higher.

T-testHypothesis: Assume there is no significant difference of employment rate of Hispanics between two groups of communities.

The results showed that p(EmpRate)=0.007<0.05, which means there is only 0.7% chance that two groups have no significant difference. Thus, based on the higher mean of Hispanic Employment rate (0.094) we conclude that the employment rate of Hispanic population in HIS-affected communities is higher.

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T-testHypothesis: Assume there is no significant difference of education attainment (associate’s degree) of Hispanics between two groups of communities.

The results showed that p(EduAtt_Asso)=0.020<0.05, which means there is only 2.0% chance that two groups have no significant difference. Thus, based on the higher mean of Hispanics with associate degree (0.028) we conclude that the education attainment with associate degree Hispanic population in HIS-affected communities is higher.

T-testHypothesis: Assume there is no significant difference of education attainment (bachelor’s degree) of Hispanics between two groups of communities.

The results showed that p(EduAtt_Bach)=0.000<0.05, which means there is less than 0.1% chance that two groups have no significant difference. Thus, based on the higher mean of Hispanics with bachelor’s degree (0.026) we conclude that the education attainment with bachelor’s degree of Hispanic population in HIS-affected communities is higher.

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T-testHypothesis: Assume there is no significant difference of median household income of Hispanics between two groups of communities.

The results showed that p(MedHouInc)=0.004<0.05, which means there is only 0.4% chance that two groups have no significant difference. Thus, based on the higher mean of Hispanic Median household income (92096.62) we conclude that the median household income of Hispanic population in HIS-affected communities is higher.

T-testHypothesis: Assume there is no significant difference of share of Hispanic population aged 18-24 between two groups of communities.

The results showed that p(ShareOf18_24His)=0.065>0.05, which means there is 6.5% chance that two groups have no significant difference. Thus, we cannot conclude that the share of Hispanic people aged 18-24 is higher in HIS-affected communities, though the mean of this variable is higher.

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Survey on Engagement Approach, Sample, Results

The literature on the engaged university

• College and university outreach and engagement may be expressed through faculty teaching, research, and service. Engaged scholarship, service-learning, and public service and outreach are interrelated activities but involve different aspect of the faculty role.

• Engaged scholarship encompasses the research domain whereby faculty members incorporate a community orientation to their research agenda.

• Service learning focuses on the teaching domain ad involves a commitment to working with a community in ways that benefit the community and the faculty member’s teaching.

• Public service and outreach focus on the service domain where faculty, and institutions more generally, lend their expertise to address community issues.

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Survey Sample

• N=147

• Colleges represented: 10; 4 EHSI and 6 HSIs; 4 institutions accounted for 76% of all respondents

• Respondents: 56.3% faculty; 21% administrators; 11.8% academic specialists; 10.1% non-faculty positions.

• Full time: 75.2; Part time:24.8; Tenured: 28.6%; On tenure but not tenured: 33.0; Not on tenure track: 53.6

• Professor: 16.7%; Associate Professor: 6.5% Assistant Professor: 8.3%; Instructor: 34.3 Percent

• 77.6 of respondents were Hispanic

Responses on Teaching related questions• If you taught did you provide service learning

opportunities for students? 31.2% yes• If you taught, did you provide service-learning

opportunities for student in Latino neighborhoods? 66.0% Yes

• If you taught, did you provide opportunities for students to participate in internships, practica, field placement, etc. ?17.7% yes

• If you taught, did you provide opportunities for students to participate in internships, practica, field placement, etc.? 64.9% Yes

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Responses to Research-related Questions • Respondent was PI or Co-PI on research project: 6.2%

• Respondent focus on research skills training for students 21.5%

• Respondent used research to address Latino community: 15%

• The Latino community is the focus of the research: 15%

• Collaboration with researchers at land grant university: 6.2%

Survey Findings on Outreach-related Questions

• Formed university-community partnerships with the Latino community: 17.7%

• Delivered outreach services to the Latino community 21.9%

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Please indicate the extent you agree or disagree (in percent)

My Institution… Strongly Disagree

DisagreeNeither

Agree nor Disagree

AgreeStrongly

AgreeDo not know

….is making a difference in terms of developing the talent of Latino students

6.6 7.7 12.1 35.2 33.0 5.5

Please indicate the extent you agree or disagree (in percent)

My Institution… Strongly Disagree

DisagreeNeither

Agree nor Disagree

AgreeStrongly

AgreeDo not know

….is showing

evidence of

commitment to

institutional

cultural change in

support of a broad

agenda focused on

serving Hispanic

students.7.7 8.8 15.4 35.2 26.4 6

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Please indicate the extent you agree or disagree (in percent)

My Institution… Strongly Disagree

DisagreeNeither

Agree nor Disagree

AgreeStrongly

AgreeDo not know

….is showing evidence of commitment to institutional cultural change in support of a broad agenda focused on serving Hispanic students. 7.7 8.8 15.4 35.2 26.4 6

Please indicate the extent you agree or disagree (in percent)

My Institution… Strongly Disagree

DisagreeNeither

Agree nor Disagree

AgreeStrongly

AgreeDo not know

....effectively assists faculty with improving the recruitment, retention, completion rates of Hispanic students

12.1 12.1 29.7 20.9 16.5 8.8

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Please indicate the extent you agree or disagree (in percent)

My Institution… Strongly Disagree

DisagreeNeither

Agree nor Disagree

AgreeStrongly

AgreeDo not know

….has not achieved its full potential in educating Latinos 0.0 6.6 22.0 27.5 34.1 9.9

…has not achieved its full potential in advancing the study of Latino communities 1.1 4.4 25.3 29.7 30.8 8.8

…is engaged in diversity changes with a significant emphasis on the success of underrepresented students, including Latino students

6.6 8.8 9.9 38.5 26.4 9.9

Open-end Questions• Comment on the ways your institution has been most helpful in

facilitating your engagement with the Latino community

• Describe the Latino community engagement project you are working on (research, teaching or outreach about which you are most excited

• List what you consider your institution’s assets currently deployable to address the community development needs of the Latino community

• Do you see your institution having any strategic advantages to address the needs of the Latino community through teaching, research, outreach and engagement?

• Please comment on the ways your institution could be more helpful in facilitating your engagement with the Latino community

• Please elaborate on the barriers EHSIs and HSIs face in addressing the community development needs of Latinos

• Please list opportunities that exist or ways you would like to partner with faculty and specialists at land-grant universities to address community development issues in the Latino community

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Strengths• Teaching

• Courses are being developed offered focused on Latino experience and there are service learning programs at some schools that engage with Latino organizations

• Talent• There is faculty and staff commitment, some institutional support, capable students

and community leaders

• Location

• Many are located right in the midst of vibrant Latino communities.

• Growing Student Body

• Alumni

• Some mentioned that they are taping into alumni for faculty and staff positions and as role models.

• Services

• Some services and programs are making the campus more welcoming and helping student success.

• Leadership

• Institutional commitment and intentional development of strategies to engage and support the Latino community and success at their institutions

Barriers• Resources

• Few financial resources and incentives to help faculty engage in outreach, support students and develop appropriate support services. A general lack of resources that support the Latino student.

• Institutional Commitment/Consistency

• Lack of leadership commitment and/or inconsistent messages, staffing shortages, issues of transparency, diversity of faculty, staff and administrators, lack of intentional planning and engagement.

• Acculturation

• Non-Latino faculty are not engaged, need for appropriate role models in personnel but also in curricula and programs

• Community Trust

• Several mentioned that their institution was not trusted by the Latino community. Much of it related back to leadership and consistency as well as seeing themselves in those institutions

• Diverse Faculty & Staff

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Opportunities• Internal Development & Engagement

• A focus on capacity building such as developing materials for communicating with families, support services that make it easier for Latinos to participate in programs, creating welcoming environments, intentionality in planning and outreach

• Academic Programs

• Courses that address contributions, experiences, issues & needs of Latinos, service learning programs and advising.

• Collaboration with Community Partners

• Cultivate connections with institutions, schools, local leaders and businesses that represent the culture and interests of Latino communities

• Location

• Take advantage of the school location. Several mentioned that they are located within or near vibrant Latino communities

Strategies• Academic Programs

• Coursework that incorporates the Latino experience, Latino(a) & Latin American studies programs, incorporating culture into the curricula

• Faculty/Staff Development

• Raise awareness of diversity of student experiences and needs, acculturation, hire more diverse faculty

• Outreach

• Connect to community organizations and Latino community leaders, events that highlight community leaders & alumni, focused recruiting, participate in community events, translate materials into Spanish.

• Research Institutional Leadership

• Comparative research of HSIs & EHSIs, institutional capacity assessments, planning, commitment of leadership, fostering a culture of inclusion

• Student Support/Development

• Financial aid, connect students to existing support programs, efforts focused on retaining Latino students, clubs and associations, bilingual faculty and staff, support services such as daycare and create a welcoming climate.

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Thank you

• Contacts

• Rene P. Rosenbaum <rosenba5@msu.edu>

• Stephen C. Jeanetta <JeanettaS@missouri.edu>