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Abstract
Title V, the Developing Hispanic Serving Institutions grant, is a competitive grant
specifically designated for Hispanic Serving Institutions, which are those U.S. postsecondary
institutions that enroll at least 25% FTE undergraduate students. Because HSI status is largely
determined by the enrollment threshold, and Latinx students fall behind White, Black and Asian
students in educational attainment, I seek to understand the factors associated with serving an
HSI’s Hispanic students. Thus, the current study takes a quantitative approach to understanding
the factors related to Title V engagement at HSIs. I employ the multidimensional conceptual
framework for understanding “servingness” at HSIs. At its core, servingness relates to the degree
to which an HSI serves its Hispanic students. The theory of racialized organizations and
institutional theory supplement the broader conceptual framework to help explain prestige and
servingness at HSIs. I use data provided by the Department of Education, including the
Integrated Postsecondary Data System (IPEDS). Initially, a series of descriptive statistics offer a
picture of the characteristics of the HSIs in the sample. Logistic regression analyses uncover the
relationships between prestige, access, servingness, and Title V engagement at HSIs. Findings
indicate that institutional servingness was related to Title V engagement, suggesting that grant
engagement may reflect a commitment to servingness at HSIs. Moreover, findings suggest that
Title V engagement is associated with somewhat higher levels of institutional prestige. These
results should be considered in light of the fact that there was limited consistency across the five
years of the study (2010 - 2017). Future research should investigate differences in servingness
between different institution types among.
specifically designated for Hispanic Serving Institutions, which are those U.S. postsecondary
institutions that enroll at least 25% FTE undergraduate students. Because HSI status is largely
determined by the enrollment threshold, and Latinx students fall behind White, Black and Asian
students in educational attainment, I seek to understand the factors associated with serving an
HSI’s Hispanic students. Thus, the current study takes a quantitative approach to understanding
the factors related to Title V engagement at HSIs. I employ the multidimensional conceptual
framework for understanding “servingness” at HSIs. At its core, servingness relates to the degree
to which an HSI serves its Hispanic students. The theory of racialized organizations and
institutional theory supplement the broader conceptual framework to help explain prestige and
servingness at HSIs. I use data provided by the Department of Education, including the
Integrated Postsecondary Data System (IPEDS). Initially, a series of descriptive statistics offer a
picture of the characteristics of the HSIs in the sample. Logistic regression analyses uncover the
relationships between prestige, access, servingness, and Title V engagement at HSIs. Findings
indicate that institutional servingness was related to Title V engagement, suggesting that grant
engagement may reflect a commitment to servingness at HSIs. Moreover, findings suggest that
Title V engagement is associated with somewhat higher levels of institutional prestige. These
results should be considered in light of the fact that there was limited consistency across the five
years of the study (2010 - 2017). Future research should investigate differences in servingness
between different institution types among.