Journal of Hispanic Higher Education

First-generation Latine college students (FGLCS) can experience a cultural mismatch between their collectivistic cultural norms and the individualistic culture of American universities. Our study (N = 145), conducted at an R1 west coast Hispanic-Serving Institution, examined how social support influences FGLCS’ experiences. Results showed family and friend support are important for university fit, and that friends, family, and use of campus services contribute to belonging. FGLCS’ who held more interdependent college motives reported lower university fit, contributing to an understanding of mismatch and college experiences.

Despite the tendency to frame Hispanic-Serving Institutions (HSIs) as monolithic, HSIs situated at the U.S.-Mexico border (fronterizx HSI) are a critical site to understand how geography, communities, and language(s) intersect with what it means to serve. Conducting a qualitative case study, we explored student and faculty place-based perspectives and experiences of what it means to serve at a fronterizx HSI. Three themes emerged: borderland community, borderland language, and borderland consciousness. Findings raise implications for research and practice.

This study explores STEM faculty mentors’ use of multicontext teaching and mentoring strategies to increase underrepresented minority (URM) STEM participation through a guided research program at a Hispanic Serving Institution (HSI). Results of narrative research show most faculty mentors in the program engaged in high-context learning activities, and they value the program for the intrinsic satisfaction of mentoring underrepresented students, their commitment to increasing minority participation in STEM, and the mutually beneficial research collaborations. Examples of high context strategies employed included real-world experiences, hands-on experiences, and multi-academic learning styles—allowing faculty and students to make more connections in the learning process.

Hispanic majority institutions have over 50% Hispanic student enrollment. We examined how social comparison may affect academic self-concept in this unique higher education landscape. We found that students who compare themselves to others who are worse off tend to experience a greater sense of academic self-concept in three domains than when they compare themselves to others who are better off. These findings have implications for improving academic success for students attending these emerging institutions.

A fraction of the highly lucrative scientific, biomedical, and technology workforce is Hispanic. At all levels of scientific training, Hispanic students drop out at higher rates than their White and Asian peers. Hispanic college students often attend local colleges and live with their families. We created and evaluated an initiative based on Balanced Identity Design and Utility-Value theories to leverage families as a powerful resource for supporting Hispanic students’ engagement and persistence as STEM majors.

This study examined culturally validating (CV) pedagogy on psychological distress, sociocultural factors, and markers of college success at a Hispanic-Serving Institution in a majority Latinx student population. Students in courses with higher levels of CV reported a stronger ethnic identity, but less self-efficacy, than in courses with less CV. Levels of CV were also a moderator, such that when courses had higher CV levels and students reported less acculturative stress, students reported more persistence. CV pedagogy may be a useful tool in navigating college success.