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This scholarly paper explores leadership education across Hispanic Serving Institutions (HSIs) in the Southwest of the United States. We searched for inclusion of social justice, ethics, and community engagement aspects within leadershipprograms.LeadershipeducationprogramsinhighereducationandspecificallyatHSIsmustbeintentional about offering programs, curriculum, and experiences that adopt inclusion of those who are underrepresented within the leadership realm. While scholarship concerning HSIs as complex organizations has grown, consideration of how leadership education programs contribute to truly serving their unique students is still in its infancy. This inquiry found that there are a number of similarities among leadership programs at HSIs in the way of academic location, degree offerings, and class format, but it also details missing characteristics of social justice, ethics, and community engagement within these areas. We propose that through further examination and future research, a framework of leadership education with underpinnings of social justice, ethics, and community engagement can be beneficial in truly serving underserved and underrepresented student populations specifically at HSIs.

Replicating colonization at Hispanic Serving Institutions (HSIs) must be addressed from the root, structurally. At New Mexico State University (NMSU) the authors are aimed to commit to going beyond counting and enrolling, to center servingness.

HSIs will continue to struggle in fulfilling their mission, especially given the fast-growing Latina/e/o/x populations in the United States (US). A major challenge all HSIs face is the contrasting demographics between the student population, the faculty and staff and the administration – with HSI administrations consistently being predominantly White.

Hence, in this piece the authors shed light on the important work the authors have done these last two years through collaborative efforts to transform the institution and center servingness. Judith as the Interim Director of Chicano Programs, and Linda as the inaugural Vice President for equity, inclusion and diversity.

Herein, the authors now share about the genre of testimonio as a decolonial methodology and about the experiences in our work as we attempt to decolonize the praxis at an HSI.

The authors seek to demonstrate, from a Hispanic-serving institution (HSI) perspective, the importance of utilizing High Impact Practices (HIPs) for not only more meaningful student employment initiatives, but to benefit the campus community and prepare Hispanic students for success post-graduation.

Evaluation of current practices in academic libraries aided the design of the new staffing model, location and name. A survey of research desk student assistants was designed and implemented approximately one academic year after changes were executed. Survey data combined with follow-up interviews summarized the qualitative-focused assessment of the research desk's evolution and verified the validity of maintaining HIPs in libraries for Hispanic student success.

The transition of the reference desk to a student-staffed research desk was successful in that librarians were able to dedicate more time to other endeavors, such as campus outreach and collection development. The High Impact Practice (HIP)-focused desk model, along with new, customized onboarding and training materials, fulfilled their goals of giving student assistants meaningful employment on campus while also bridging the gap between the library and the mostly Hispanic, first-generation student population. An assessment from the student assistants' point of view helped them further analyze the new research desk model. They found that student assistants noticed the ease with which their peers approached the desk and how their skills learned on the research desk transferred to their classes and future careers.

Due to the COVID-19 pandemic and the restructuring of library personnel the authors were unable to implement library patron surveys to evaluate the new desk model.

Many academic libraries and partners have made the transition to student-staffed help desks or offer peer-to-peer tutoring or mentoring services. HIPs positively impact marginalized student populations scholastically, but no current studies discuss the effect on the Hispanic student population from an HSI perspective. This study illuminates the wholistic influence HIPs have on Hispanic student assistants, not only their work and peers, but the affect on their academic and personal lives.

Hispanic-serving institutions (HSIs), like other universities, are faced with challenges related to faculty diversity. The literature related to faculty at HSIs is scant and so this paper aims to address this gap by problematizing faculty diversity at these institutions.

By means of a document analysis, the authors have scoured the data on faculty demographics at these institutions and the findings of the study are threefold.

First, a lack of accessible and transparent data exists. Second, there is a lack of available demographic information and third, this creates a dismal narrative regarding faculty diversity at HSIs.

Further critical research is warranted as a means to uncover data on faculty diversity at HSIs.

This study supports the need for a critical consciousness lens to problematize faculty diversity at HSIs.

The purpose of this quantitative study is to explore the differences and relations among how Black science, technology, engineering and mathematics-life and health sciences (STEM-H) and non-STEM-H students develop a sense of belonging and community at a Hispanic serving institution (HSI).

This paper used findings from a survey that collected both numeric and string data. Surveys were administered via e-mail.

There were a limited number of significant findings related to STEM-H students believing that faculty would be sensitive to their needs and that they would be part of the community. String data provide more data about positive and negative experiences related to belonging and community.

It was a single-institution study in New Mexico. Therefore, it may not mirror other HSIs across the country. Also, there were only 84 participants. This number is relatively low compared to the 465 Black students identified at the institutions. Thus, it is clear that not all voices are heard in this study. Finally, this study used preexisting scales to measure a sense of belonging and a sense of community. Because of this, the questions were not customized to the region.

This study introduces STEM-H as a viable area of study. It examines Black STEM-H students enrolled at an HSI using two scales for sense of belonging and sense of community.

This paper aims to describe how an academic library is using federal grant money to contribute to Latino student success by strengthening library collections, archives, and information competence.

This paper examines the inequalities faced by US Latinos in higher education and how the Oviatt Library at California State University Northridge is addressing this through a project funded by a Hispanic‐Serving Institutions (HSI) Program grant from the US Department of Education. The grant project has three objectives: 1) Increase students' library use by expanding the library's collection of Latino‐related materials, library instruction program, and outreach; 2) Acquire and provide access to primary archival materials related to Latino individuals and organizations in the local community; and 3) Create and administer valid and reliable information competence assessment tools.

Grant money can be an important tool for contributing to a library's ability to respond to the needs of its community.

This case study should encourage libraries to seek funding from sources that are not generally considered.

This study examines the impact of participation in a STEM Enrichment Summer Bridge Program, funded by the NSF Houston-Louis Stokes Alliance for Minority Participation, on undergraduate student success outcomes, particularly for under-represented students.

The study uses propensity score matching and logistic regression analysis to examine the effects of participation in the STEM enrichment program on graduation and retention in STEM after matching on baseline socio-demographic and pre-college characteristics.

The analysis found that program participation had a significant effect on increasing both the graduation rates and retention of under-represented minority students in STEM fields. In addition, results indicated that program participation had a particularly strong impact for Pell-eligible students in terms of course grades.

Data obtained for this study were limited to a single Hispanic-serving/Asian-serving institution, and therefore are not necessarily representative of the graduation and retention trends of the larger population of underrepresented minority (URM) students across the nation.

This study uniquely adds to the existing body of literature surrounding the retention of URM students in STEM fields by accounting for baseline variables, such as pre-college academic achievement and socio-demographic characteristics, that could lead to bias in estimating results. Specifically, this study addresses limitations of previous studies by comparing participants and non-participants of the STEM enrichment program who are matched on a selection of baseline characteristics.

There is a recent call for and emergence of leadership research that purposefully centers students’ social identities and lived experiences in order to gain more nuanced understandings of college student leadership development and elevate marginalized voices in the leadership narrative. In this qualitative study, the researchers focused on the leadership approaches of Latina college student leaders at Hispanic Serving Institutions and the influences that shape their approaches to leadership. The findings reveal participants’ unique forms of capital as well as sources of on-campus support that shape and influence their leadership beliefs and styles, including a focus on community, a commitment to making a positive impact, and non-hierarchical approaches to leadership.

The purpose of this paper is to examine the association between engagement indicators and intent to persist of first-year full-time Hispanic students attending public versus private universities.

Metadata from the Your First College Year survey from the Higher Education Research Institute (HERI) were selected for this study. The approach included using a descriptive correlational design and regression analysis to examine the relationship between engagement indicators and persistence among first-year, full-time Hispanic students and persistence. Purposeful sampling obtained from the HERI data set resulted in a sample size of 1,206 students who attended public institutions and 1,187 students who attended private institutions.

Analysis of the results disclosed a positive correlation between first-year Hispanic students’ intent to persist, satisfaction with peer interactions, amount of contact with faculty, first-year programs and sense of belonging. The results of the analysis disclosed differences between public and private institutions. Of the collective variables, satisfaction with amount of contact with faculty and sense of belonging are significant predictors of persistence.

The sample of the study was limited to the use of archival data and the responses to specific questions obtained from the 2014 YFCY survey. Factors such as insufficient experience at the college students are attending, unwillingness to provide honest feedback and exaggerating specific areas of their behavior or performance may affect students who respond to surveys (Kuh, 2004), affecting the accuracy of the data. Further, 89.7 per cent of the variance in persistence has not been explained. Adding or using different variables and utilizing a more advanced statistical technique may account for additional variance. Cause and effect cannot be determined from correlational analysis, and the possibility exists that an unknown variable may be the cause of a correlation within the study. Incomplete information from predictors, complete separation and overdispersion can lead to SPSS output errors for logistic regression analysis.

It is important for higher education administrators to understand the cultural differences of not only Hispanic students but other ethnic and racial groups. As a global society, public and private higher education institutions are looking for more inclusion of multi-cultural students. Recruitment is obviously important, but to recruit is not enough. It is the responsibility of higher education administrators to do all that is reasonably possible to retain students through graduation.

Studies have been conducted on academic disparities between Hispanic students and their White counterparts, but few studies exist on the factors associated to persistence among the first-year Hispanic student population. The results of this study may add to the existing body of knowledge and assist with faculty development of programs, decisions on class size, improvements to pedagogy and discussions to improve the campus climate for Hispanic students. Using the resources of HERI, future studies can be conducted involving other races and ethnicities.

This article shares an academic library's transition from traditional reference services to a peer support model during a campus reopening post-COVID-19 closure. It examines the conception, implementation and implications of the Peer Mentor program amidst shifts in campus priorities, Library research and reference paradigms and the Library workforce, from the perspectives of library faculty and staff, alongside feedback from student workers.

The article uses a case study approach to detail the Library's Peer Mentor Program by authors involved in various stages of the program's lifespan and discusses the beginnings, implementations and challenges of the program and introduces the unique curriculum used to train student Peer Mentors.

The authors chronicle their own experience after two semesters of the Peer Mentor program alongside qualitative feedback from the first cohort of Peer Mentors. The Peer Mentor feedback points to positive impacts in other academic pursuits and in gaining a greater understanding of the information landscape and the library field.

The case study presented is a valuable example for academic librarians considering beginning peer-to-peer learning models within their own research and reference services units, especially those who may be creating these peer learning networks in the wake of library service disruption or restructure (such as due to the COVID-19 pandemic).