Semester Award Granted
Summer 2025
Submission Date
August 2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Thesis/Dissertation Advisor [Chair]
Cristóbal Salinas Jr.
Abstract
Due to the increase in the Hispanic/Latin* demographics and the number of Hispanic-Serving Institutions (HSIs), HSIs have to better serve Hispanic/Latin* students (U.S. Census Bureau, 2020; Dayton et al., 2004). Hispanic/Latin* SAP are institutional agents impacting organizational structures that affect Hispanic/Latin* student success (e.g., Torres, 2015). Yet, as dependence on Hispanic/Latin* professionals to assist with HSI identity development increases, Hispanic/Latin* Student Affairs Personnel (SAP) are 8% of the profession (Espino & Ariza, 2022). Thus, the purpose of this study was to describe the lived experiences of Hispanic/Latin* SAP as they enacted an HSI identity at four-year public HSIs. The research questions for this study focused on capturing actions, role perceptions, and racial and ethnic impact on their practices; they were: How do Hispanic/Latin* SAP enact an HSI identity at their four-year public HSI? How do Hispanic/Latin* SAP perceive their role at their four-year public HSI? How does SAP’s race and ethnicity impact their ability to enact an HSI identity at a four-year public HSI? In this qualitative narrative study, 12 participants completed two in-depth, semistructured virtual interviews and provided a written artifact. For validity, participants reviewed the data for accuracy, and thick, rich descriptions were used to construct their narratives. The collected data was organized via Microsoft Excel and Taguette software, then analyzed using dramaturgical, InVivo, and versus coding. The frameworks informing this study were the Multidimensional Conceptual Framework for Understanding “Servingness” in HSIs (Garcia, Núñez et al., 2019) and Racialized Organization Theory (Ray, 2019). There are four findings of this study: Finding one discussed the participants’ reliance on their personal definitions of servingness and lived experiences to enact an HSI identity. Finding two explained how the participants used their locus of control to enact an HSI identity. Finding three revealed the participants felt demoralization and pain in enacting an HSI identity since they perceived role exploitation. Finding four detailed the participants’ ill-treatment and validation in enacting an HSI identity as they experienced cultural taxation, tokenization, racism, and horizontal bias. In the discussion, policymakers, practitioners, and researchers are informed on how to better serve Hispanic/Latin* SAP at four-year public HSIs.
Recommended Citation
López, Marlynn, "STEWARDS OF HISPANIC-SERVING INSTITUTION (HSI) IDENTITY: A QUALITATIVE NARRATIVE STUDY ON HISPANIC/LATIN* STUDENT AFFAIRS PERSONNEL AT FOUR-YEAR PUBLIC HSIS" (2025). Electronic Theses and Dissertations. 129.
https://digitalcommons.fau.edu/etd_general/129