ABSTRACT
Increasing the success of students from diverse and marginalized communities improves equity and social mobility, democracy, as well as the economy of local communities and the nation at large (Hurtado, Álvarez, Guillermo-Wann, Cuellar, & Arellano, 2012). Students who are low-income, first generation, and racial/ethnic minorities are more likely to begin their studies at Hispanic-Serving Institutions (HSIs) (Hispanic Association of Colleges and Universities [HACU], 2012; Núñez & Bowers, 2011); however, these are also the characteristics of students who tend to have the lowest retention rates at institutions across the country (Titus, 2006). Few institutions, other than Minority-Serving Institutions (MSIs), understand the challenges posed by maintaining a commitment to access and meeting national goals for improving graduation rates. It stands to reason, then, that HSIs face many challenges particular to these student populations that others resolve by limiting access through more selective admissions processes. Institutional agents within HSIs take on the role of assisting students toward degree completion, advocating for students and resources that sometimes must be diverted from other institutional priorities and aspirations. HSIs have to be strategic, and until recently there is very little information about how these institutions learn or innovate in areas related to student success (Bauman, 2005; Bensimon, 2005).
