Latino music student perspectives on Hispanic Serving Institution initiatives at a Public Texas University
OA Version
Citation
Abstract
Hispanic Serving Institutions (HSIs) are federally designated higher educational institutions. Institutions seeking HSI designation eligibility for federal funding must obtain 25% full time enrolled undergraduate Latino students. Even though research around HSIs is growing, music and arts programs at HSIs receive less research focus than STEM-related disciplines. A paucity of research exists on how arts initiatives at HSIs affect the lived experiences of Latino music students. In this qualitative research study, four volunteer participants provided responses in a series of interviews, journaling prompts, and a focus group. Data was collected over the course of 13 weeks. I examined collected data using Latina/o critical theory to identify the effects of HSI initiatives on the lived experiences of Latino music students. There were two guiding questions. 1. What are Latino music students’ perceptions of institutional “servingness” (Garcia, 2019) and the credibility (Little & Green, 2022) of Hispanic Serving Institutions? 2. In what ways, if any, do the participants in this study believe the policies and programs at their Hispanic Serving Institution impact their musical experiences as a music major? I focused on three categories of Latino ethnicity to represent a diversity of perspectives from within the Latino cultures. Participants had an initial meeting near the end of their fall semester to discuss the instructions for the journaling prompts and partake in the first interview. Throughout the spring semester, each participant responded digitally to prompts sent by the researcher. A second interview was held mid semester. Near the end of the spring semester, participants engaged in a focus group to discuss their experiences. Recorded data was transcribed and given to the participants to review. Data triangulation was achieved through journals, interviews, and a focus group. Transcriptions were then analyzed for underlying codes and themes. The findings of this study will contribute to the body of knowledge regarding Latino experiences in collegiate music education at HSIs. The underlying themes will provide context that can inform administrative decisions regarding HSI arts initiatives. Further research will be useful for further study in hopes of supporting Latino students towards degree attainment.
Description
2026
License
Attribution 4.0 International