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\nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2023. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nAdvancing “Intersectional Servingness” in Research, Practice, and Policy With Hispanic-Serving Institutions  \nGina A. Garcia  \nUniversity of Pittsburgh  \nMarcela G. Cuellar  \nUniversity of California, Davis  \nThere has been a surge in the number of Hispanic-serving institutions (HSIs), which are degree-granting, nonprofit, postsecondary institutions that enroll at least 25% Hispanic/Latinx/e undergraduate students. Although HSI scholarship has increased dramatically since around 2010, there is still a gap in knowledge about individuals who fall within the “H” and the diversity among HSIs themselves. Using critical theory and critical methods, the articles in this special topic collection explore the complexities of the Hispanic/Latinx/e identity and the various ways that HSIs fall short of and meet the challenges of serving students at the intersections of identity. This introduction provides a brief overview of the eight articles in this collection and explains the need for this critical approach to HSI scholarship, which we call “intersectional servingness.” We outline the contributions of these eight articles and call on practitioners, scholars, policy intermediaries, funders, and federal agencies to consider the complexities of the “H” while making decisions, advancing research, implementing policies, and creating funding streams that will enhance intersectional servingness.  \nKeywords: content analysis, higher education, Hispanic education, Hispanic-Serving Institutions, identity, intersectionality, Latino/a, servingness  \nThe growth of the Latinx/e population in the United States has led to an increase in the number of Latinx/e students entering U.S. colleges and universities. Accompanying this increase has been a surge in the number of Hispanic-serving institutions (HSIs), which are enrollment-driven, degreegranting, nonprofit, postsecondary institutions that enroll at least 25% Hispanic undergraduates. As of the fall of 2020, 559 institutions were eligible to become federally designated as HSIs, which represents 18% of all colleges and universities in the country, and they enrolled 66% of all Latinx/e college students (Excelencia in Education, 2022). Moreover, HSIs generally enroll a larger percentage of Black and other non-Black students of color, low-income students, and first generation to college students (Cuellar, 2019; National Academies of Sciences, Engineering, and Medicine, 2019) .  \nHSIs are poised to enhance the educational opportunities for Latinx/e and other minoritized populations but are still learning how to best serve students who have been historically underserved by colleges and universities. Although the federal government provides funding to HSIs through competitive grant opportunities, it does not provide guidance on how to develop infrastructure, policies, and practices for serving minoritized groups. Instead, individual campuses  \nare left to define servingness within their own context and with their own students. This lack of guidance makes it challenging for colleges and universities with no historical mission or purpose to serve Latinx/es and other minoritized students to enact servingness in practice (Garcia et al., 2019) . This challenge is magnified by the extreme diversity of students at HSIs, including the diversity within the Latinx/e population, with students coming from a range of racial, ethnic, linguistic, socioeconomic, and migration backgrounds.  \nThe purpose of this special topic collection is to complicate the “H” in HSIs by using an intersectionality lens. Despite the abundance of research with and about HSIs and the people within them, there is a dire need ","cbCaijWhh27Njoei","https://ap.wps.com/l/cbCaijWhh27Njoei","pdf",386277,"English","# Introduction\n## Purpose of the special topic collection\n## Intersectional servingness and the role of HSIs\n## Call to practitioners, scholars, and policy stakeholders","[{\"question\":\"What does “intersectional servingness” mean in the context of HSIs?\",\"answer\":\"It refers to a critical approach that accounts for complexities in students’ intersecting identities and guides research, practice, policy, and funding decisions within Hispanic-serving institutions.\"},{\"question\":\"Why does the article say current HSI scholarship is still insufficient?\",\"answer\":\"It notes a lack of understanding about the varied experiences and outcomes of individuals within the Latinx/e population at HSIs, especially beyond early work focused largely on Mexican Americans and Chicanxs.\"},{\"question\":\"What problem does the article highlight regarding federal guidance for HSIs?\",\"answer\":\"Although HSIs receive competitive funding, the federal government does not provide guidance on building infrastructure, policies, or practices for serving minoritized groups, leaving campuses to define servingness locally.\"}]","Advancing “Intersectional Servingness” in Research, Practice, and Policy With Hispanic-Serving Institutions | PDF",1792069049]