Hispanic-Serving Institutions: Patterns, Predictions, and Implications for Informing Policy Discussions

Autor/inn/en	Torres, Vasti; Zerquera, Desiree
Titel	Hispanic-Serving Institutions: Patterns, Predictions, and Implications for Informing Policy Discussions
Quelle	In: Journal of Hispanic Higher Education, 11 (2012) 3, S.259-278 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-1927
DOI	10.1177/1538192712441371
Schlagwörter	Hispanic American Students; Educational Planning; Institutional Mission; Institutional Characteristics; Position Papers; Program Content; Change Strategies; Institutional Advancement; Readiness; Educational Assessment; Educational Indicators; Information Policy; Institutional Role; College Choice; High School Graduates; College Bound Students; Educational Trends; Predictor Variables + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Bildungsplanung; Positionspapier; Programmgestaltung; Lösungsstrategie; nicht übertragen; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Informationspolitik; Studienortwahl; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Bildungsentwicklung; Prädiktor
Abstract	This article seeks to identify and assess the readiness of "Potential" Hispanic-Serving Institutions (HSIs)--institutions located within Latino communities projected to increase the number of Latino/a high school graduates. Institutions are described based on evaluation of institutional missions, planning documents, programs, and marketing strategies--resulting in three institutional categories: unaware, aware, and committed institutions. (Contains 5 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10