This article explores the rise and development of Hispanic-serving community colleges in the United States. It then offers specific qualitative data about the experiences of students, faculty, and administrators working on one urban Hispanic-serving community college campus. Data suggest that campus Hispanic-serving Institution (HSI) status influences and shapes the experiences of those who work and study there; however, in many cases students remain unaware of the significance or meaning of HSI status.
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Perrakis et al. (2010) studied this question.
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