An Evolving Curriculum: The Technical Core of Hispanic-Serving Institutions in the State of Texas

Although there is extensive research pertaining to Hispanic Serving Institutions (HSI), it is primarily framed around the U.S. federal definition of Hispanic Serving Institutions established by Title V of the Higher Education Act of 1965. This law identifies HSI as institutions that have a Hispanic student population of at least 25 percent and "at least 50 percent of their Latino students are low-income individuals and that those institutions have nonprofit status" (as cited in Dayton, Gonzalez-Vasquez, Martinez, & Plum, 2004). The identifying category HSI established economic support for Hispanic Serving Institutions. However, because of the government's precise definition, there is enormous confusion surrounding the nature of Hispanic Serving Institutions in this country. Preliminary research has revealed several gaps in knowledge and understanding of HSI, as well as a singular-thinking pattern that promotes boundaries when trying to understand the phenomena. The fact that HSIs are only identified according to a federal definition limits the total number of colleges and universities that can receive federal funds for educating Latinos. This study identifies a newly discovered phenomenon within Hispanic majority institutions in the State of Texas. By removing the current federal definition of Hispanic serving institutions, this study was able to include all colleges and universities that have a predominantly Hispanic student population. In addition, this study provides an understanding of Hispanic serving institutions by examining the nature of the relationship between Parson's technical core and Wallerstein's World-System Theory. The use of an occupational taxonomy provides an explanation of how and into what areas students who attend Hispanic serving institutions are being educated.