Queer Hispanic Men and Their Perceptions of Servingness at Hispanic-Serving Institutions

Abstract

Institutional diversity and support for queer Hispanic men is an important component of postsecondary education. While some postsecondary institutions have worked to become more inclusive, queer students continue to experience harassment and discrimination. Guided by the Unifying Model of Sexual Identity Development, the Model of Multiple Dimensions of Identity, and concepts of servingness, this study explored the perceptions of queer Hispanic men on whether HSIs serve their needs based on the intersecting identities they hold. Strategies for rethinking the HSI designation and developing intentional programs and policies to support both queer Hispanic students at Hispanic-serving institutions are presented.

1. Introduction

Institutions of higher education are encountering a rise in the demand for more inclusive policies and services as new students enroll (Ball 2013; Beemyn and Rankin 2011; Trammell 2014). At the same time, these institutions face political challenges, such as anti-diversity, equity, and inclusion laws (Goodman et al. 2024; Welch 2023). However, the campus climate plays an important role in the level of engagement and academic performance for both queer students and Hispanic students (Herridge 2020). With institutional diversity and support for queer Hispanic men being an important component in academic success (Herridge 2020), an increase in institutional support for queer students has been reported (Hernandez 2022).

In recent years, there has been a growing wave of legislative and political attacks on diversity, equity, and inclusion (DEI) initiatives within higher education, particularly in states such as Texas (Senate Bill 17) and Florida (House Bill 999). Laws like Texas Senate Bill 17 have mandated the closure of DEI offices, including LGBTQIA+ resource centers, and prohibited identity-based programming and support services that have historically fostered belonging for marginalized populations (Florida State Law 2023; Texas State Law 2023; Welch 2023). LGBTQIA resource centers provide support services, in addition to physical and emotional support, for LGBTQIA students (Goodman et al. 2024). However, these spaces are not always safe, especially for queer and trans Students of Color due to racism within the queer community (Goodman et al. 2024).

In addition to attacks from the state level, with 125 bills being introduced in 29 states and the U.S. Congress from 2023 to February 2025 (Chronical Staff 2025), House Resolution 7725 was introduced in 2024 in the U.S. Congress to amend the Higher Education Act of 1965, along with Senate Bill 4516 to prevent the use of DEI at institutions of higher education (U.S. Congress 2024a; U.S. Congress 2024b). With the second term of Donald Trump as President of the United States, the attacks on DEI, both at the federal level and within higher education, have grown. President Trump has signed numerous executive orders targeting DEI (Adegbile et al. 2025; Moore 2025). These executive orders include Ending Illegal Discrimination and Restoring Merit-Based Opportunity (Exec. Order No. 14173 2025), Initial Rescissions of Harmful Executive Orders and Actions (Exec. Order No. 14148 2025), Ending Radical and Wasteful Government DEI Programs and Preferencing (Exec. Order No. 14151 2025), Defending Women from Gender Ideology Extremism and Restoring Biological Truth to the Federal Government (Exec. Order No. 14168 2025), Reforming the Federal Hiring Process and Restoring Merit to Government Service (Exec. Order No. 14170 2025), and Ending Radical Indoctrination in K-12 Schooling (Exec. Order No. 14190 2025). These attacks are not only dismantling the infrastructure that supports LGBTQIA students but also directly threatening the mission of institutions designated as HSIs, which are expected to serve their majority-minority student populations effectively.

The Hispanic-serving institution (HSI) designation reflects an enrollment threshold rather than an institutional mission focused on Hispanic students. The concept of servingness, the actual practices, structures, and commitments that foster success for Hispanic students, provides a framework for examining institutional effectiveness beyond the enrollment label (Garcia et al. 2019).

This study addresses the perceptions of queer Hispanic men regarding what institutional resources they utilize at Hispanic-serving institutions (HSIs) and whether their institution truly serves their needs, acknowledging the intersections of race, ethnicity, gender, and sexual orientation. Strategies will be presented for rethinking the HSI designation and developing intentional programs and policies to support both Hispanic and queer students enrolled at Hispanic-serving institutions. Of note, at times, the terminology used in this paper may vary, as the terminology used will reflect the actual terms used in the cited sources.

2. Review of the Literature

2.1. Experiences of Queer Hispanic Students

Queer Hispanic students navigate intersecting racial/ethnic and sexual identities that shape their experiences in higher education (Eaton and Rios 2017; Herridge 2020). As identity is intertwined, experiences can vary. Both sexuality and gender can be expressed and understood differently depending on the race or ethnicity of an individual (Dillon et al. 2011; Eaton and Rios 2017). Within postsecondary education, this is often the time when individuals explore or experiment with their sexual orientation and gender identity (Dillon et al. 2011; Eaton and Rios 2017). Queer Hispanic students are forced to navigate both their sexual orientation and racial/ethnic identities (Herridge 2020). Additionally, students often face compounded discrimination both within the broader society and within their racial or LGBTQIA communities (Worthen 2018).

While systems of support often exist for queer Hispanic men, they tend to still encounter discrimination (Herridge 2020). Queer Hispanic men may confront rejection from family due to cultural norms, marginalization within LGBTQIA spaces that prioritize whiteness, and systemic racism in Predominantly White Institutions (Herridge 2020, 2022, 2024). These intersections demand institutional responses that acknowledge complexity, not just single-axis identities.

2.2. Hispanic-Serving Institutions and Servingness

HSIs are defined as degree-granting institutions of higher education with at least 25 percent Hispanic undergraduate enrollment (Benitez 1998). HSIs, however, were not developed with the sole intent of providing support to Hispanic students; they were established due to their proximity to Hispanic populations (Brown et al. 2003). As such, HSIs are typically Predominantly White Institutions (PWIs) that became HSIs through demographic shifts, without necessarily adopting missions centered on Hispanic student success (Garcia 2018; Lara 2017; Villarreal 2014).

Hispanic students at HSIs that have supportive and inclusive environments tend to experience racial identity and sexual orientation identity development (Ponjuán and Hernández 2020). HSIs have been found to enable Hispanic students to overcome the barriers they often face in postsecondary education (Lara 2017). However, if institutional administrators do not actively engage in student success efforts for Hispanic students, the benefits of an HSI will not be achieved (Lara 2017). Research suggests that without intentional structures of servingness, practices that foster belonging, support, and academic success, an HSI designation may be symbolic rather than transformative (Garcia et al. 2019; Garcia and Cuellar 2018). There has been an overall call to highlight the gaps in attention to queer Latinx students within the HSI context, urging a more intersectional lens in understanding student needs (Cataño and González 2021; González and Cataño 2020, 2022).

Student programs and services designed for Latinx students at HSIs tend to not adequately address the intersectional identities of LGBTQ+ Latinx students (Cataño and González 2021; González and Cataño 2020, 2022). In a review of policy documents at two community colleges in California, Cataño and González (2021) found that there was a lack of inclusion of LGBTQ+ Latinx students. Additionally, there was a lack of explicit reference to LGBTQ+, sexual orientation, or gender identity in relation to servingness (Cataño and González 2021). As such, it has been a consensus among scholars that an HSI designation does not account for intersecting identities (González and Cataño 2020)

2.3. Importance of Intersectionality for Hispanic-Serving Institutions

Intersectionality is important for HSIs due to Hispanic students holding multiple identities that intersect and influence their experiences in higher education (Cataño and González 2021; González and Cataño 2020, 2022). Intersecting identities, such as race/ethnicity, sexual orientation, gender identity, socioeconomic status, and immigration status, create unique challenges and needs that a singular focus on Hispanic identity may overlook (Cataño and González 2021; González and Cataño 2020, 2022). The Hispanic community is not monolithic. By recognizing their intersectionality, HSIs are able to understand and address the diverse experiences of their students, including those who identify as LGBT+. LGBTQ+ Hispanic students navigate both their racial/ethnic identity and their LGBTQ+ identity. This can cause dual identity distress due to their multiple minoritized identities. Current HSI designation and the concept of servingness often focus primarily on racial and ethnic identity, potentially rendering LGBTQ+ Hispanic students invisible. The visibility, validation, and safety of LGBTQ+ identities are often missing in higher education, impacting students’ sense of belonging and academic success. Additionally, recognizing intersectionality should inform HSI policy implementation, grant writing, resource allocation, and the development of programs and services (Cataño and González 2021; González and Cataño 2020, 2022).

2.4. Serving Queer Hispanic Students

HSIs can better incorporate queer Hispanic students through a multifaceted approach that addresses systemic, institutional, and individual levels (González and Cataño 2020). HSIs need to move beyond a primarily radicalized lens of servingness to explicitly include the multiplicity of identities that Hispanic students hold, particularly their queer identities (Cataño and González 2021; González and Cataño 2020, 2022). This requires institutional agents to critically examine and expand their understanding of who is being served and who is being unintentionally excluded. Institutions need to develop and implement inclusive data collection mechanisms that go beyond binary categories of gender and sexual orientation to capture the diverse identities of the queer community. This is crucial for understanding the needs of queer Hispanic students and informing policy, resource allocation, and practice. Additionally, HSIs should develop programs and services that are specifically designed to support the intersectional identities of queer Hispanic students, rather than relying on a one-size-fits-all approach in general Hispanic or queer centers (Cataño and González 2021; González and Cataño 2020, 2022).

3. Methodology

A narrative qualitative inquiry approach was utilized to explore the experiences and perceptions of queer Hispanic men at HSIs. Semi-structured interviews were conducted with 11 queer Hispanic men enrolled at an HSI. The study was guided by Dillon et al.’s (2011) Unifying Model of Sexual Identity Development, the Model of Multiple Dimensions of Identity (Jones and McEwen 2000), and the concept of servingness (Garcia et al. 2019). Institutional review board approval was received.

3.1. Research Question

This study was conducted to examine the perceptions of students who identify as queer Hispanic men at designated HSIs regarding what institutional resources they utilize and whether HSIs truly serve their needs based on the identities that they hold.

3.2. Theory

This study was guided by the Unified Model of Sexual Identity Development (Dillon et al. 2011), the Model of Multiple Dimensions of Identity (Jones and McEwen 2000), and the concept of servingness (Garcia et al. 2019).

3.2.1. Unifying Model of Sexual Identity Development

The Unifying Model of Sexual Identity Development consists of two parallel elements of development: individual sexual identity development and social identity processes (Dillon et al. 2011). Dillon et al. (2011) defined sexual identity development as “the individual and social processes by which persons acknowledge and define their sexual needs, values, sexual orientation, preferences for sexual activities, modes of sexual expression, and characteristics of sexual partners” (p. 657). An important component of the Unifying Model of Sexual Identity Development that differentiates it from other sexual identity or queer theories is that heterosexuality can also be applied to the theory (Dillon et al. 2011).

The social identity process focuses on group membership identity or considering oneself to be a member of a particular group (Dillon et al. 2011). While an individual may consider themselves to be queer, they may not consider themselves to be a member of the queer community. As such, they may achieve deepening and commitment or synthesis within their individual identity but not within their social identity. It is possible for sexual identity development to be conscious and/or unconscious in all stages of the model.

Whether progressing through individual sexual identity development or the social identity process, sexual identity development consists of five statuses: compulsory heterosexuality, active exploration, diffusion, deepening and commitment, and synthesis. While transitioning out of the compulsory heterosexuality stage is considered permanent, individuals may move back and forth between active exploration and synthesis as they continue to develop their identity (Dillon et al. 2011).

Compulsory heterosexuality within the model applies to all individuals, regardless of sexual identity, “who accept and adopt the compulsory heterosexuality as a sexual orientation identity that is institutionalized and required by socialization in many cultures” (p. 659). Compulsory heterosexuality is often the starting point for most individuals. Individuals who accept compulsory heterosexuality and fall within this stage do not hold an awareness or understanding that heterosexual individuals are privileged and members of the dominant social group in addition to holding the assumption that any individual they interact with is heterosexual (Dillon et al. 2011). Individuals in the compulsory heterosexuality stage are likely to perceive others as heterosexual and to hold prejudices against individuals holding sexual minority identities (Dillon et al. 2011).

Active exploration is the “purposeful exploration, evaluation, or experimentation of one’s sexual needs, values, orientation and/or preferences for activities, partner characteristics, or modes of sexual expression” (Dillon et al. 2011, p. 660). Active exploration can be conducted through either cognitive or behavioral actions. Active exploration must be a purposeful means of exploring sexual identity in an effort to meet an established goal. Additionally, it involves actively questioning or abandoning compulsory heterosexuality. Active exploration is unique to each individual and may vary in terms of an individual’s experiences and environment. While individuals who identify as heterosexual can engage in active exploration, they often must navigate systemic homonegativity and sexual prejudice.

Diffusion is the “absence of commitment and of systematic exploration” (Dillon et al. 2011, p. 662). There are two forms of diffusion: “diffused diffusion” and “carefree diffusion”. Carefree diffusion consists of having little concern about not having strong commitments. Individuals within carefree diffusion tend to have an “I don’t care” mindset toward their sexual identity development and/or exploration. While individuals within carefree diffusion may engage in exploration, it is often an open willingness to try anything versus an effort to actively explore their sexual identity. Diffused diffusion is associated with experiencing stress about not having commitments. Individuals within diffused diffusion are likely to experience distress due to a lack of commitment. When in the diffusion stage, individuals are “more likely to ignore or reject social and cultural prescriptions for sexual values, behavior, and identity” (Dillon et al. 2011, p. 662).

Individuals in the stage of deepening and commitment experience an increase in their commitment to their identity (Dillon et al. 2011). Deepening and commitment can be reached with any sexual orientation. When entering the deepening and commitment stage through active exploration, individuals have an increased likelihood of questioning the societal construct of heterosexuality being the norm. In order to exit the deepening and commitment stage, there are three pathways individuals may take: (1) proceeding to synthesis, (2) engaging in further active exploration, or (3) diffusion (Dillon et al. 2011).

In the stage of synthesis, individuals begin to align their identity and beliefs with their attitudes and behaviors (Dillon et al. 2011). In this stage, individuals see congruence between their individual identity and their social identity. In the synthesis stage, “individual sexual identity, group membership identity, and attitudes toward dominant and marginalized sexual orientation identity groups merge into an overall sexual self-concept, which is conscious, congruent, and volitional” (Dillon et al. 2011, p. 664). When achieving synthesis, an individual is likely to blend their sexual identity with their other intersecting identities. The only way to enter synthesis is through deepening and commitment. However, individuals may exit synthesis for various reasons, including active exploration or diffusion (Dillon et al. 2011).

3.2.2. Model of Multiple Dimensions of Identity

The Model of Multiple Dimensions of Identity presents identity as an experience that is both fluid and ongoing (Jones and McEwen 2000). An individual can possess multiple identities that intersect. However, while an individual may experience multiple intersecting identities, they may not display or present all the identities they hold. Identities such as race and gender are external; however, identities such as sexual orientation may not be readily identifiable. Expanding upon Crenshaw’s (1989) and (1991) theories that an individual’s experiences cannot be traced back to one single identity, Jones and McEwen (2000) present a model that shows all the identities an individual may possess circling around their personal identity or “core identity” in the middle.

This “core identity” is often referred to as an individual’s “inner identity” because it is not visible to others (Jones and McEwen 2000, p. 408). The core identity consists of all identities that an individual may hold, such as gender, race, class, or sexual orientation. The “outside identities” that surround an individual’s core identity are made up of all the separate identities that an individual may hold (Jones and McEwen 2000, p. 408). These outside identities may not, however, be visible to others. The identities an individual holds can impact their experiences. Experiences can vary depending on what identities are displayed and the environment (Jones and McEwen 2000).

3.2.3. Concepts of Servingness

Building on these individual frameworks, the concept of servingness (Garcia et al. 2019) focuses on the institutional dimensions of the student experience. Servingness moves beyond simply enrolling Hispanic students to critically assessing how institutions actively create environments that foster Hispanic student success, identity affirmation, and social belonging.

Servingness involves both intentional structures, such as culturally relevant programming and identity-conscious support services, and outcomes, such as higher retention and graduation rates for Hispanic students. Importantly, Garcia et al. (2019) emphasize that servingness must be understood as multidimensional, reflecting both academic success and identity validation.

For queer Hispanic men, an institution’s servingness is not only measured by general Hispanic student success metrics but also by the extent to which the institution recognizes, affirms, and supports the intersections of Hispanic and queer identities. Without addressing these multiple dimensions of student experience, HSIs risk maintaining symbolic commitments without fostering meaningful inclusion.

By integrating the Unifying Model, the MMDI, and servingness, this study situates the experiences of queer Hispanic men within a framework that acknowledges both individual identity development and institutional responsibility.

3.3. Positionality

I identify as a white, queer, cisgender man from the Southwest region of the U.S. While this study was completed at an HSI, I have completed most of my postsecondary education at PWIs. My doctoral work was completed at an HSI. Additionally, it must be noted that while the selected institution is an HSI, it is also a PWI. With a topic focused on the experiences of queer Hispanic men, it is important to address the potential implications of the research being conducted by a white cisgender man. While my lived experiences as a queer individual inform my sensitivity to issues of marginalization based on sexual orientation, my position as a white man holds distinct implications for this research focusing on the experiences of queer Hispanic men at HSIs.

As a white researcher studying a community to which I do not racially or ethnically belong, I recognize the inherent power dynamics present throughout the research process. My racial privilege may shape the way participants perceive me, potentially influencing the way they feel comfortable disclosing during interviews. It may also influence my interpretation of their narratives, leading me to unintentionally center frameworks or assumptions that align more closely with the dominant cultural perspectives rather than the lived realities of Hispanic students.

When conducting research focused on the experiences of marginalized populations, it is important to ensure precautions are taken to prevent further marginalization (Bishop 2005; Gunaratnam 2003; Tuhiwai-Smith 1999). When instances of misrepresentation occur in research, objectification and exploitation of marginalized populations occur (Alcoff 1991; Delgado-Bernal 1998). Alcoff (1991) argued that the practice of utilizing research in a manner that speaks for others “is arrogant, vain, unethical, and politically illegitimate” (p. 6). To avoid further marginalization of populations by white researchers, some have called for only members of a certain group to conduct research on the members within that group (Pillow 2003b). This would counter any potential power dynamics (Pillow 2003a). However, considering intersectionality, it would be almost impossible to ensure that race, class, gender, age, and sexual orientation all align between the researcher and the participants (Alcoff 1991). Considering the arguments raised, Alcoff (1991) presented a question “if I don’t speak for those less privileged than myself, am I abandoning my political responsibility to speak out against oppression, responsibility incurred by the very fact of my privilege?” (p. 8). To capture the potential for “speaking for”, the concept of “speaking to” was recommended (Alcoff 1991).

I am also aware that my educational background, primarily completed at PWIs with only limited exposure to HSI contexts, may impact how I interpret institutional practices and climates. Although my doctoral work was completed at an HSI, my broader academic training may still shape my expectations of what support structures for Hispanic students should look like, possibly causing me to overlook or misinterpret culturally specific forms of support or resistance.

To mitigate the influence of these positionalities, I employed several strategies throughout data collection and analysis. During interviews, I used open-ended questions to allow participants to frame their experiences in their own words, minimizing the imposition of my assumptions. I practiced reflective memoing immediately after each interview, noting not only emerging themes but also my emotional reactions and assumptions that surfaced. During the coding process, I made intentional efforts to revisit transcripts multiple times and sought to remain grounded in participant language rather than relying on preexisting theoretical interpretations.

While conducting this study, I was aware of and understood the biases that, as a researcher, I may hold in researching this population. As a queer man, I recognize that I may hold views or beliefs about the experiences of queer individuals in higher education. Given my personal and professional investment in diversity, equity, and inclusion work, I was aware of potential bias toward critiquing institutions for failures in serving marginalized students. I worked to balance critical analysis with openness to participants’ nuanced experiences, whether positive or negative. Additionally, as a queer researcher, I was sensitive to the possibility of over-centering sexuality in interpreting participant narratives, potentially at the expense of fully attending to their racial, cultural, and familial contexts. Sharing a queer identity with participants might create a false sense of similarity that could obscure important differences rooted in ethnicity, culture, and socialization. Acknowledging these biases, I approached the data collection and analysis process with intentional humility and a commitment to centering participant voices. I aimed to allow the complexities and tensions of participants’ lived experiences to emerge without forcing them into predetermined theoretical frameworks. Ultimately, I view my positionality not only as a potential site of influence but also as a source of critical reflection that enriches the rigor and ethical grounding of this research. When it comes to a researcher’s positionality, it “not only shapes their own research, but influences their interpretation, understanding and ultimately their belief in the ‘truthfulness’ of other’s research that they read or are exposed to” (Holmes 2020, p. 5).

3.4. Data Collection

In total, eleven participants completed this study. Saturation was reached after eleven interviews. Participants were selected through purposive sampling on set characteristics (Merriam and Tisdell 2015). Specifically, individuals had to be enrolled either as an undergraduate or graduate student at a Hispanic-serving institution, identify as a member of the LGBTQIA community, identify as male, and identify as Hispanic. A focus was placed on male students due to an achievement gap between Hispanic men and women (Sanchez et al. 2018). It should be noted that while all participants identify as cisgender men, transgender students were not excluded from the participation criteria. No transgender students completed the request to participate in the study. Participants were recruited through the use of email listservs at the institution. Interested participants completed a screening form in Qualtrics to confirm their eligibility. Eligible participants who opted in to complete an interview scheduled a time to meet virtually. Participants completed a 60 min interview session through Zoom.

To protect participant identities, all participants were asked to select their own pseudonyms. Pseudonyms are indicated along with demographic information in

Table 1. Participant demographics.

Name	Age	Sexual Identity	Out	Age Identified as Member of Queer Community	Years at University
Al	21	Pansexual	Yes	8	3
Gallego	23	Gay	Yes	6 or 7	6
Jack	25	Bisexual	Yes	25	2
Jacob	21	Gay	Yes	17	2
Joseph	18	Bisexual	Some [Friends/Not Family]	14	1
Josh	20	Gay	Yes	11	1
Lucian	18	Gay	Yes	7	0.5
Michael	27	Gay	Yes	12	7
Nathan	21	Queer	Some [Friends/Not Family]	14	4
Storytelling Artist	23	Gay	Yes	15	6
Trevor Martinez	21	Bisexual	Some [Friends/Not Family]	13	1

. As all participants identify as Hispanic, cisgender men, and attend the same institution, this information was omitted from the demographics table. Participants are presented in alphabetical order.

Open text boxes were provided to allow participants to provide or describe the identities they held, following recommendations from Zimmerman and Herridge (2019, 2022). Semi-structured interviews were conducted. The interviews were recorded and transcribed verbatim. Member checking was then utilized. Participants were provided a two-week period to provide feedback on the transcripts.

3.5. Data Analysis

Strauss and Corbin’s (1998) three-step process for coding was utilized. First, categories were created through the use of open coding. Second, axial coding was used to combine categories and create subcategories. Third, themes were developed through selective coding (Strauss and Corbin 1998). A codebook was developed using the Unifying Model of Sexual Identity Development and the Model of Multiple Dimensions of Identity. The use of open coding during this process allowed for the identification of relevant information. Using a narrative analysis approach, interview transcripts were reviewed and coded, looking for common themes. Similar codes were collapsed. An initial review of the transcripts was conducted to develop overall codes based on the theories.

A codebook was created based on the established components of the theories. An initial review of the transcripts was conducted to develop overall codes based on the theories. NVivo 12 was the data analysis software utilized. The codebook was uploaded to NVivo. Nodes were created in NVivo based on the codebook. The transcripts were individually coded using the established codebook in NVivo. Through the use of axial coding, the identified codes were placed into clusters within categories. Similar and overlapping codes were collapsed, and subcategories were formed. The identification of patterns among the codes and categories led to the development of themes. Utilizing information provided by participants, it was possible to apply the unifying model of sexual identity development and the model of multiple dimensions of identity to the experiences of queer Hispanic men in postsecondary education.

4. Findings

This study examined the perceptions of students who identify as queer Hispanic men at designated HSIs regarding what institutional resources they utilize and whether HSIs truly serve their needs based on the identities that they hold. A series of themes emerged. The emerging themes were LGBTQIA Office, Student Organizations, Health and Wellness, Individuals with Similar Identities, and Lack of Awareness. The themes are defined as follows: (1) LGBTQIA office refers to any events, activities, or resources directly affiliated with the institution’s LGBTQIA office, (2) student organizations refers to organizations and resources available to students at the institution, (3) health and wellness refers to any resources and programs directly affiliated with the students’ overall health and wellness, whether physical or mental, (4) individuals with similar identities refers to the use of other individuals who hold the same identity as a resource to further identity development and engagement, and (5) lack of awareness refers to students not maintaining an awareness of the institution’s status.

4.1. LGBTQIA Office

Jack discussed being involved with the LGBTQIA office and volunteering with their events, saying:

So, I’ve always participated and gone to events hosted by the different LGBTQ organizations, I volunteered for a few, I sung and conducted a choir for the Trans Remembrance Vigil held on campus, I also performed a piece with my guitar and singing for World AIDS Day which is another event put on by campus organizers, so volunteering my time for those sorts of things, inviting people to those sorts of things, you know is one way that I’ve engaged in the community that way.

Jacob explained that, like Jack, he was involved with the LGBTQIA office, saying, “I’m not really part of SGA [GSA], I will say that I have volunteered at the office of LGBTQIA. I knew a few people that worked there. Other than that, I don’t really interact”. Nathan explained that he was aware of the events put on by the LGBTQIA office, but he just had not attended any due to not wanting to go alone and starting a job that took up most of his free time. He explained:

I think the first year or two we ended up going to the drag shows and that sort of thing. I know they had a number of productions. Of course, Pride Week. I’ve seen about the summit. I think I actually took a picture of a poster that I saw. But yeah, I just haven’t gone.

Gallego expressed a desire to become more involved with activities and events put on by the LGBTQIA office. In thinking of resources that the LGBTQIA office could develop to better support the queer community on campus, Jack explained:

I think a resource that might be good would be some sort of group that combined LGBTQIA identifying students with professors and with administrators and so those voices could be heard a little bit more directly and on a more normal basis and making sure that the LGBTQ students are being represented and being protected and not because we can’t protect ourselves but because, you know, systematically there are things in place that discriminate against different identifying people and the people of different races. So, having some sort of inclusivity and there’s the word, coalition, if you will, between administrators and students, I think would be a benefit. I don’t know how likely that is to happen. Again, being on a conservative campus, I don’t know but I think that might be to our benefit.

In a similar manner, Michael explained that he felt it would be beneficial if the LGBTQIA office created a group where queer graduate students could have the opportunity to interact with institutional administrators. He stated:

I guess either events for people to go to that people that are like minded or, you know, same background could get together and meet. I guess, like I said, because I’m in grad school, if we had some of those organizations or opportunities for grad students, I feel like that would be helpful just because we don’t. Which I mean, I get it, grad students are more the professional route, so we have, you know, we have jobs that we go to, we don’t really have time for organizations but I mean if there were some people on campus who set up a night to just go have dinner and it was like the LGBTQ organization functioned it, that would be, you know, a step because you’re going, you’re meeting people who are the same level as you, I guess and getting to socialize. So, I guess just seeing organizations for different groups.

Joseph explained that through his involvement in prevention education and the promotion of a well-being program (Health Promotion in Higher Education, HPHE), he was working to increase the level of awareness of the LGBTQIA office, saying:

They were like we need to include LGBTQ in our presentations or in our tabling. Because the LGBTQ is at the [Building at Institution] and they really don’t get much, they don’t get appreciated as much as [HPHE], as [HPHE] does. So, [HPHE] will be able to probably oh by the way there’s the LGBT community over here but I feel like we’re going to start being more inclusive.

4.2. Student Organizations

Lucian described an LGBTQIA-centered student organization, PrideSTEM, that he was not aware of before, saying, “going back to my ex-boyfriend, he said he was in PrideSTEM and I was like what’s PrideSTEM. And he’s like, well you know, STEM, like the engineering and science technology”. Michael discussed how he has become involved on campus in an effort to provide support to other first-generation students, explaining:

My personal experience is, they’ve driven my involvement with campus by, for one, for Graduate School ambassadors, I know that I had a hard time here because sometimes it was hard to identify with other people or, you know, find a group that I can associate with and just help with guidance just in college life in general. So, with those past experiences I wanted to become an ambassador because I wanted to help students who are like me who they’re taking on a new journey in their life and they need guidance from someone who has a similar background or similar life experiences and so that’s what drove me to do that. Same thing with becoming an advisor, I know that when I was an undergrad student at [Institution in Southwest Region of U.S.], I didn’t really feel I knew how to navigate college life, especially not whenever I didn’t know myself truly first period because I started at [Institution in Southwest Region of U.S.], you know, in the closet and then graduated finally like being accepting of myself and I know that there’s some other students who go through that or if they’re going through other hardships and so when the opportunity to become an advisor came up I really wanted to do it because I wanted to be that resource who could also help students navigate through college life.

He went on to further explain how being involved has been a benefit, stating:

I’ve just got to meet a lot of new people and make a lot of new connections that I don’t think I would have gotten a chance to had I not done the program. So, it’s been very helpful both academically and socially because some of those networks include other students from other departments but also some Deans and some professors from other programs as well. So, it’s been, it’s been beneficial.

Michael also mentioned the campus’s first-generation organization and the Gender and Sexuality Association (GSA) as beneficial resources. Nathan expressed an interest in GSA but stated that he was hesitant to attend meetings due to a fear for his safety, saying, “I guess still in my mind it was a bit of a … I don’t know if you’re the most safe”. Jacob explained that he believes the GSA is an excellent resource, saying:

I feel like SGA [Sexuality and Gender Association] is a really great resource because we can meet people that are very similar to you. Like, they have the same sexuality as you. They’ve been through the things which you’ve been which a lot of people don’t know. Don’t know what those things are.

Joseph explained his reasoning for becoming involved with various student organizations, saying, “on campus, I like to interact by going to the events they post, like, because they give out a lot of free stuff”. Joseph explained that he is actively involved in several first-generation organizations, TRIO Student Support Services, McNair Scholars, and First-Generation Programs. He went on to explain that being involved in McNair Scholars and the First-Generation Programs has been beneficial and that the organizations “can offer their experiences” and get “us involved in certain things that we wouldn’t really be aware of it you weren’t in the organization or as first-generation minority students”. Jacob explained that he believes the First-Generation Program would be beneficial but that it is underfunded. While Trevor Martinez mentioned being a member of multiple Latinx student organizations, he expressed a desire to be involved in some organizations geared toward first-generation students. He went on to explain that he would like there to be a group dedicated to helping students socialize, saying, “A group that helps them talk to people or socialize or get out more would really benefit some of the people here who are super smart but just are terrible at communication and making friends”. With regard to the Latinx student organizations, Jacob explained that he was not involved with them, saying:

I’ve never really interacted with them since I’ve been preoccupied with other organizations. And I haven’t really found a need to interact with those organizations. But I know there’s some people that would love to talk to more Hispanics to feel more at home, especially with that friend I was telling you about. She’d like she did join that, and she felt a little bit more home with that.

Jacob explained that in addition to being active within various student organizations, he is an officer in a student organization. He stated:

And then working for my organization, that’s just like it’s a national organization, a chapter of a national organization so we have conferences, we hold international conferences from our bigger professional organization. We go to leadership rallies. We have guest speakers, so, I network like crazy during those events. I just go up and meet new people. Even some of my professors have gotten me interviews with people like one of the senior vice presidents from [Public Relations Company]. I had the honor to talk to him and interview him and he said keep talking to me and then we can possibly find you a job in the future. So, it really hasn’t affected my possibility of finding a job or being academically successful or being successful in anyway.

While Storytelling Artist mentioned being involved with GSA, he explained that he was not involved with any Latinx organizations because “I never really thought I was Latino enough to reach out for and be a part of those Latino organizations”. Storytelling Artist attributed his not thinking of himself as Latino enough to “growing up in a really gentrified White community”, being the only Hispanic person at his school, and not growing up embracing the Hispanic culture. Nathan, however, expressed that he was not aware of any resources for queer Hispanic students, saying, “in terms of resources you set aside for people who are queer people, who are Latinx, I haven’t really used any sort of resource. Maybe that’s just me not educating myself about what’s available, but yeah”. However, Nathan went on to explain that he was not overly concerned about his lack of involvement because “I came in by my own bootstraps and I’ve been pushing along by my own bootstraps. I haven’t really seen anything that affected me in that sense”. Likewise, Josh expressed that he was not aware of resources available to him on campus, stating, “I don’t really use utilize any resources on campus. I’m guessing just from the lack of information and the lack of knowledge that I have about it. So, I don’t really know what resources I have on campus”. Josh went on to explain that he desired identity-based organizations where he could socialize and express his identity, saying:

I feel like getting involved with a culture that I know and I’m familiar with will really help me, you know, to be comfortable there and being able to express myself fully. With my gay identity, I think I would love to enjoy just getting a group together and just discussing, you know, the problems that we face or the fears that we have or people just motivating each other, you know, you can get through this, you know, you’re stronger than what you are and everything.

Al explained that he also felt there was a lack of available resources, saying:

You know there isn’t a lot of LGBT groups on campus. There aren’t a lot of different theater groups on campus. There’s just the theater, the College of Theater, there’s the LGBT club, and there’s just this one person who helps us in any financial aid who speaks Spanish and we’re comfortable with.

4.3. Health and Wellness

Three of the eleven respondents indicated they used the health and wellness services and that their experiences were positive. Lucian explained, “I know [HPHE] does a few things about different sexualities and stuff and they’re very accepting and just, I think that’s pretty cool”. Joseph described his experiences with [HPHE], saying, “I feel like it’s been really positive for me because I’ve been able to join an organization that really accepts everyone in whole. It’s called [HPHE]”. He went on to further describe the resource, stating, “I’m really able to connect to students that are open minded and they’re able to, like, see different perspectives other students may not be able to see”.

Lucian also explained that he utilized the health services, saying, “Student health services. I had a really bad, I say I had an STI scare”. Additionally, Lucian expressed satisfaction with how the student mental health center reached out to him preemptively, saying:

I will say though that, once I filled out, you know, the thing that they had first patients do to evaluate, a quick evaluation I got called at least maybe three times a month, four times a month saying, hey, our records show that you’re at high risk for depression please reach out to us to talk with you and you know you don’t have to and eventually they stopped. I haven’t gotten a single one this semester. But I’ve also gotten help.

In addition to Lucian, Michael explained that he also found the health center and mental health services to be beneficial. Storytelling Artist expressed that he had a positive experience using HPHE, the health center, and the mental health services, saying:

I definitely use [HPHE] and the wellness center for testing and like STD prevention and those kinds of things. And then in addition to that, I’ve used the mental health facilities as well, the counseling center. Those have all been pretty helpful. Especially when I was struggling with my identity.

Gallego explained that his main involvement on campus is with the institution’s recovery center. He explained, “I’m more involved with the, I guess the recovery aspect of the [Institution in Southwest Region of U.S.] community. But generally, I’m either involved in, like, service projects or well yeah, that’s all for me. I’m mostly involved with the recovery community”.

4.4. Individuals with Similar Identities

Lucian discussed his experience with a professor who shared a similar identity, saying:

In terms of staff, one of my professors is gay. Openly gay. Introduced us to his boyfriend in one of the classes, you know, and again it’s theater. My voice lessons teacher is lesbian and polyamorous, you know, so I think that’s pretty interesting because … not necessary for me per se, but like I said, in my class specifically it’s all White and cisgender men and women. I know for a fact that five of them did not know what the word polyamorous meant. And I thought it was interesting that they got to learn something, you know, I mean, because that’s also something that I’ve recently discovered about myself that I might very well … that I’m very well polyamorous and so now I am able to explain that to the art school that they know about that just in case you know that it comes further down the road and it’s not some.

Similarly, Jack discussed connecting with a friend and learning about the identity of biromantic and further developing his own identity through the connection and conversation with this friend, saying:

But in any case, so my journey started with, it’s, kind of, hard to say where it started. Again, it’s something that has always been a part of me and I’ve known so I would be the earliest I started was feeling and have a conversation with a friend who identified as this new word that I heard which was biromantic and that was, the way they described it to me was someone who was, you know attracted to one gender identity, oh, well sorry … was sexually attracted to one gender identity but was romantically attracted to another gender identity and that really resonated with me because I definitely had a strong emotional romantic feelings for men before.

He went on to explain that having conversations with others who hold similar identities was a valuable resource, saying, “being educated by people in the community has probably been my greatest resource”.

4.5. Lack of Awareness

Regarding the level of awareness, respondents were found to not be aware of their institution being an HSI or not being aware of the resources available to them. Discussing awareness of institutional policies and resources, Lucian explained that he was not too familiar with what was available. He explained, “I don’t care unless they affect me”. Josh mentioned that he did not utilize resources or engage fully on campus due to a lack of knowledge of what is available, saying, “I don’t really use utilize any resources on campus. I’m guessing just from the lack of information and the lack of knowledge that I have about it. So, I don’t really know what resources I have on campus”. Nathan discussed how he had not been made aware of any resources or institutional initiatives directed at Hispanic students. He stated:

In terms of actually seeing more people on campus or seeing resources and funds and policies, that sort of thing directed towards me and my status in that way, I mean not a lot has changed since I got to the university. Nobody’s ever reached out and said hey, new resources are available for you or hey, you’re this, you’re that, come out and do this or that or we’re here to help you with this or that.

Similarly, Al explained he did not know the institution was an HSI, saying, “I didn’t even know about this”. Storytelling Artist explained that he knew that there was a large number of Hispanic students at the institution, but he was not aware of resources or institutional initiatives geared toward Hispanic students, saying, “I actually haven’t noticed too much. I do remember reading something about that. And I do know that there are quite a large number of Hispanic students”. Echoing the statements of Al and Storytelling Artist, Gallego stated he was not aware that the institution was an HSI or of any resources or initiatives geared toward Hispanic students. Jack explained that between the time before the institution was designated as an HSI and after, he did not notice much of a change. He stated:

I was here a year before the distinction and then the year of the distinction if you will. I haven’t noticed much difference, but I assume part that is because [Institution in Southwest Region of U.S.] had been building up to that, you know.

Michael explained that he felt the institution’s motivation for becoming an HSI was to receive recognition rather than supporting Hispanic students. He mentioned that he was not aware of any resources or initiatives for Hispanic students. He stated:

I think it’s just an award or recognition that we wanted to gain just to say we have it. But I hope something comes along soon that proves me wrong. I hope that there’s actually a plan in place to really live up to what it means to be a Hispanic-Serving Institution. But just right now I don’t feel like I feel like anything’s being done about it.

Jacob discussed his views on the institution being designated as an HSI, saying that he did not feel the institution had utilized the distinction to better support Hispanic students. Jacob explained:

When we got that, I was like, oh that’s cool, that’s something that is going to attract a lot more Hispanics and that … I mean they probably … I’m not gonna lie, I was there when that story came out through my office since we’re in charge of disseminating all the campus stories and big news and stuff like that. So, someone was like oh yeah this is just for the money because we just want the money and I can completely see that we just did that for the money because I have had a lot of a lot of complaints from my African American friends that are, like, “oh yeah, we’re a Hispanic-Serving Institute because they want the money. There’s not a program like that for African Americans, so, they’re not gonna advocate for African Americans more”. So, to me that was, kind of, what I thought was, like, oh we’re just doing this for the money, but I mean I haven’t really seen a whole lot of changes with being a Hispanic-Serving Institute.

5. Discussion

The respondents reported a lack of awareness of what resources were available to them. The participants were knowledgeable of events, activities, and resources that were offered by the institution’s LGBTQIA office. While knowledge of and engagement with student organizations primarily centered around queer organizations, there was engagement with Latinx organizations by a few participants. Respondents discussed utilizing the institution’s health and wellness services. Participants also mentioned engaging with individuals who held similar identities as a means to further their identity development and engagement.

The final stage of the Unifying Model of Sexual Identity Development (Dillon et al. 2011) is synthesis—the aligning of identity and beliefs with attitudes and behaviors. The use of and engagement with the LGBTQIA office and related events demonstrates the respondents’ achievement of the synthesis stage. While there was no discussion of difficulties surrounding the intersectionality of the respondents’ identities, being queer and Latinx, with regard to the LGBTQIA office and events, the respondents did express a desire for “some sort of group that combined LGBTQIA identifying students with professors and with administrators” (Jack) or, as Michael suggested, a group or events with a focus on queer graduate students. However, it should be noted that the institution attended by Jack and Michael has an organization and events specifically for queer faculty, staff, and graduate students. Neither participant was aware of the organization. This desire of Jack and Michael speaks to the intersectionality of their queer identity and their graduate student identity. They reported not feeling connected with queer undergraduate students due to their age and being in a different place in their life, both socially and with their education. As such, they expressed a desire to have an organization that supported their unique needs as queer graduate students. Through the organization and interactions, the desire was to be able to interact with others who held similar identities and network with faculty and administrators and to build connections that would allow for open communication regarding the needs of queer students and addressing issues of representation and discrimination on campus.

Considering the student organizations available to students at the institution, respondents were, overall, unknowledgeable of organizations and resources available for Latinx students, while they were knowledgeable of resources and organizations for queer students. In addition to GSA, Lucian discussed how a particular student organization, a campus chapter of the national PrideSTEM organization, directly benefited queer students in the STEM field. He explained that this organization provides support to queer students who are STEM majors and often lack representation in the field. While every participant was aware of GSA and referred to it as a beneficial resource for queer students because “we can meet people that are very similar to you” (Jacob), none of the respondents continued to engage with GSA after their first few visits. The reasoning varied among the participants; however, it was predominately associated with personality differences between the regular attendees and the participants. The respondents clarified that their dislike of the group was not due to negative experiences surrounding any identities they held. While the respondents reported not utilizing GSA, they all felt it was a good resource that was available should they need it.

With regard to Hispanic organizations, while the majority of respondents were unaware of organizations and resources, Trevor Martinez, Joseph, and Storytelling Artist mentioned resources available to Hispanic students, with Joseph and Trevor Martinez actively engaging with the resources. Storytelling Artist explained that when he enrolled at the institution, he did not feel he was “Latino enough” to participate in the organizations. However, through his time at the institution and through the strengthening of his queer identity, he explained that he became comfortable with his Hispanic identity. Storytelling Artist’s experience aligns with Garcia et al. (2018) in that attending an HSI and engaging in Hispanic-centered organizations have been found to promote racial identity development. The remaining participants attributed not engaging with Hispanic organizations and resources to not being aware of available resources.

Speaking to the overall lack of representation on campus, Michael explained that he goes out of his way to be visible on campus for both queer and Hispanic students. Based on his personal experiences with having difficulty at the institution based on the identities he holds, he explained that he wanted to be a resource and provide guidance to other queer Hispanic students and first-generation students. He addressed the importance of having access to someone with a similar identity, saying, “I wanted to help students who are like me who they’re taking on a new journey in their life and they need guidance from someone who has a similar background or similar life experiences”. With a large number of Hispanic students being first-generation students (Brown et al. 2003; Garcia and Cuellar 2018; Núñez et al. 2016), having access to an individual on campus who shares their identity and personal experiences provides a much-needed resource for navigating postsecondary education. Creating a sense of community through representation or student organizations helps establish a sense of belonging. By creating a sense of belonging, students often maintain positive perceptions of the level of support received from their institution and feel connected and respected (Strayhorn 2018). Student experiences around involvement and engagement are important components of student development and matriculation (Hurtado and Carter 1997). The level of interaction a student has socially and academically influences their overall level of satisfaction and commitment to the institution (Hurtado and Carter 1997). Additionally, when there is a lack of sense of belonging, individuals are more likely to feel isolated and experience mental health issues (Strayhorn 2018).

When it comes to health and wellness, the institution’s HPHE program was cited as a beneficial resource, in addition to traditional medical and mental health resources offered at institutions. Having access to HPHE provided students with workshops and events focused on safe sex, alcohol and drugs, and sexual assault/harassment awareness and prevention. Lucian cited the program’s inclusion of sexualities as a beneficial component, while Joseph discussed how the program provided a space where he could interact with other students who held similar identities and/or were accepting of everyone. Engaging with HPHE helped strengthen Joseph’s sense of belonging on campus and feelings of acceptance, saying, “I’m really able to connect to students that are open minded and they’re able to, like, see different perspectives other students may not be able to see”. In addition to having access to resources that promote awareness for safe sex, alcohol and drugs, and sexual assault/harassment prevention, access to mental health resources is important for queer students.

Looking at mental health, the rates of depression and anxiety are higher among queer individuals compared to heterosexual individuals (Iacono 2019; National LGBT Health Education Center 2018) and even higher among LGBTQIA students of color (Kulick et al. 2017). Experiencing minority stressors (Toomey et al. 2018) and discrimination as a result of one’s sexual identity can lead to lower mental and physical health (Munoz 2017). Additionally, queer Hispanic individuals experience higher levels of depression and social ideations if they encounter rejection from their families (Abreu et al. 2020). Bisexual individuals are more likely to experience mental health issues and experience self-harm, suicide, and depression at higher rates than lesbian and gay individuals (Barker 2015). Depression and anxiety among LGBTQ individuals can lead to thoughts of suicide, which are often attributed to the “risk factors stem[ing] from the stress created by living as a stigmatized minority” (National LGBT Health Education Center 2018, p. 2). Gallego discussed his experiences engaging with the recovery community to develop and navigate the identities he holds. He cited the community as the reason for being where he is now, being comfortable with his identity, and continuing with his education at the institution. Storytelling Artist explained that utilizing the institution’s mental health services was helpful in strengthening his identity and feeling comfortable with both being queer and with being Hispanic.

With regard to utilizing individuals with similar identities as a resource, it was explained that engaging with others who held a similar identity promoted a sense of community and allowed for further identity development. Lucian discussed how having professors who were open about their sexual identity helped him learn about demisexuality and polyamory and to discover how his personal identity holds components of these identities. Similarly, Jack learned about the biromantic identity from a friend, and through further conversations that promoted his own exploration, he was able to discover that he is bisexual and incorporate his identity into his daily life. Considering the benefit of engaging with others and representation in identity development, Jack’s comment “being educated by people in the community has probably been my greatest resource” highlights the importance of having access to resources and organizations that are representative of the identities held by students in order to promote identity development and a sense of belonging.

The literature explains that HSIs are unique in the sense that unlike other MSIs, HSIs tend to not have an institutional mission statement specifically geared toward providing support to Hispanic students (Laden 2001). This is a result of many HSIs originally being established as PWIs and becoming HSIs due to a shift in the population of students enrolling (Marin and Pereschica 2017). The institution in the Southwest region of the U.S. that was selected was originally established as a PWI and received the designation as an HSI as a result of increased enrollment of Hispanic students. Similar to what has been outlined in the literature, the institution’s official mission statement does not reflect providing support to Hispanic students.

While respondents reported a lack of awareness of resources, this does not necessarily mean the institution is not providing resources geared toward Hispanic students. As Josh explained, he attributed it to a lack of information or lack of knowledge of what was available, rather than a deficit on the institution’s part. The lack of awareness is likely associated with, in part, a lack of marketing by the institution and a lack of attention from the students. This is supported by Nathan’s comment, “nobody’s ever reached out and said hey, new resources are available for you or hey, you’re this, you’re that, come out and do this or that or we’re here to help you with this or that”, and Lucian’s comment, “I don’t care unless they affect me”. In addition to a lack of awareness of what resources are available, Al, Storytelling Artist, and Gallego all stated that they were not aware that the institution was an HSI. All three participants first enrolled at the institution prior to it receiving the designation as an HSI. However, the majority of the respondents indicated that they were unaware of resources that currently existed at the institution.

Institutions receiving designation as HSIs due to a change in student enrollment (Garcia 2018; Garcia et al. 2019) and often also being a PWI (Lara 2017) raises a concern that institutions seek an HSI designation in an effort to receive federal funding allocated for HSIs. Of the eleven respondents, two stated they questioned the institution’s motives for seeking an HSI designation. Michael stated he believed “it’s just an award or recognition that we wanted to gain just to say we have it”, and Jacob stated, “someone was like oh yeah this is just for the money because we just want the money and I can completely see that we just did that for the money”. This belief that the institution’s motives may not have been genuine can be attributed to the lack of awareness of resources available to Hispanic students. If students are unaware of how an institution is utilizing federal funds meant to support them, there is a high likelihood that they will begin to question what the institution is using the money for and why the institution sought out the funding.

Joseph was one of three respondents aware of Hispanic-centered resources available to them. He listed a few institutional resources, such as TRIO Student Support Services, McNair Scholars, and First-Generation Programs. While these programs are not solely for Hispanic students, as Joseph explained, a large number of the students who participate in the programs are Hispanic. Additionally, Trevor Martinez mentioned multiple Hispanic student organizations that were available at the institution. Based on comments from Joseph and Trevor Martinez, it is apparent that the institution does offer resources and that the remaining participants are unaware of what is available. This brings into question whether a lack of marketing and outreach by the institution was the problem, or if students are not seeking out information or are ignoring institutional efforts to engage with them.

However, when it comes to what it takes to become an HSI, the requirements do not require that institutions have a mission statement or established resources intended for promoting Hispanic student success. Any postsecondary institution that obtains a minimum Hispanic student enrollment of 25 percent of undergraduate students, at least 50 percent of whom are considered low-income, can apply for and obtain an HSI designation (Garcia 2016a, 2016b, 2018; Garcia and Cuellar 2018; Garcia et al. 2019). Garcia et al. (2019) explained that there is not an official requirement focused on the serving part of the HSI name. While an institution may have genuine intentions of becoming an HSI, the minimum threshold for becoming an HSI does not require or consider this. Garcia (2016a), Garcia and Okhidoi (2015), and Herridge (2020) discussed that HSIs have been criticized as being Hispanic-enrolling instead of Hispanic-serving since they often do not focus on producing equitable outcomes for Hispanic students. The requirements should be higher and incorporate a mandate for the institutions to demonstrate a history of service toward the Hispanic community and efforts to promote academic success for Hispanic students. Garcia et al. (2019) discussed that HSIs should “produce equitable outcomes for Latinxs” and matriculation rates (p. 747). However, HSIs are not producing equitable outcomes (Garcia 2018). With most HSIs also being PWIs, it is critical that an effort be made to ensure that the institutions are dedicated to serving their Hispanic students, ensuring resources to promote academic success that meet their unique needs and an inclusive and accepting campus environment. When an institution receives an HSI designation but does not actively develop and offer resources that promote academic success for Hispanic students, the purpose of an HSI is not being met, and the needs of Hispanic students are being discarded for an institution’s marketing strategy.

The findings of this study highlight both the presence and the limitations of servingness as currently enacted at designated HSIs. While participants noted the availability of certain identity-based resources, particularly through the LGBTQIA offices, student organizations, and health and wellness centers, many questioned whether the institution’s HSI designation reflected a meaningful commitment to serving students who hold both queer and Hispanic identities.

Garcia et al. (2019) describe servingness not as a status but as a multidimensional concept encompassing both institutional outcomes, such as graduation or retention, and institutional practices that affirm cultural identity, foster belonging, and support student success. Applying this framework to the participants’ experiences reveals a significant gap between designation and action.

Participants like Jack, Jacob, and Michael were aware of and engaged with the LGBTQIA office, but they also expressed that the office’s efforts could be expanded to include deeper, more sustained dialog between students, faculty, and administrators. Jack’s call for a student, faculty, and administrator coalition and Michael’s desire for targeted programming for graduate students suggest that participants are not simply seeking representation, but rather systemic structures that foster reciprocal communication and collaborative leadership. This is an example of the hallmark of intentional servingness. These desires reflect a move beyond surface-level programming toward institutional practices that affirm intersectional identities and promote transformative inclusion.

The value of student organizations was repeatedly affirmed, especially in relation to first-generation experiences and social support. However, even here, participants voiced concerns about psychological safety (Nathan’s hesitancy to attend GSA events) and a lack of awareness of affinity groups (PrideSTEM and Hispanic student organizations). This points to a disconnect between resource availability and institutional visibility, a gap that undermines the potential of servingness to function as a holistic, student-centered framework.

Furthermore, the health and wellness services described by participants such as Lucian and Storytelling Artist suggest moments of meaningful engagement, particularly in regard to mental health and sexual health support. These examples offer glimpses into practices that align with the servingness framework of being responsive, affirming, and embedded in a broader culture of care. However, such practices were not always known or accessed by all students, highlighting a need for better integration and outreach.

One of the most compelling themes, lack of awareness, directly challenges the idea that HSI designation alone constitutes serving. Many participants were unaware that their institution was classified as an HSI, and even fewer were perceived as targeted efforts toward Hispanic or queer Hispanic students. Some, like Michael and Jacob, voiced skepticism that the designation served any purpose beyond attracting federal funding, sentiments that reflect Garcia’s (2018) warning against conflating enrollment thresholds with meaningful institutional transformation. The perception of HSI status as symbolic rather than substantive further reveals the risk of performative servingness, wherein institutions benefit from the label without embedding culturally relevant or identity-affirming practices into their structure.

These findings suggest that true servingness for queer Hispanic men requires more than overlapping support systems; it demands intentional, intersectional institutional design. This includes efforts to ensure that LGBTQIA spaces are culturally inclusive, that Hispanic-serving programs are queer-affirming, and that students are informed and invited into both.

Without these efforts, institutions risk perpetuating what Garcia and Cuellar (2018) call enrollment without engagement, a model of service that centers metrics over mission. While HSIs play a vital role in increasing access to higher education for Hispanic students, the experiences of queer Hispanic students can be complex and often lacking visibility. Understanding their unique challenges is crucial for practitioners who want to create a more inclusive and supportive campus environment.

5.1. Attacks on DEI

For queer Hispanic men, the erosion of DEI support systems intensifies already existing barriers. Participants expressed a lack of awareness regarding resources tailored to the identities they hold, with many unaware that their institutions held an HSI designation or questioning the authenticity of institutional commitment to serving Hispanic students. The rollback of DEI programming intensifies these feelings of invisibility and marginalization. Without formalized DEI structures, students who hold intersecting identities are left without advocates who understand the unique challenges they face navigating higher education spaces shaped by systemic racism, homophobia, and xenophobia.

Furthermore, the skepticism of the participants about the motives behind their institution’s pursuit of an HSI designation aligns with the broader national conversation about performative diversity. When institutions secure HSI status for funding but do not accompany it with meaningful support structures, especially in the context of DEI dismantling, their commitment to servingness becomes increasingly questionable. As the legislative environment becomes more hostile to identity-based services, queer Hispanic men and other marginalized groups risk further marginalization as the institutional mechanisms designed to support them are defunded or erased entirely.

These attacks on DEI also have chilling effects on faculty and staff allyship, curriculum development, and student activism, all of which are crucial to fostering an inclusive campus climate. Faculty may fear retribution for teaching courses or conducting research on race, gender, and sexuality, while student organizations advocating for LGBTQIA and Latinx rights may find themselves without institutional support or funding. This undermines not only student well-being but also academic freedom, knowledge production, and the fundamental mission of higher education to serve all students equitably.

5.2. Challenges

Some of the challenges faced by queer Hispanic students include navigating their dual identities, heteronormativity and homophobia, limited support systems, intersectionality, and coming out (Herridge 2020). Regarding navigating dual identities, queer Hispanic students often grapple with reconciling their cultural background, which may hold traditional views on gender and sexuality, with their own queer identity. This internal conflict can lead to feelings of isolation and alienation. Concerning heteronormativity and homophobia, HSIs may still have a dominant heteronormative culture. Microaggressions, biased assumptions, and lack of queer visibility can create a hostile environment for queer students. Additionally, while there have been some strides in queer inclusion, resources, and support, there has also been a loss of resources regarding DEI programs. Thinking about the multiple identities that students hold, queer Hispanic students face the additional burden of navigating racism, classism, and other forms of marginalization that intersect with their queer identity. Finally, when coming out, there is often a fear of familial rejection and cultural disapproval, which can make coming out a particularly difficult process for queer Hispanic students (Herridge 2020). By understanding these challenges and implementing strategies, practitioners working within HSIs can foster a more inclusive and supportive campus environment for all students, including those who identify as queer and Hispanic.

5.3. Institutional Recommendations

With regard to awareness of the institutional designation as an HSI and the availability of Hispanic-centered resources, respondents were predominately unaware. Additional effort must be put into increasing awareness and ensuring that students know what resources are available and how those resources will benefit them. Institutions can reach Hispanic students through targeted marketing. In addition to increasing awareness about available resources, an effort should be placed on enhancing transparency with how the institution is utilizing federal funding and meeting the needs of their Hispanic students and what initiatives are in place.

Furthermore, it is critical that the definition of what an HSI is and how an institution becomes an HSI is analyzed and redeveloped. While it is important that a percentage of enrolled students are Hispanic, this should not be the only requirement. The purpose of an HSI is to provide support for Hispanic students. In order for institutions to be designated as an HSI, a mandate should be included requiring institutions to have an established mission statement or resources with a specific focus on supporting Hispanic students in addition to the institution demonstrating a history of service toward the Hispanic community.

5.4. Practitioner Recommendations

To better support Hispanic students, institutions should offer orientation programming and materials in Spanish in an effort to engage and support parents who may not speak English fluently (Witkowsky et al. 2018). In order for an institution of higher education to provide appropriate support for Hispanic students, the institution must understand the background and perspective of the students and how their intersecting identities impact their experiences (Guardia and Salinas 2018). Through the redevelopment of the requirements for becoming designated as an HSI, Hispanic students will have access to institutions with a demonstrated desire to support their students.

Considering the campus climate, a focus should be placed on promoting visibility and providing training to faculty and staff. Representation is more than having queer and Hispanic faculty and staff members. This includes incorporating queer and Hispanic topics into the curriculum and having institutional events, visible DEI initiatives and policies, and anti-discrimination policies. The use of inclusive language is also an important component. Practitioners should develop and implement guidelines for inclusive language across campus materials and communication.

Training and professional development opportunities are important for faculty, staff, and the campus community. Training courses should provide an overview of identities held by the student population and cultural norms. Additionally, bystander intervention training should be offered to equip students, staff, and faculty with skills and knowledge to address bias and create a culture of support. It is also important to advocate for inclusive policies. Practitioners should work toward policies and practices that are inclusive of all students.

With there being no requirement for institutions to have an established mission to support Hispanic students, practitioners must make an intentional effort to clearly define their mission at the institution, both professionally and as a department, on how they will support their students based on the designation held by the institution.

6. Conclusions

With campus climate playing an important role in engagement and academic performance for both queer students and Hispanic students, institutional diversity and support for queer Hispanic men is an important component. HSI designations are established due to a change in student enrollment and not a direct institutional mission to serve Hispanic students. While an institution may have genuine intentions for becoming an HSI, the minimum threshold for becoming an HSI does not require or consider this. Oftentimes, HSIs are also PWIs. Participants expressed a belief that an HSI designation was just an award or funding boost that institutions sought, rather than institutions having an intentional desire to support and serve Hispanic students. For HSIs in particular, these challenges highlight the need to move beyond enrollment-based designations and toward an active, sustained, and intentional commitment to dismantling inequities. As attacks on DEI continue, institutions must resist complacency and invest in alternative strategies to affirm and protect queer Hispanic students, ensuring that servingness is not just a label but a lived reality on their campuses. This chapter addressed the perceptions of queer Hispanic men regarding HSIs on whether their institution truly serves their needs based on the identities they hold. Recommendations for rethinking the HSI designation and developing intentional programs and policies to support both Hispanic and queer students enrolled at HSIs were presented.