Research & Publication
Publications
Queering the Query: A call to HSI Community Colleges to include LBGTQ+ Latinx Students
González, Á., & Cataño, Y. (2022). Queering the Query: A call to HSI Community Colleges to include LGBTQ+ Latinx Students. About Campus 27
Examining Hispanic-Serving Institutions (HSI) Policy Implementation for LGBTQ+ Latinx Students at California Community
Cataño, Y., & Gonzalez, A., (2021) Examining Hispanic-Serving Institutions (HSI) Policy Implementation for LGBTQ+ Latinx Students at California Community, AHSIE Journal
We want to call attention to both the LGBTQIA + and Latina/o community, the LatinX community. We examine the way in which current data collection tools fail to analyze students through an intersectional lens, which is key and needed to equitably respond to their needs. Efforts we have embarked in are analyzing publicly available documental data is reviewing websites, promotional materials, reports, HSI abstracts, and social media.
Recently, scholarship around HSI community colleges has emerged and near to none has explicitly centered LGBTQ+ Latinx students. This content analysis study examines HSI policy implementation in the San Diego region through a critical policy analysis, multidimensional conceptual understanding of servingness, and queer theory lens. Recommendations for policy and practice on how current servingness can be inclusive of LGBTQ+ Latinx students are provided.
Exploring the role of women as validating agents in Latino male transfer success
Vasquez, M., Gonzalez, A., and Cataño, Y., (2021) Exploring the role of women as validating agents in Latino male transfer success, ASHE National Conference 2019, Portland, OR
This phenomenological study explored how women served as validating agents for Latino men who transferred from a community college to a four-year institution. Informed by Rendón’s theory of validation, participants expressed numerous ways in which women figures (e.g., mothers, sisters, significant others) were sources of validation across their pre- and post-transfer experience. Findings yielded the need for increased involvement of women in men of color initiatives, compensation for emotional labor performed by women, and engagement opportunities for women family members.
Queering HSIs: An environmental scan of community colleges
Gonzalez, A., & Cataño, Y. (2020) Queering HSIs: An environmental scan of community colleges, The Journal of Applied Research in Community Colleges
As Latinx student enrollment increases across higher education, in particular at community colleges, there is a trend of community colleges emerging as Hispanic Serving Institutions (HSIs). Although many institutions gain a HSI designation, critiques from scholars around how institutions demonstrate "servingness" continue to transpire, especially when taking into consideration queer Latinx students. This article utilizes an environmental scan of community colleges that form part of the Southern California Consortium of Hispanic Serving Institutions (SCCHSI) to further explore the need for more holistic and intersectional support for Latinx students at HSI community colleges.
Survival of Latinx/e Pláticas of Latinx/a/o Scholars During a Global Pandemic
ERES HSI will provide a variety of tasks based on the needs of each institution to assist with preparing said institution to apply to become an eligible Hispanic-Serving Institution. In addition, ERES HSI will provide guidance to college leadership, faculty, and key stakeholder groups to best position them to apply for eligibility and secure grant-funding opportunities via the three discretionary grants available.
CCPA Annual Chapter Awards
Outstanding Dedication to Equity and Social Justice
NASPA Latinx/a/o KC
Mena/Valdez Award
Awards
NASPA LKC Pre-Conference
Community College Professional Scholarship
ACPA Award
Voices of Inclusion
Presentations
Centering Queer and Trans* Voices: Queering STEM Spaces at HSIs (2023)
Through this presentation, we critically engage in a plática centering on what we know or do not know about the experiences of Queer and Trans* Latinx/e students in STEM spaces at HSIs. Currently, there is a lack of research that centers the nuances of Latinidad and LGBTQ+ identities. We aim to continue to push the boundaries of HSI servingness to critically reflect on our roles in academia that can better support this subset demographic.
Transfronterizx Queer Excellence in Education (2022)
Discussed the ways in which the border identity has impacted our personal journeys in academic spaces. How these identities are negotiated and how these impact our experiences and career trajectories.
Navigate your Next Career & Leadership Step (2021)
Challenged traditional ways of thought as it pertains to intersections of identity within the community college context. Visibility, validation, and safety of LGBTQ+ identities are still something missing in higher education, especially at community colleges. Such a lack of spaces for students to feel valued, safe, and seen impact to LGBTQ+ students’ sense of belonging and academic success.
This phenomenological study explored the ways women served as validating agents for Latino men who had transferred from a community college to a four-year institution. Informed by Rendón’s theory of validation, participants expressed numerous ways in which women figures (e.g., mothers, sisters, significant others) were sources of validation across their pre and post-transfer experience.
Queering of HSIs: An Environmental Scan of Community Colleges (2019)
In a roundtable discussion, new scholarship shows up in complicating the role of HSI’s by bringing a lens of intersectionality. The Council for the Study of Community Colleges (CSCC) Conference offered a place to discuss the topic with other practitioners and other scholars in the field trying to navigate the complexity of identities while shedding light on the role that Hispanic-Serving Institutions and their eligibility, the policy, and the community college context have a role in creating spaces for Latinx students who hold multiple identities.
How do community college HSIs expand their servingness to Latinx students? (2019)
How community colleges with the help of Title III and Title V grants can move from Hispanic-Serving Institutions to Latinx Serving Institutions. This presentation provided a deep dive into the impact of identity on the institutionalization of grant funds and services.
ERES HSI will provide a variety of tasks based on the needs of each institution to assist with preparing said institution to apply to become an eligible Hispanic-Serving Institution. In addition, ERES HSI will provide guidance to college leadership, faculty, and key stakeholder groups to best position them to apply for eligibility and secure grant-funding opportunities via the three discretionary grants available.
Being a Successful Hispanic Serving Institution & Latinx through the Power Storytelling (2018)
The purpose of the Diversity Dialogues at Cuyamaca College is to offer workshops on variety of diversity awareness and social justice topics. As a Hispanic-Serving Institution, Cuyamaca partnered with Yolanda Catano to discuss the power of storytelling through a Latinx lens to increase student engagement.
As co-founder of the Latinx Alliance at San Diego Mesa College, Dr. Yolanda was featured as a speaker to discuss her role working as an Administrative Technician for the college’s Title III, HSI STEM Conexiones Grant and discuss her personal and professional trajectory within higher education.
Equity work is hard and arduous. A group of female leaders came together for Campus Equity Week to talk about their work and how this has added value to the college by advancing equity at the college.
Parents are key in helping GEAR UP’s goal of encouraging the path to college. Our research will provide qualitative data gathered with low-income Latin@ parents whose children were enrolled in the GEAR UP Palomar Partnership program in San Diego. Our interviews revealed that Latin@ parents have strong desires to participate in their children’s schooling, which can be thwarted by a negative school climate and language barriers. We discovered the diverse ways that parents are involved in their children’s education. Participants of the program learned how GEAR UP can build upon parent’s strengths to increase their participation in GEAR UP and their children’s schools.