Faculty as institutional agents for low-income Latino students in science, technology, engineering, and mathematics fields at a Hispanic-serving institution

Despite the exponential growth of Latinos during the past decade and an increase in higher education participation, there continues to be a gap in degree attainment compared to other ethnic and racial groups in this country. This gap is even greater for low-income Latino students seeking a degree in STEM fields. A proposed solution for this gap has been the designation of funding for institutions with high Latino enrollment, known as Hispanic-Serving Institutions. However, little is known about the impact that these institutions have on student outcomes and even less, on how being Hispanic-Serving influences the practices of those who teach and lead within this context.;The purpose of this qualitative study was to identify the ways in which faculty, who were nominated by students, acted as institutional agents for low-income Latino students in science, technology, engineering, and math (STEM) disciplines at Esperanza University, a four-year public Hispanic-serving Institution (HSI). The interviews of the five students and six faculty members who participated in this study reinforced the significance of student-faculty relationships, as those relationships facilitate the students' integration into the academic and social fabric of the institution. Their stories illustrated the different forms of support that faculty offer their students, which characterizes them as institutional agents. The results of this study affirmed that faculty members are in a position to contribute positively and significantly to the educational experience and success of low-income Latino students, specifically those in high demand fields like STEM.