Abstract
Hispanic-Serving Institutions (HSIs) serve over 63 percent of the Latine undergraduate population in the United States. While a growing literature examines how HSIs can successfully serve Latine students, few have gained an emic view from Latine students on how institutions should define servingness at HSIs and support their holistic student success. This study utilized a photovoice methodology to gain an emic perspective on institutional servingness with Latine undergraduate students (n = 9) at a HSI in Northern California. Student co-researchers identified eight themes that emerged over thirteen 3-hour sessions. The eight themes include representative photos and narratives that point to a critical, holistic definition of Latine student success at HSIs. These include a discussion of perceptions of belonging and experiences of discrimination, recognition of positive intentions by the university, and need for greater representation and Latine student empowerment by universities. Policy and practice implications are discussed.