Toward Opportunity-Centered Institutional Logics: Evidence from Hispanic-Serving Institutions and Science Equity Efforts

Abstract

ABSTRACT In U.S. 4-year postsecondary institutions, predominant institutional logics — the embedded assumptions that guide organizational action — have traditionally focused on prestige seeking via acquisition of resources, reputation, and research capabilities. This focus can hinder the design and implementation of teaching approaches and structures that support equitable student experiences and outcomes, particularly for minoritized students. This study examined the institutional logics guiding the organizational behavior of four broadly accessible Hispanic-Serving Institution (HSI) computer science departments. All were participating in a multi-institutional network of HSIs designed to advance science equity efforts and postsecondary attainment for Latinx students in the discipline. A multiple case study of these four departments included 63 interviews with faculty and administrators, 69 observations of departmental activities, and extensive participant-observations of the network before, during, and after site visits. Data analysis revealed three themes — inclusivity, talent development, and cultural responsiveness — that indicate how departmental personnel employ institutional logics alternative to prestige-seeking institutional logics. The paper discusses the implications of these alternative institutional logics, characterized as opportunity-centered logics, to effect equity-focused institutional transformation, strengthening of HSIs’ capacities to serve Latinx and minoritized students, and inclusive efforts in science.