In this dissertation project I explored the Hispanic-Serving Institution (HSI) construct at San Diego City College (SDCC) and San Diego State University (SDSU), and as a result of the research I took action to train at SDSU as a marriage and family therapist specialized in serving San Diego regional K-16 public education systems. The in-depth critical case study of SDCC and SDSU showed that the HSI construct has shifted from a federal higher education policy to an indicator for the need for instructors, counselors, and education-based therapists prepared to address the cultural-historical trauma that underpins Latina/o education at all levels. This research represents the first exploration of the HSI construct within the SDCC and SDSU campus communities that moved beyond the federal higher education policy perspective, and that underscored the construct's relationship to the history of the Chicana/o studies, bilingual education, and education counseling disciplines, and the local trauma-informed (TI) education movement. This discussion about HSI construct research at SDCC and SDSU offers a conceptual framework that provides guidance for further service and research in local K-16 public education systems. This case study progressed and finished differently than initially planned, but it positively influenced and affected my experience as an HSI campus community Member; and compelled my personal transformation as an instructor, counselor, education-based therapist, and researcher of Latina/o education. Keywords: Chicana/o Studies, Hispanic-Serving Institution, Latina/o Higher Education
