Ethnic Diversity and Giving: Hispanic and Latino Donors in Higher Education Philanthropy

Latino and Hispanic donors represent a growing and influential segment of the philanthropic landscape, especially within the context of higher education. According to Tempel et al. (2016), philanthropy among communities of color is deeply rooted in values such as family, cultural identity, collective success, and community uplift. “There is a growing recognition that the philanthropic sector can learn from long traditions of philanthropy in communities of color” (Tempel et al., 2016, p. 337)  These values often drive giving patterns that prioritize immediate impact and visible community benefit, such as funding scholarships and student support services. A powerful example of this kind of culturally grounded philanthropy is the work of the Hispanic Association of Colleges and Universities (HACU).

Established in 1986, HACU serves as the national voice for Hispanic Serving Institutions and currently represents more than 500 colleges and universities across the United States, Puerto Rico, Latin America, and Spain. Through its advocacy, scholarship programs, and strategic partnerships with donors and corporations, HACU has played a vital role in improving college access, persistence, and graduation rates for Hispanic students (Hispanic Association of Colleges and Universities, n.d.). The organization exemplifies the giving patterns of Latino donors by focusing on student opportunity, educational equity, and representation in higher education.

Despite increasing Latino wealth and educational attainment, racial disparities in philanthropic funding persist. As Sullivan (2020) reported in The New York Times, nonprofit organizations led by Black and Latino individuals are often underfunded compared to those led by white counterparts, even when their outcomes are equally strong. This gap reveals the necessity of trusted organizations like HACU, which donors can rely on to amplify their impact while maintaining accountability to Hispanic communities.

Generational trends also affect giving behavior. Research by Kovic and Hansli (2018) found that Millennials, including a large number of U.S.-born Latinos, are just as interested in engaging with nonprofit organizations as earlier generations. They prefer transparency, impact-oriented giving, and mission alignment. These traits are reflected in HACU’s visibility and strategic communication, which includes scholarship opportunities, alumni success stories, and partnerships that focus on measurable outcomes for students.

According to Shaker and Borden’s (2020) thirty-year analysis of higher education philanthropy, donors today are more likely to give restricted gifts aimed at current student needs, particularly scholarships. Although overall giving from individuals has declined slightly compared to organizational support, Latino donors continue to contribute through both formal and informal networks. This includes supporting family members directly, contributing to churches and local education efforts, and investing in institutions like HACU that are aligned with their cultural and social values (Tempel et al., 2016).

Latino and Hispanic donors are highly engaged in education-focused philanthropy, driven by cultural values and a commitment to community advancement. HACU stands as a prime example of an organization that embodies these priorities and channels donor support into tangible benefits for students. As philanthropy becomes more aware of issues of equity and representation, recognizing and empowering Latino donor communities will be essential for ensuring inclusive and effective giving in the future.

References.

Hispanic Association of Colleges and Universities. (n.d.). About HACU. https://www.hacu.net

Kovic, M., & Hansli, N. (2018). Do Millennials care about NPOs? Intergenerational differences in attitudes towards nonprofit organizations. Voluntas: International Journal of Voluntary and Nonprofit Organizations, 30(2), 1–15. https://doi.org/10.1007/s11266-018-0008-6

Shaker, G. G., & Borden, V. M. H. (2020, March). Trends and issues: Thirty years of supporting U.S. college and university philanthropy. Indiana University Lilly Family School of Philanthropy.

Sullivan, P. (2020, May 1). In philanthropy, race is still a factor in who gets what, study shows. The New York Times. https://www.nytimes.com/2020/05/01/your-money/philanthropy-race.html

Tempel, E. R., Seiler, T. L., Burlingame, D. F., Nathan, S. K., & Stanczykiewicz, K. A. (Eds.). (2016). Achieving excellence in fundraising (5th ed.). Wiley.

Women and Philanthropy in Higher Education: Redefining Generosity and Leadership

Women are transforming the philanthropic landscape in higher education, bringing values driven leadership, collaboration, and a sustained commitment to equity and impact. Traditionally overlooked or mischaracterized as secondary donors, women are now recognized as a powerful and distinct donor population whose influence is both expanding and reshaping how institutions approach fundraising.

Women’s growing presence in philanthropy reflects broader social and economic shifts. With increases in educational attainment, income, and professional leadership roles, women are no longer just participants in giving decisions. They are often the primary decision makers. According to Shaker, Tempel, Nathan, and Stanczykiewicz (2016), women tend to approach philanthropy through a relational and values oriented lens, seeking to support causes that reflect their ethical beliefs and lived experiences. In higher education, this often translates to funding scholarships, mentoring programs, and initiatives that promote diversity, equity, and access.

A key differentiator of women’s giving is the emphasis on collective impact and long term engagement. Unlike traditional models that focus heavily on large one time gifts, women frequently contribute through giving circles, recurring donations, and volunteerism. This approach creates sustained support and a deeper personal investment in the institution’s mission (Shaker et al., 2016). For example, women led philanthropic groups such as Women in Philanthropy at the University of South Carolina or Smith College’s Women for Smith have mobilized donors to fund everything from student support services to faculty development, demonstrating how coordinated and collaborative efforts can drive transformative change.

Women also challenge assumptions about donor recognition and motivation. Rather than giving for status or naming rights, many women donors ask, “What difference will my gift make?” (Shaker et al., 2016). They are more likely to prioritize outcomes over accolades and seek meaningful engagement with beneficiaries. This orientation encourages institutions to focus not only on fundraising totals, but also on transparency, storytelling, and evidence of student success.

Furthermore, women’s giving in higher education often intersects with broader advocacy. Many women philanthropists support causes related to gender equity, racial justice, and access to education, amplifying their financial gifts with policy engagement and institutional accountability. This integrated approach creates a more holistic impact and encourages colleges and universities to adopt inclusive, student centered practices.

To engage women philanthropically, higher education institutions must shift their strategies to emphasize authenticity, relationship building, and mission alignment. Fundraisers should highlight opportunities for collaboration, showcase real student stories, and offer ongoing engagement rather than transactional appeals. In doing so, colleges and universities not only unlock significant financial resources but also cultivate a donor community that is passionate, invested, and aligned with their core values.

Women are not just donors. They are visionaries, advocates, and changemakers. As their role in higher education philanthropy continues to grow, so too does the potential for creating institutions that are more inclusive, equitable, and responsive to the needs of diverse communities.

References.

Shaker, G. G., Tempel, E. R., Nathan, S. K., & Stanczykiewicz, B. (Eds.). (2016). Achieving excellence in fundraising (5th ed.). Wiley.