Abstract
Minority Serving Institutions (MSIs) emerged in response to a history of racial inequity and social injustice due to racial and ethnic minorities’ lack of access to Predominately White Institutions (PWIs). Enrolling 20% of the nation’s college students, MSIs are an integral part of U.S. higher education. The purpose of this paper is to highlight the contributions that MSIs are making to postsecondary education, specifically contributions related to performance with men of color; teacher education; science, technology, engineering, and mathematics (STEM) education; and outcomes measures within two-year MSIs. We use descriptive statistics from the National Center for Educational Statistics and the National Science Foundation to call for deep consideration of the unique mission MSIs serve, especially with regard to educating low-income students of color within the universe of outcomes and performance-based evaluation. We conclude with recommendations and implications for policy.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
