Minority-serving Institution Research Articles

Itinerant Entrepreneurs: #bigger6, Digital Humanities Pedagogy & Minimal Computing

Abstract: This article offers insight into the creation of a project-based graduate seminar that relied on collaboration, play, student agency, and practice to understand the powerful Bigger 6 Global Romanticism movement. By deploying Digital Humanities pedagogy and minimal computing, these first-generation students at a minority-serving institution began to understand that the literary voices heralding the Industrial Revolution and mechanization of print culture were immigrant, non-white, or female. The culminating digital project, "The Bengal Annual: A Digital Exploration of Non-Canonical British Romantic Literature," explores what can be accomplished in a single semester as "itinerant entrepreneurs" of Digital Humanities.

Perceptions of police as a moderator between negative experiences and mental health symptoms.

Negative experiences with police present serious risks for mental health. However, interpretation plays a meaningful and little understood role in the effects of those experiences. This study expands on previous work exploring coping responses to negative police experiences and investigates the relation between negative experiences with police and mental health outcomes. Participants (N = 198) were from a diverse sample of young adults at a minority-serving institution. Black/African American, Hispanic/Latinx, and Middle Eastern/North African participants reported significantly more negative police experiences than White and Asian/Asian American participants. Black/African American and Hispanic/Latinx also showed more negative perceptions of police. Negative police experiences were positively related to depression but not posttraumatic stress symptoms. There were also meaningful interactive effects between negative experiences and perceptions of police on levels of posttraumatic stress and depression, suggesting negative perceptions of police may buffer negative effects of negative police experiences. Our findings point to the importance of addressing negative encounters with police as mental health stressors, as well as effects of crucial differences in perceptions of police by race. This research contributes to a growing understanding of the complex nature and effects of experiences with police on mental health.

Implementation and Evaluation of a Multi-level, Place-Based Tobacco Prevention and Control Program at a Minority-Serving Institution in Texas.

Multi-level, place-based interventions have proven effective at promoting a range of health behaviors, including tobacco control and discouraging the uptake of tobacco products. This paper describes the implementation and impact of a 3-year, multi-level tobacco prevention and control program at a community-college minority-serving institution (MSI) on the Texas Gulf Coast within the context of a broader multi-sector, cross-functional health coalition. The intervention studied included a tobacco-free policy, a large-scale communication campaign highlighting parts of the intervention and prevention and cessation resources. The intervention was bolstered by the support of a community-led Steering Committee and tobacco control experts. Results from the first 3years of implementation show that tobacco-free policies were largely supported by community members, awareness of the policy increased over time, and tobacco prevention and cessation resources were successfully embedded into campus norms. This multi-component approach shows how a community college was able to effectively reach students and staff on their campus to increase awareness of both the campus tobacco-free policy and the availability of tobacco prevention and cessation resources. Additionally, it also offers lessons for future tobacco prevention and control work in higher education.

Diversity’s (in)visibility at two Hispanic Serving Institutions: how the whiteness of higher education constrains racially diversifying the K-12 teaching force

PurposeMost research about combating the whiteness of teacher education neglects to analyze the whiteness of the higher education institutional contexts housing teacher preparation programs. This gap also holds true within research exploring Minority Serving Institutions’ potential to graduate large numbers of teachers of color. Consequently, this paper aims to argue that without strong institutional commitments to dismantle the whiteness of higher education, Hispanic Serving Institutions (a type of Minority Serving Institution) compromise their potential to robustly prepare and graduate K-12 teachers of color.Design/methodology/approachDrawing on an inductive qualitative analysis of interviews with teacher educators of color and students and a deductive qualitative analysis of publicly available data at two Hispanic Serving Institutions, this paper uses Critical Race Theory tenets of lived experience and intersectionality.FindingsBoth institutions enacted diversity commitments. However, findings demonstrated that institutional support neglected the multiple oppressive systems impacting students of color. Additionally, prioritizing (White) research norms invisibilized faculty of color in higher ranked professorial roles and compromised faculty pedagogy.Originality/valueFindings address lesser known analyses of how the intersections between institutional climate, teacher education programs and the unique Hispanic Serving Institutional context impact student/preservice teacher and faculty/teacher educator racial diversity, demonstrate the necessity of using an intersectional lens when analyzing preservice teacher and teacher educator of color experiences, and demonstrate how racially diverse, multicultural higher education contexts can still invisibilize diversity.

Exploring the Social Exchange of Manhood and Masculine Norms Among Black Heterosexual College Men

ABSTRACT Traditional masculine norms state men are tough, protective, and sexually assertive. Young Black men must weigh the rewards and costs of adhering to or deviating from these norms within the college environment, as their choices can be detrimental to their health. Using the ecological-exchange framework, we examined adherence to or deviation from traditional masculine norms from focus groups with 13 Black heterosexual men at two Historically Black Colleges and Universities (HBCUs) and one Minority-Serving Institution. Participants formed their masculinity through experiences with male role models and mothers but felt conflicted in their need to adhere to or deviate from norms. This reflects the processes men go through to develop their masculinity and highlights needed interventions focused on cultivating healthy masculinity.

Negotiating the Complexities and Polysemy of the Notion of Interculturality in Higher Education: Views from Students at a Minority-Serving Institution

Negotiating the Complexities and Polysemy of the Notion of Interculturality in Higher Education: Views from Students at a Minority-Serving Institution

The influence of COVID-19 on health seeking behaviors among students attending a minority-serving institution in the U.S

Objective: The goal of this research was to examine the effects of COVID-19 on health seeking behaviors among students attending a minority-serving institution (MSI). Participants: Students [N = 580, M age (SD) = 27.7 ± 9.1 years] from a midsized university in the U.S. Methods: Cross-sectional survey, distributed between February-March 2021, assessing visits with a healthcare professional before and during the pandemic. Comparison by time and between groups using McNemar’s test and ordinal logistic regression. Results: In-person medical care decreased during the pandemic (p = 0.096). Higher frequency of doctor visits pre-pandemic resulted in less contact with students’ healthcare providers during the pandemic (p < 0.001). Those that indicated their health status as Excellent were mostly likely to visit their healthcare provider in-person during the pandemic (p = 0.026). Virtual contacts with their healthcare provider increased during the pandemic (p < 0.001). Conclusions: The COVID-19 pandemic has changed health seeking behaviors among students attending an MSI.

Build Your Own Robot Friend: An Open-Source Learning Module for Accessible and Engaging AI Education

As artificial intelligence (AI) is playing an increasingly important role in our society and global economy, AI education and literacy have become necessary components in college and K-12 education to prepare students for an AI-powered society. However, current AI curricula have not yet been made accessible and engaging enough for students and schools from all socio-economic backgrounds with different educational goals. In this work, we developed an open-source learning module for college and high school students, which allows students to build their own robot companion from the ground up. This open platform can be used to provide hands-on experience and introductory knowledge about various aspects of AI, including robotics, machine learning (ML), software engineering, and mechanical engineering. Because of the social and personal nature of a socially assistive robot companion, this module also puts a special emphasis on human-centered AI, enabling students to develop a better understanding of human-AI interaction and AI ethics through hands-on learning activities. With open-source documentation, assembling manuals and affordable materials, students from different socio-economic backgrounds can personalize their learning experience based on their individual educational goals. To evaluate the student-perceived quality of our module, we conducted a usability testing workshop with 15 college students recruited from a minority-serving institution. Our results indicate that our AI module is effective, easy-to-follow, and engaging, and it increases student interest in studying AI/ML and robotics in the future. We hope that this work will contribute toward accessible and engaging AI education in human-AI interaction for college and high school students.

Navigating Risk:: Understanding Chronic Disease Factors in Delaware's College Population.

This study aimed to assess the prevalence of chronic disease risk factors among college students, particularly within a minority-serving institution in Delaware, to inform targeted prevention efforts. A quantitative cross-sectional research design was employed, administering surveys to 457 students at Delaware State University over a three-year period. Surveys assessed tobacco use, physical activity, and dietary habits. Descriptive statistics were used to analyze the data. The majority of respondents were people of color (83%) and female (74%). Significant findings included 24.1% reporting trying tobacco cigarettes, 4.9% smoking in the last 30 days, and 37.2% trying e-cigarettes, with 11.8% vaping in the last month. Regarding physical activity, 65.6% reported being active for 120+ minutes per week, while only 5.7% consumed four or more servings of vegetables daily. Behavioral disparities were observed, with more males reporting tobacco use but also higher engagement in physical activity compared to females. Nutritional intake was inadequate for both genders. Convenience sampling may limit generalizability, highlighting the need for larger, randomized studies. Colleges are pivotal settings for promoting healthy behaviors and addressing chronic disease burdens. Integrated approaches involving education, policy changes, and community engagement are crucial. Investing in health promotion programs is essential for cultivating a healthier future population. This study underscores the importance of preventive measures and equitable access to resources for addressing chronic disease risk factors among college students.

Para mi gente: Community responsive civic practices at Hispanic Serving Community Colleges

AbstractThis article presents research on the role of educators at a Hispanic Serving community college in the civic development—the capacity to be socially and/or politically civically engaged—of Latinx students. The article presents educators’ perceptions of, and pedagogies used to promote, the civic development of Latinx students and communities at a federally designated Hispanic Serving Institution (HSI) community college. The community college serves a region that has historically disenfranchised, excluded, and dismissed Latinx and other immigrant groups from fully incorporating into the civic fabric of the region. We present findings from interviews with educators (i.e., faculty, counselors, administrators, and staff), and document and website analysis to undercover the pedagogies that support the civic development of Latinx students and communities. The need to study the connection between HSIs, community colleges, and civic engagement is imperative because these colleges can serve la gente de la comunidad by promoting service to communities and developing leaders to evoke social and community change. This study contributes to the understanding of the critical role of Minority‐Serving Institution (MSI) community colleges and presents practical approaches to promoting the civic development of underserved Latinx communities.

The path to success is about more than grades

Abstract Family responsibilities, work commitments and financial stress are among the reasons why students might drop out of university. Sinjini Mitra and Yi Zhang used statistics at their minority-serving institution to explore the role of non-academic factors in student success

Abstract B040: Understanding disparities in clinical trial enrollment: A study of screen failures to phase I clinical trials in a minority-serving institution in the post-COVID period

Abstract Background: Phase 1 clinical trials offer a novel therapeutic option to individuals who have progressed past standard of care treatment and valuable data oncological field advancement. Previous research has shown that a significant proportion of patients referred for clinical trials do not meet eligibility criteria and are considered screen failure (SF) after consenting and even more patients referred are pre-screen failure before consenting (PSF). In addition, historically, the rate of clinical trial enrollment has been low in underrepresented minorities. These SF rates and disparities could have further increased due to COVID challenges. In this study, we aim to define the most common reasons for SF and study disparities in trial enrollment demographics in the post-COVID period. Methods: A cross-sectional sample of patients referred to the Sylvester Comprehensive Cancer Center Phase I Clinic during the pre-COVID period (11/2018-12/2019) and post-COVID period (11/2021-12/2022) was analyzed. Patients’ demographics, malignancies and SF patterns were analyzed. Reasons for SF were categorized as: cancer progression, clinical trial ineligibility, lack of applicable trial, system delays due to staffing, patient hesitancy/refusal or loss to follow-up. Chi square tests were then used to analyze the SF rate based on patient demographics. Results: During the pre-COVID period, 98 patients consented and 75 enrolled with a screen failure of 21.4%, compared to the post-COVID period when 101 patients consented and 74 enrolled with a screen failure of 27.7%. During the post-COVID period, 69 patients were PSFs, and 4 patients waitlisted and never consented. Of the PSF (n=69), 37 (55%) were female, 27 (40%) were Hispanic, 10 (15%) were Black, and 1 (1%) was Asian. The majority of PSFs were patients with thoracic cancer (45.5%), followed by GI (19%) and GYN malignancies (16.1%). The main reasons endorsed for PSFs were patients refusal/loss to follow up (35%), not consented due to system delays (20.5%), cancer progression (20.5%), trial ineligibility (17%), and lack of applicable trial (7%). When using chi square tests to analyze the prescreen failure vs. enrollment rate based on patient demographics, there was no statistically significant difference between race (p=0.19), ethnicity (p=0.45), or gender (p=0.22). Conclusion: Though the number of patients enrolled in the pre- and post-COVID period was similar, the rate of screen and prescreen failures differed. Trial design ineligibility, patient hesitancy/loss to follow up, and systemic challenges due to staff shortages contributed to SFs in the post COVID period. Staff shortages after the COVID-19 pandemic affected Phase 1 trial enrollment but was not the predominant SF reason. Studies to address clinical trial complexity and issues of patient hesitancy and withdrawal from clinical trial process are needed. The lack of demographic disparities in enrollment and SFs suggest that these system issues did not disproportionately affect any demographic group in this diverse cohort. Citation Format: Sapna A. Kedia, Rakhi Modak, Nora A. El-Abbar, Jaime R. Merchan, Estelamari Rodriguez. Understanding disparities in clinical trial enrollment: A study of screen failures to phase I clinical trials in a minority-serving institution in the post-COVID period [abstract]. In: Proceedings of the 16th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2023 Sep 29-Oct 2;Orlando, FL. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2023;32(12 Suppl):Abstract nr B040.

Leveraging PDS teacher preparation grants: a majority–minority research university’s approach to increasing the diverse teacher pipeline

PurposeA primary goal of the Collaboration and Resources for Encouraging and Supporting Transformations in Education (CREST-Ed) program was to increase the number of highly qualified, minoritized teachers committed to teaching in minority-serving, high-need school districts. This study's purpose was to evaluate the CREST-Ed program's impact on teacher residency outcomes using multiple sources of program evaluation data collected during the five-year grant.Design/methodology/approachThis study of a federal Teacher Quality Partnership (TQP) grant at Georgia State University (GSU), a minority-serving institution (MSI) and research university, shows teacher residency programs can improve the diverse teacher pipeline. The grant, CREST-Ed, provided professional development schools (PDS) support for four urban and 23 rural school districts through partnerships with GSU, Albany State University (ASU) and Columbus State University (CSU).FindingsThe study findings suggest that teacher preparation grants can be leveraged to recruit traditionally minoritized teachers of color to increase the diverse teacher pipeline and strengthen PDS partnerships.Originality/valueBoth urban and rural PDSs could benefit from teacher residency programs like the CREST-Ed model that catered to the unique needs of each school and partnership district.

57 Using an Eid Framework at a Land-Grant, Hispanic Serving and Minority Serving Institution

Abstract This session will provide participants with an overview of how an Equity, Inclusion and Diversity framework informs initiatives and strategies at a land-grant, Hispanic Serving and Minority Serving institution. Participants will learn about strategic tools that can guide their equity, inclusion and diversity work across their institutions and community outreach. The session will include interactive participation.

Addressing Equity Asymmetries in General Chemistry Outcomes Through an Asset-Based Supplemental Course.

Undergraduate first-semester general chemistry (GC1) functions as a gatekeeper to STEM degrees, asymmetrically impacting students who are nonwhite, from lower socioeconomic groups, non-native English speakers, two-year college transfers, and first-generation in college. Nationally, just under 30% of students earn grades of D, F, or withdraw (termed DFW) in GC1; however, DFW rates are much higher for subgroups underrepresented in STEM occupations. Socioeconomic inequalities tend to increase over an individual's lifetime due to the magnification of cumulative disadvantage. Because undergraduate degrees correlate with higher employment and STEM occupations correlate with higher earnings, GC1 represents a critical path point where disparities can be interrupted. The most common strategy employed for GC1 is deficit remediation for students determined to be at risk of DFW. Unfortunately, extensive evidence demonstrates that the use of remediation strategies for GC1 does not sustain benefits for students. In this work, an asset-based approach, less prevalent in higher education than preuniversity, was employed to stress test theories about interrupting disparities in STEM education. This causal-comparative study involving 1,807 observations reports on a 1-credit asset-based supplemental course in which DFW-potential students at a minority-serving institution coenrolled during six semesters. The study outlines this intervention, its impact on GC1 outcomes, and its potential residual impact on progression to the next course in the general chemistry sequence (GC2). Descriptive and hierarchical inferential analysis of the data revealed socially important patterns. The asset-based intervention successfully attracted students with greater cumulative disadvantage. The intervention closed asymmetries between students identified as DFW-potential and ABC-potential in GC1 when a nontraditional curriculum was used but not when a traditional curriculum was used. Mixed results and contingent effects were found for the intervention's impact on subsequent course outcomes. Taking at least 11 credits in the semester of taking GC1 provided an inoculate for participants in the asset-based intervention, increasing the likelihood of passing GC2.

Peer leader perspectives from a PLTL implementation in a Hispanic-serving institution.

Peer-Led Team Learning (PLTL) is a pedagogical approach that has been shown to benefit all students, especially underrepresented minority students and peer leaders in Science, Technology, Engineering, and Mathematics (STEM) disciplines. In this work, we present results from our study of the impact of PLTL on our peer leaders from a controlled implementation in general biology, general chemistry, and statistics courses at a Hispanic-serving, minority-serving institution. More specifically, we have measured our PLTL program's impact on our peer leaders' skill development, engagement with the subject material, and sense of belonging as peer leaders. Weekly peer leader reflections analyzed using the Dreyfus model exhibited a consistent set of skills, while those analyzed using the Pazos model revealed a consistent type of student-peer leader interactions, allowing for peer leaders to be assigned to specific levels in the hierarchy of each of the models. Analysis of eight skill-based Likert-scale questions on the SALG survey showed an overall positive shift at the highest level. Independent of the skill or interaction level of the peer leader, we observed several instances of peer leaders acknowledging development in their communication skills, sincere attempts at creating an engaging classroom, and a deep investment in their student's success. Peer leaders also reported improvements in understanding of the subjects they were teaching, wanting to persevere and solve problems independently, and feeling passionate about helping other students.

Preliminary Effects of a Guided Self-Change Intervention on Perceived Risk and Self-Efficacy in University Students Engaging in Cannabis or Alcohol Misuse.

Guided Self-Change (GSC) is a Motivational Interviewing (MI)-based early intervention program, infused with Cognitive Behavioral Therapy (CBT), for individuals with substance use problems. In this study, we implemented a 4-session GSC program with the innovative addition of mindfulness-based techniques at a minority-serving institution to reduce substance use and negative consequences among self-referred university students. We investigated processes that may be associated with behavior change, including perceived risk of use and self-efficacy ratings among university students who reported their primary substance of choice was cannabis (n = 18) or alcohol (n = 18). The sample of 36 participants (Mage = 24.4, SDage = 5, range 18-37) mostly identified as female (58.3%), then male (41.7%); 52.8% identified as Hispanic/Latine, 22.2% as Black or African American, and 19.5% as a sexual minority. Among cannabis primary using students, results indicated that the perceived risk of weekly cannabis use, confidence to change, and readiness to change showed statistically significant increases from pre- to post-assessment. Among alcohol primary using students, confidence to change and readiness to change showed statistically significant increases from pre- to post-assessments. All results yielded large effect sizes, which may be inflated due to the small sample size. Findings suggest that over the course of participation in a brief, 4-session targeted GSC program, there were significant increases in perceived risk and self-efficacy among minority university students who engage in primary cannabis or primary alcohol use.

Lessons Learned From a Community–University Partnership to Increase HIV Testing Services for Emerging Adults at a Minority-Serving Institution

The success and advancement of HIV prevention efforts with emerging adults from minority communities requires continued and diligent collaboration between researchers, community members, and community-based organizations. This paper provides an overview of a 3-year collaboration between a Minority Serving Institution of Higher Education, and a grassroots, minority servicing HIV prevention agency. In South Florida, a geographic area with high incidence of HIV, we relied on community-based participatory research (CBPR) to guide the implementation of culturally, linguistically, and developmentally appropriate HIV prevention programming for 18 to 24-year-old Latinx university students. The project partnership was organized around: (a) integrating community knowledge through formative research to understand needs and determine relevant risk factors, (b) building a highly collaborative relationship between a large academic institution and community-based service provider, and (c) designing and implementing ongoing, strategic environmental prevention activities through community-involved research. We describe the collaborative partnership and multiple prevention strategies that were implemented. The success of the community–university partnership was highly dependent on the depth and breadth of collaboration, mutual support, and respect among collaborators. To advance sexual health promotion programs designed for Latinx emerging adults, we describe lessons learned for future CBPR implementation that focus on involving members of priority populations in research teams, aligning project voices, navigating internal governmental systems, creating mutual and direct benefits of partnership, and utilizing networks to enhance sustainability.

Racial trauma as a risk factor for risky alcohol use in diverse college students

Exposure to potentially traumatic race-based experiences poses a risk factor for risky drinking among college students from historically marginalized racial/ethnic backgrounds. Objective: The current study examined the relationship between both the level (severity) and pattern of race-based traumatic stress (RBTS) reactions and risky drinking. Participants: The current study sample was made up of 62 male (23.5%) and 202 female (76.5%) Latino/a/x, Black, and Asian college students attending a minority-serving institution. Methods: Study participants were asked to participate in an anonymous online survey. Results: A criterion profile analysis revealed that higher scores on RBTS reactions overall, and elevated scores on RBTS – avoidance, low self-esteem, and anger, specifically, were indicative of more risky drinking. Conclusions: These findings highlight a distinct pattern of RBTS scores that may predict a vulnerability to risky drinking and underscore the importance of racial trauma healing in alcohol use prevention and intervention efforts.

Undergraduates and Political Science Research: Insights from Research Assistants in a Minority-Serving Institution Lab

ABSTRACTThis study examines undergraduate research experiences at a minority-serving institution (MSI) in a political science laboratory. Students contributed to projects in a collaborative research lab at the University of California Riverside that involves undergraduate and graduate students in projects related to health and politics. Adopting a participatory approach to research, the study’s research participants also are coauthors who co-created the research protocols; collected the data; transcribed, coded, and analyzed the data; and wrote up the findings. Our analysis of 12 in-depth interviews with current and former undergraduate research assistants (RAs) found that their work in the lab challenged their perceptions of what research is and what it means to do research; shaped their path to pursue graduate studies; developed their social and professional skills; and offered an inclusive and humanizing experience with graduate students and faculty members. Challenges that the RAs mentioned included time management, bureaucratic accounting and payroll procedures, and feelings of self-doubt; the lab’s culture of inclusion and independence mitigated some of these challenges. Our findings align with the scholarly literature that suggests collaborative research opportunities can have beneficial outcomes, particularly for students from groups that are underrepresented in doctoral programs.