Minority-serving Institutions Research Articles

Postcolonialism, culture, and values in evaluating scientific collaborations with minority-serving institutions

Postcolonial theory can be paired with a values-engaged educative evaluation approach to resist imperialism and colonialism in evaluation spaces, de-Westernize conceptualizations of diversity, equity, and inclusion, and extend the capacity of culturally responsive evaluation. Beyond the joining of the values-engaged educative approach and postcolonial theory, Collaboration Research Network theories offer another distinct but complementary avenue for exploring structural power imbalance and invisible hierarchies in science, technology, engineering, and mathematics evaluation contexts. Using these three theories, values-engaged educative, Collaboration Research Network, and postcolonial theory, this qualitative study examined the perceptions and experiences of faculty and students at three minority-serving institutions participating in a science, technology, engineering, and mathematics Center. This study aims to bridge theories traditionally used in research with evaluation frameworks to reconceptualize concepts of diversity, equity, and inclusion.

Student Health Services at Historically Black Colleges and Universities and Predominantly Black Institutions in the United States.

Student health services are associated with improved health outcomes and academic success, particularly among under-resourced college populations. This study compared student health services at Historically Black Colleges and Universities (HBCUs) and Predominantly Black Institutions (PBIs) and identified factors associated with the availability of comprehensive health services (CHS). We conducted a secondary analysis of 2022 data from the Integrated Postsecondary Education Data System (IPEDS), the Minority Serving Institutions (MSIs) Directory, and the websites of HBCUs and PBIs (n=167). Bivariate and multivariate logistic regression analyses were undertaken to identify institutional variables associated with providing CHS. Institutional variables included college type (public vs. private), MSI category (HBCU vs. PBI), undergraduate enrollment, location, and proportion of Pell grant recipients. Approximately 13% of HBCUs and 26% of PBIs offered no student health services; 65% of HBCUs and 39% of PBIs offered on-campus CHS with prescribing providers. Four-year HBCUs were five times more likely than 4-year PBIs to have CHS (p=0.014). Institutions with more Pell Grant recipients were less likely to offer CHS. Access to health care is an important social determinant of health, academic persistence, and achievement for college students. HBCUs were significantly more likely than PBIs to offer CHS. HBCUs are more likely than PBIs to have resources from federal funding, donors, and endowments that may support the development of student health centers and services. Increased funding for PBI health centers could improve access and promote health equity among the most vulnerable student populations.

If you are learner-centered and you know it, raise your hand: Perspectives on and implementation of pedagogical changes by science instructors during the COVID-19 pandemic.

Students at Minority-Serving Institutions (MSIs) faced significant hardships while trying to learn through emergency remote teaching (ERT) during the COVID-19 pandemic. Our research aims to investigate if science, technology, engineering, and mathematics (STEM) instructors thought about and enacted more learner-centered teaching practices to alleviate some of this stress encountered by their students. Using semi-structured interviews and classroom observations, we utilized inductive and deductive qualitative research methods to examine two questions: (1) To what extent were STEM instructor's perceived pedagogical changes learner-centered during ERT?; and (2) To what extent were STEM instructor's teaching behaviors and discourse practices learner-centered during ERT? Our findings revealed that during ERT, STEM instructors described using a variety of pedagogical changes that we identified as learner-centered under the Weimer framework, including ideas such as enacting flexible late policies and increased usage of formative assessment. Interestingly, we found that many of these learned-centered changes were happening outside of the classroom. Classroom observations assessing instructor behaviors and discourse demonstrated that STEM instructors enacted practices that aligned with Weimer's five constructs of learner-centered teaching. Our research highlights implications of learner-centered teaching practices for STEM instructors as well as researchers.

Making It Matter: Hagiology in a 21st-Century Classroom

In the early twenty-first century, the humanities are facing attacks on their value. At the same time, colleges and universities in the United States are pressured to retain students as funding models have shifted and become more dependent on tuition dollars, at least in public institutions of higher education. The two go hand in hand because, in this environment, faculty members need to justify what they teach as being relevant to their students, and research has shown that students are more likely to thrive and strive when they see themselves in the curriculum. This is particularly true at Hispanic-Serving and Minority-Serving Institutions. This essay is based on the following question: how do we help students recognize that hagiological texts are relevant to them in a modern world in order to meet both aims? It provides the Life of Anskar as a case study to show that when hagiology is read and analyzed in the classroom in accordance with principles of culturally relevant pedagogy, through comparison and the co-creation of knowledge, the texts provide a way for students to better understand themselves, their world, and the possibility for social justice; in other words, they, the students, matter.

Pathways to decarbonization, circular construction, and sustainability in the built environment

Purpose The built environment is responsible for approximately 40% of the world’s energy consumption, 30% of raw material use, 25% of solid waste, 25% of water use, 12% of land use and 33% of greenhouse gas emissions. Thus, environmental improvement and decarbonization are becoming increasingly critical objectives for the construction industry. Sustainable construction can be achieved through several practices, including: considering life-cycle assessment, circular construction, resource efficiency and waste management and providing eco-efficient materials, reducing energy demands and consumption and incorporating low-carbon technologies and renewable energy sources. To achieve sustainable construction goals, it is critical to educate the future workforce about decarbonization, circular construction and how to overcome the challenges involved in transitioning to sustainable construction. This study aims to understand the gap in student knowledge related to decarbonization and circular construction and the importance of incorporating these topics in civil engineering and construction management curricula. Design/methodology/approach This study surveyed 120 undergraduate and graduate students at one of the largest minority-serving institutions in the USA to understand the gap in student knowledge related to decarbonization and circular construction as well as the importance of incorporating these topics in civil engineering and construction management curricula. The authors conducted several statistical measures to assess the consistency, reliability and adequacy of the sample size, including the Kaiser–Meyer–Olkin measure of sampling adequacy, the normality test to evaluate the appropriateness of using an ordered probit regression analysis and a multicollinearity test to observe the correlation between independent variables. The data was analyzed using ordered probit regression analysis to investigate the need for a curriculum that serves in educating students about decarbonization and circular construction. Findings The results of this research highlight the gaps in students’ knowledge pertaining to sustainable practices and the importance of providing future construction workforce with such knowledge to tackle global inevitable challenges. Originality/value The findings of this study contribute to sustainable construction bodies of knowledge by advocating for a reformed curriculum to prepare the future workforce and adopt less carbonized, more circular approaches within the engineering and construction industry.

Racialized Patterns in the Distribution of Congressional Pork: Implications for Postsecondary Equity and Organizational Transformation

Troubled by the inequities in competitive grantmaking, we use critical quantitative methods to analyze the FY2023 federal academic earmarks as a potential mechanism for racialized change work. Specifically, we ask: To what extent does Congress distribute academic earmarks in ways that reinforce or weaken the racialized stratification of resources across organizations in the field? Accordingly, we identify distribution patterns of academic earmarks, considering the allocation of dollars and types of earmarks (i.e., general capacity-building versus specialized grants) across colleges and universities, between White-serving institutions and minority-serving institutions (MSIs), and among MSIs. Based on our analysis, Congress favored a racially reproductive funding portfolio, driven by smaller and more restrictive allocations, not fewer earmarks. However, the distribution of earmarks among MSIs defied normed expectations, as Congress did not privilege whiter, more prestigious MSIs, signaling the potential of pork-barrel politics for racially reparative work.

#Wematter: Creating culturally tailored health promotion content for Black and Latina college women on Instagram.

Although students at Minority-Serving Institutions (HBCUs, HSIs, TCUs, AAPISIs) have been found to make sound health choices as compared to their counterparts at Predominately White Institutions and have positive expectancy outcomes of physical activity engagement, it is consistently suggested that MSIs examine and bolster health enhancing avenues. Black and Latina women frequently use social media platforms to connect to content that can initiate and support lifestyle changes or improvements. Thus, establishing culturally relevant health related social media content geared toward Black and Latina College Women (BLCW) may be successful in achieving health-related goals. Therefore, the purpose of this study using social identity theory as a theoretical lens, was to identify the fundamental characteristics of culturally tailored health-related content for BLCW. This study employed a qualitative approach to ascertain the characteristics of culturally tailored health-related content for BLCW. Black and Latina college women were asked to provide feedback on mock culturally tailored health-related content in semi-structured focus groups. Participants discussed the authenticity and cultural relevancy of images designed to promote physical activity engagement and other healthy behaviors. Results indicated that at a minimum, culturally tailored health-related content should include an array of body shapes, authentic language and messaging, in relevant settings. Moreover, BLCW prefer content that is realistic, reflects their experiences, and embodies their relevant identities. Social media content designed to attract and promote healthy lifestyles of BLCW must be comprised of imagery and language that represent the diversity of the priority group. The findings from this study can help to establish best practices when designing content intended to strengthen wellness among college students and young adults.

The Emergence and Impact of Regional Research University Collaborations: The Rapidly Changing Landscape in University Research and Innovation

Regional universities are expanding rapidly in their research impact today. More generally, these universities are emerging rapidly in their significance and in their ability to produce rapid positive social change. Many national laboratories have developed research opportunities and shared governance through major research university collaborations, with an emphasis on nearby educational institutions. This is expanding state-of-the-art research facilities in less populated regions of the United States that were under-capitalized in research infrastructure in the past. Many regional research universities today are both Carnegie R1 (very high research) universities and Minority Serving Institutions, particularly R1 and Hispanic Serving Institutions (HSI). Twenty-one such educational institutions across the United States, including the University of South Florida, which launched the National Academy of Inventors (NAI) over a decade ago, are both Carnegie R1 universities and HSIs. Given the shift in the demographics of the United States, these minority-serving R1 research universities are likely to gain in their influence, impact, and prestige rapidly over the years to come. This paper provides a summary of the NAI panel discussion and more background information on this important topic.

Abstract A047: Increasing cancer-related community-engagement strategies among Historically Black Colleges and Universities and Minority Serving Institutions

Abstract Addressing cultural beliefs and barriers is imperative to successfully designing and implementing behavior change interventions to increase cancer screening and treatment among underserved communities. Community-based participatory research (CBPR) fosters proven strategies that reduce barriers to cancer screening in several diverse population groups. Citizen scientists are laypersons who do not have formal science training but receive training to engage in research efforts responsive to community needs. Project Brotherhood, a community-based health organization on Chicago’s southside, has developed a community engagement model known as the Murray Model. It specifically engages black men in improving their health status. One aspect is engaging black men as citizen scientists to address cancer disparities within their communities. Evidence shows that citizen scientists were better equipped to understand lung cancer risks and increased their advocacy for better health within their communities. In partnership with Project Brotherhood and the University of Illinois Cancer Center, the National Cancer Institute, Informatics Technology for Cancer Research (ITCR) Training Network (ITN) Program is scaling up the citizen scientist Train-the-Trainer program at historically black colleges and universities and minority-serving universities. The Train-the-Trainer ITCR citizen scientist program is partnering with the Morehouse School of Medicine to increase its community and academic capacities in the Atlanta metro area to address cancer disparities. Citation Format: Rohan D. Jeremiah, Marcus Murray, Maisha Standifer, LeChaun Kendall, Carrie Wright, Candace Savonen, Jeff Leeks. Increasing cancer-related community-engagement strategies among Historically Black Colleges and Universities and Minority Serving Institutions [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 A047.

Long-term mortality burden trends attributed to black carbon and PM2·5 from wildfire emissions across the continental USA from 2000 to 2020: a deep learning modelling study

Long-term improvements in air quality and public health in the continental USA were disrupted over the past decade by increased fire emissions that potentially offset the decrease in anthropogenic emissions. This study aims to estimate trends in black carbon and PM2·5 concentrations and their attributable mortality burden across the USA. In this study, we derived daily concentrations of PM2·5 and its highly toxic black carbon component at a 1-km resolution in the USA from 2000 to 2020 via deep learning that integrated big data from satellites, models, and surface observations. We estimated the annual PM2·5-attributable and black carbon-attributable mortality burden at each 1-km2 grid using concentration-response functions collected from a national cohort study and a meta-analysis study, respectively. We investigated the spatiotemporal linear-regressed trends in PM2·5 and black carbon pollution and their associated premature deaths from 2000 to 2020, and the impact of wildfires on air quality and public health. Our results showed that PM2·5 and black carbon estimates are reliable, with sample-based cross-validated coefficients of determination of 0·82 and 0·80, respectively, for daily estimates (0·97 and 0·95 for monthly estimates). Both PM2·5 and black carbon in the USA showed significantly decreasing trends overall during 2000 to 2020 (22% decrease for PM2·5 and 11% decrease for black carbon), leading to a reduction of around 4200 premature deaths per year (95% CI 2960-5050). However, since 2010, the decreasing trends of fine particles and premature deaths have reversed to increase in the western USA (55% increase in PM2·5, 86% increase in black carbon, and increase of 670 premature deaths [460-810]), while remaining mostly unchanged in the eastern USA. The western USA showed large interannual fluctuations that were attributable to the increasing incidence of wildfires. Furthermore, the black carbon-to-PM2·5 mass ratio increased annually by 2·4% across the USA, mainly due to increasing wildfire emissions in the western USA and more rapid reductions of other components in the eastern USA, suggesting a potential increase in the relative toxicity of PM2·5. 100% of populated areas in the USA have experienced at least one day of PM2·5 pollution exceeding the daily air quality guideline level of 15 μg/m3 during 2000-2020, with 99% experiencing at least 7 days and 85% experiencing at least 30 days. The recent widespread wildfires have greatly increased the daily exposure risks in the western USA, and have also impacted the midwestern USA due to the long-range transport of smoke. Wildfires have become increasingly intensive and frequent in the western USA, resulting in a significant increase in smoke-related emissions in populated areas. This increase is likely to have contributed to a decline in air quality and an increase in attributable mortality. Reducing fire risk via effective policies besides mitigation of climate warming, such as wildfire prevention and management, forest restoration, and new revenue generation, could substantially improve air quality and public health in the coming decades. National Aeronautics and Space Administration (NASA) Applied Science programme, NASA MODIS maintenance programme, NASA MAIA satellite mission programme, NASA GMAO core fund, National Oceanic and Atmospheric Administration (NOAA) GEO-XO project, NOAA Atmospheric Chemistry, Carbon Cycle, and Climate (AC4) programme, and NOAA Educational Partnership Program with Minority Serving Institutions.

Revisiting barriers to implementation of bioinformatics into life sciences education

IntroductionBioinformatics is an interdisciplinary field at the intersection of computational and biological sciences that focuses on the analysis and interpretation of large biological data sets. Although recognized as essential in the life sciences, bioinformatics is not commonly integrated in undergraduate life science education programs. Based on a national survey in 2016, the Network for Integrating Bioinformatics into Life Sciences Education (NIBLSE) published a community-sourced set of core competencies in bioinformatics education. The survey also identified barriers that prevent incorporation of these competencies into the curriculum. In the current study, the NIBLSE group reports the findings of a new survey to 509 life science educators across the US in 2022 to identify current barriers of bioinformatics integration and to determine if the landscape of bioinformatics education has changed since the 2016 survey.ResultsSimilar to previous results, a majority of respondents who currently teach bioinformatics or plan to teach bioinformatics report barriers. The top two barriers reported are students lacking prerequisite skills/knowledge and instructors lacking time to restructure course content. As in 2016, women reported experiencing barriers to bioinformatics teaching significantly more often than men; faculty from underrepresented minority backgrounds reported barriers more often than non-URM faculty; and educators at minority-serving institutions (MSIs) reported barriers more frequently than colleagues at non-MSIs. For additional insight into the barriers facing these educators, we conducted focus groups which provided qualitative data that supported the survey findings and revealed common themes including faculty perceptions of the relevance of bioinformatics in the curriculum. Despite the perceived value of bioinformatics education, many focus group members cited lack of student preparation and interest, and technological access as barriers. Participants also discussed how professional development and community support would enhance and sustain bioinformatics teaching.DiscussionTaken all together, this study indicates that challenges remain, which vary among faculty types and settings, but that more educators are attempting to integrate bioinformatics into life sciences education. In summary, our results suggest that redoubled efforts to provide training and community support to life sciences faculty is necessary.

The use of the individual development plan at minority serving institutions

The Individual Development Plan (IDP) is a common mentoring tool in higher education. Students and postdoctoral researchers can use an IDP to facilitate conversations with their mentors and create action plans to support future goals. The entire process helps mentees achieve both short- and long-term objectives. Little is known about how historically underrepresented minority groups are supported during this process. This study investigated IDP implementation at 504 minority serving institutions (MSIs) that primarily serve African American, Hispanic/Latinx, and Native-American populations. Using content analysis, we systematically reviewed the publicly available IDP tools and policies at each MSI. Although several crucial mentoring components and implementation strategies were identified, there was a noticeable absence of emphasis on multicultural mentoring guidance and psychosocial support throughout the process. Our findings offer decision-makers and faculty mentors insights into supporting minority trainees and lay the foundation for future research in the field of IDPs.

Centers for AIDS Research (CFAR) Diversity, Equity, and Inclusion Pathway Initiative (CDEIPI): Developing Career Pathways for Early-Stage Scholars From Racial and Ethnic Groups Underrepresented in HIV Science and Medicine.

There is an urgent need to increase diversity among scientific investigators in the HIV research field to be more reflective of communities highly affected by the HIV epidemic. Thus, it is critical to promote the inclusion and advancement of early-stage scholars from racial and ethnic groups underrepresented in HIV science and medicine. To widen the HIV research career pathway for early-stage scholars from underrepresented minority groups, the National Institutes of Health supported the development of the Centers for AIDS Research (CFAR) Diversity, Equity, and Inclusion Pathway Initiative (CDEIPI). This program was created through partnerships between CFARs and Historically Black Colleges and Universities and other Minority Serving Institutions throughout the United States. Seventeen CFARs and more than 20 Historically Black Colleges and Universities and Minority Serving Institutions have participated in this initiative to date. Programs were designed for the high school (8), undergraduate (13), post baccalaureate (2), graduate (12), and postdoctoral (4) levels. Various pedagogical approaches were used including didactic seminar series, intensive multiday workshops, summer residential programs, and mentored research internship opportunities. During the first 18 months of the initiative, 257 student scholars participated in CDEIPI programs including 150 high school, 73 undergraduate, 3 post baccalaureate, 27 graduate, and 4 postdoctoral students. Numerous student scholars from a wide range of educational levels, geographic backgrounds, and racial and ethnic minority groups have engaged in CDEIPI programs. Timely and comprehensive program evaluation data will be critical to support a long-term commitment to this unique training initiative.

Backtalk: Minority-Serving Institutions: Leaders in teacher education innovation

The clinical experience is one of the most important parts of teacher education, but many teacher candidates have little field experience before becoming teachers or have field experience that it reserved for the end of their program and is disconnected from their coursework. Alice E. Ginsberg, Marybeth Gasman, and Andrés Castro Samayoa share how Minority-Serving Institutions (MSIs) are developing teacher education models that enable candidates to spend more time in preK-12 classrooms throughout their education and to see how their university-level coursework connects to classroom practice. Because MSIs prioritize connecting to the community, instead of focusing primarily on research and publishing, teacher educators are able to spend more time at school sites, solidifying the connection between teacher education and the preK-12 classroom.

Pathways and Intersections: Multifaceted Approaches to Engage Individuals From Underrepresented and Marginalized Communities in HIV Research and Career Development.

The underrepresentation of historically marginalized groups in the HIV research workforce is a barrier to reaching national Ending the Epidemic goals. The Harvard University Center for AIDS Research (HU CFAR) Diversity Equity and Inclusion Working Group (DEI WG) uses a multifaceted approach to enhance the field's diversity. We established a DEI WG to improve the recruitment, inclusion, and retention of underrepresented minorities (URMs) in HIV research. We use community-based, participatory processes to establish and expand education and outreach programs about HIV care and research to better connect the HU CFAR to communities affected by HIV. This article reports on the development of the WG in July 2022, progress in its first year, and future plans. We have built a network of >50 investigators across the university for monthly meetings; partnered with existing research pathway programs for high school, undergraduate, and graduate students, directly supporting 7 new trainees and linking CFAR investigators to additional mentorship opportunities; and created 2-year Scholar Awards for 5 URM investigators in HIV. Planned work includes needs assessments for early-stage investigators to understand factors contributing to inclusion and retention and new pathway and outreach programming being developed with community partner minority-serving institutions. The HU CFAR DEI WG strives to ensure that individuals from underrepresented, marginalized, and minoritized communities have an opportunity to contribute to HIV research and that research is informed by the needs of the communities affected by the epidemic. An intersectional approach should be incorporated into HIV research pathway initiatives.

Small CBPR Grants Program: An Innovative Model to Build Sustainable Academic-Community Partnerships.

Community-based participatory research (CBPR) is an effective approach for addressing health disparities by integrating diverse knowledge and expertise from both academic and community partners throughout the research process. However, more is needed to invest in the foundational infrastructure and resources that are necessary for building and maintaining lasting trusting research partnerships and supporting them to generate impactful CBPR-based research knowledge and solutions. Small CBPR Grants Program is a CBPR-seed-funding program that may be particularly helpful to minority-serving institutions' and universities' goal to invest in genuine community-engaged participatory research. Between 2016 and 2019, the Morgan State University Prevention Sciences Research Center, in collaboration with other community and academic organizations, provided 14 small CBPR awards to new partnerships, and evaluated the success and challenges of the program over a period of three years. To achieve our goal, technical support and training were provided to these partnerships to help with their growth and success. The expected outcomes included trusting relationships and equitable partnerships, as well as publications, presentations, and new proposals and awards to work on mutually identified issues. The program's resulted in continued partnerships beyond the program (in most cases), a founded CBPR Center namely ASCEND, and several secured additional fundings. Keys to the program's success were supporting the formation of research partnerships through networking opportunities and information sessions, as well as providing small grants to incentivize the development of innovative concepts and projects. A learning network and local support group were also created to enhance productivity and the overall impact of each project.

Taking stock of campus mentoring ecosystems: a peer assessment dialogue exercise

PurposeThe purpose of this study was to examine the experiences of multiple campus teams as they engaged in the assessment of their science, technology, engineering and mathematics (STEM) mentoring ecosystems within a peer assessment dialogue exercise.Design/methodology/approachThis project utilized a qualitative multicase study method involving six campus teams, drawing upon completed inventory and visual mapping artefacts, session observations and debriefing interviews. The campuses included research universities, small colleges and minority-serving institutions (MSIs) across the United States of America. The authors analysed which features of the peer assessment dialogue exercise scaffolded participants' learning about ecosystem synergies and threats.FindingsThe results illustrated the benefit of instructor modelling, intra-team process time and multiple rounds of peer assessment. Participants gained new insights into their own campuses and an increased sense of possibility by dialoguing with peer campuses.Research limitations/implicationsThis project involved teams from a small set of institutions, relying on observational and self-reported debriefing data. Future research could centre perspectives of institutional leaders.Practical implicationsThe authors recommend dedicating time to the institutional assessment of mentoring ecosystems. Investing in a campus-wide mentoring infrastructure could align with campus equity goals.Originality/valueIn contrast to studies that have focussed solely on programmatic outcomes of mentoring, this study explored strategies to strengthen institutional mentoring ecosystems in higher education, with a focus on peer assessment, dialogue and learning exercises.

The community engagement course and action network: strengthening community and academic research partnerships to advance health equity.

Historically Black Colleges and Universities and Minority Serving Institutions are uniquely positioned to implement community-campus research partnerships based on a history of service, the pursuit of community trustworthiness and student demographics often similar to surrounding marginalized communities. The Morehouse School of Medicine Prevention Research Center collaborates with members of Historically Black Colleges and Universities, Minority Serving Institutes, and community organizations on the Community Engaged Course and Action Network. This network is the first of its kind and aims to strengthen members' ability to implement Community-Based Participatory Research (CBPR) principles and partnerships. Projects address public health priorities including mental health among communities of color, zoonotic disease prevention, and urban food deserts. To assess the effectiveness of the network, a Participatory Evaluation framework was implemented to conduct process evaluation which included review of partnership structures, operations, project implementation processes, and preliminary outcomes of the research collaborations. A focus group of Community Engagement Course and Action Network members (community and academic) was also conducted to identify benefits and challenges of the network with emphasis on key areas for improvement to further enhance the relationships between partners and to facilitate their subsequent community-campus research. Network improvements were tied to themes strengthening community-academic partnerships including sharing and fellowship, coalition building and collaboration, and greater connections and awareness of community needs through their current community-academic partnerships. The need to conduct ongoing evaluation during and after implementation, for determining the early adoption of CBPR approaches was also identified. Evaluation of the network's processes, infrastructure, and operation provides early lessons learned to strengthen the network. Ongoing assessment is also essential for ensuring continuous quality improvement across partnerships such as determining CBPR fidelity, assessing partnership synergy, and dynamics, and for quality improvement of research protocol. The implications and potential for advancing implementation science through this and similar networks are great towards advancing leadership in modeling how foundations in community service can advance to CBPR partnership formation and ultimately, health equity approaches, that are local defined and assessed.

Enhancing Academic Motivation and Ethno Racial Identity Development Through Ethnic and Racial Coalition in Minority Serving Institutions

Enhancing Academic Motivation and Ethno Racial Identity Development Through Ethnic and Racial Coalition in Minority Serving Institutions

Centering minority‐serving institutions to counter dominant narratives about leadership identity development

AbstractThis article focuses on Historically Black Colleges and Universities (HBCUs), Hispanic‐Serving Institutions (HSIs), Tribal Colleges and Universities (TCUs), and Asian American and Native American Pacific Islander‐Serving Institutions (AANAPISIs). These institution types are united by their commitments to racially and ethnically minoritized communities, expanding educational access, facilitating culturally affirming education, and developing collective and socially responsible leaders. As a counternarrative, the authors situate leadership identity development (LID) at Minority‐Serving Institutions (MSIs) to decenter whiteness in leadership scholarship and enactment and to elevate MSIs and their impact on students’ leader and leadership identity development (LID).