Minority-serving Institutions Research Articles

Considering the need for organizational resilience at hispanic serving institutions: a study of how administrators navigate institutional accreditation in Southern states

Prior literature on resilience in the Latina and Latino community focuses on student resilience. In this paper we argue that it is also important to consider organizational resilience among the colleges and universities that enroll large percentages of Latina and Latino students. Minority-Serving Institutions (MSIs) often come under undue public scrutiny, sometimes inadvertently, when policymakers evaluate MSIs using the same standards that they use for more homogeneous institutions. In this multiple case study, we consider how structures and practices can support organizational resilience across different types of Hispanic-Serving Institutions (HSIs). Because prior research suggests that MSIs are disproportionately subjected to adverse actions from institutional accreditors, we focus on studying organizational resilience within the context of the institutional accreditation process. Consistent with theory on organizational resilience, we find that the structures and practices that supported organizational resilience resulted from relatively ordinary adaptive processes. We discuss implications for theory and practice.

Enacting a Latino Male-Serving Organizational Identity: The Role of HSI Community Colleges

ABSTRACT Hispanic-serving institutions (HSIs) increasingly provide educational opportunities for underrepresented groups such as Latinx students; however, their categorization as minority-serving institutions is a function of their enrollment data rather than an explicit commitment to serving specific cultural needs. The authors of this study add to the literature on HSIs by further recognizing the need for community colleges to delve further into the different experiences of Latino males based on the intersection of race and gender. This study as part of the Texas Education Consortium for Male Students of Color explored how HSI community college might express a commitment to serving Latino males through the design and implementation of programming. The authors utilized a framework including concepts of HSI organizational identity, norms of racism in higher education, and gendered racism to conceptualize a Latino male-serving organizational identity. Findings revealed that colleges should go beyond Latino male outcomes to create a culture of commitment embedded throughout the college and not just isolated to men of color programming. This research has implications for the significant role that HSI community colleges can take in becoming leaders in serving Latino males through a purposeful and intentional commitment.

From Post‐Doc to Faculty Position: The IRACDA FIRST Program A Teaching Post‐Doctoral Fellowship

The overall goal of the Intuitional Research and Academic Career Development Awards (IRACDA) program (Fellowships in Research and Science Teaching or FIRST) has been and continues to be the combination of a traditional mentored postdoctoral research experience at Emory University or Morehouse School of Medicine, research‐intensive institutions, with an opportunity for the fellows to develop teaching skills that involve instruction in teaching methods and a mentored teaching experience at one of the Atlanta University Center (AUC) Schools (Spelman College, Clark Atlanta University or Morehouse College, all Minority Serving Institutions(MSIs)). The combined program facilitates the progress of underrepresented minority postdoctoral candidates into research and teaching careers in academia and provides all program fellows with experience at Minority Serving Institutions (MSIs) that promotes the next generation of scientists at MSIs. The program also strongly reinforces interaction among faculty at the AUC schools and their counterparts at the two research intensive institutions participating in this program. The objectives of the Program are four‐fold: (1) to enhance research‐oriented teaching at the AUC schools; (2) to increase or enhance the research backgrounds of developing scientists to conduct high quality research in an academic environment; (3) to further promote interaction between Emory University, the AUC schools, and Morehouse Medical School that will lead to further collaboration in research and teaching; and (4) to increase the number of well‐qualified underrepresented minority students entering competitive careers in biomedical research. The program has benefited the MSIs by providing support for development and recruitment of new faculty some of which are FIRST fellows and providing new courses and training opportunities for MSI students. Evaluation of the Program shows that the fellows in the FIRST Program publish at the same rate as their peers supported on T32 grants at Emory University and other institutions with IRACDA programs. The evaluation also shows that FIRST fellows enter academic positions and receive post‐fellowship grant awards at the same rate as T32 fellows (based on NIH data). As a recipient of the IRACDA FIRST fellowship, I am currently a faculty member at Georgia State University which is the largest university in the state of Georgia. It is the 15th most diverse university in the country with a minority enrollment of 46 percent. It has recently been classified as a Title V Hispanic‐serving institution. I have an active research program, teach, and provide service to the university. I continue to fulfill the purpose of the IRACDA program by developing a diverse group of highly trained scientists to address the nation’s biomedical research needs through my faculty position.

PLUS Borrowing in Texas: Repayment Expectations, Experience, and Hindsight by Minority-Serving Institution Status

After decades of college costs outpacing inflation, institutions of higher education have become less able to meet the full financial need of students (Clark, 2015) (Walizer, 2018). For families trying to fill this gap, the Federal Direct PLUS for parents (PLUS) has been an increasingly popular, but problematic, financing option. The program enables parents to incur substantially larger amounts of education debt than their college student children even though the parents, unlike their children, receive no direct economic returns on the investment. Eligibility for PLUS entails only a modest check for adverse credit, not a more thorough – and common – check of credit worthiness that reflects ability to repay the debt. Consequently, some parents with low credit scores may borrow more than they could reasonably be expected to repay, but lack some of the programmatic repayment options and protections available to student borrowers. And, because loan counseling is not mandatory for PLUS borrowers, some parents may be less informed than student borrowers. For these reasons, Trellis conducted a study of parent borrower repayment patterns and a qualitative analysis of parent perceptions of the loan process and its effect on other financial experiences. In particular, Trellis examined the experiences of parents whose children borrowed while at either an Historically Black College or University (HBCU) or a Hispanic Serving Institution (HSI) since these schools serve a higher proportion of students from low-income families who might have lower credit scores. Additionally, these minority serving institutions (MSIs) historically have been underfunded and, consequentially, often lack the financial strength to meet the full financial need of its students whose parents, in turn, become more reliant on PLUS loans to gain access to higher education for their children. This study found similarities and differences in borrowing experiences between MSI parents and Non-MSI parents.

Ethnic minority-serving higher education institutions in the United States and China: a comparative case study of two institutions

Tribal Colleges and Universities in the United States and Ethnic Minority-Serving Institutions in China play a significant role in changing the underrepresented status of American Indians and Alaska Natives (AIANs) and Chinese Ethnic Minorities (CEMs) in their respective higher education systems. This comparative study of two ethnic minority-serving institutions—Dine College in the US and Yanbian University in China—examines strategies and practices each institution uses to address challenges in serving Navajo and Korean Chinese students and communities. Through conducting semi-structured interviews with senior administrators from two institutions and AIAN and CEM content area experts, this study confirms that Dine College and Yanbian University play important roles in providing higher education opportunities and preserving indigenous and ethnic cultures and languages. From a comparative perspective, the efforts of Dine College and Yanbian University in addressing challenges differ because of their respective political and higher education contexts.

Racial disproportionality of students in United States colleges of pharmacy

ObjectiveTo describe the disproportionality of racial and ethnic people of color (i.e., minorities) among the student body in schools and colleges of pharmacy (COPs) compared to county-specific United States Census Bureau data. MethodsData were obtained from national databases and published reports from the American Association of Colleges of Pharmacy. In addition, demographic information for enrollees of minority-serving institutions and predominantly white institutions was obtained and racial disproportionality was assessed to determine the degree of concordance between enrollees and the demographics of people within the county that the school was located. Data were evaluated using descriptive statistics. ResultsCompared to the general population in counties where COPs are located, Asians are over-represented while all other students of color are underrepresented. The top schools that have a negative disproportionality rate for Black students included Thomas Jefferson University (−40.49), Wayne State University (−40.13), Philadelphia College of Pharmacy (−39.90), and the University of Tennessee (−39.74).The top five schools that have a negative disproportionality rate of Hispanic students included Loma Linda University (−45.67), California Health Sciences (−45.64), the University of Southern California (−43.79), the University of the Pacific California (−37.95), and Texas Southern University (−36.65). The enrollments within most COPs do not reflect the racial and ethnic diversity of the counties in which they are located. ConclusionsTo meet the healthcare needs of an increasingly diverse population, each institution should establish a strategic plan for increasing diversity and evaluating and adopting best practices.

Disparities Elimination Summer Research Experience (DESRE): An Intensive Summer Research Training Program to Promote Diversity in the Biomedical Research Workforce

The Disparities Elimination Summer Research Experience (DESRE) was created to provide hands-on health equity research training opportunities to undergraduate and graduate students, particularly those from backgrounds underrepresented in biomedical research. Funded by NIH's National Institute on Minority Health and Health Disparities, a total of 22 students participated in 4 annual cycles of an intensive, 6-week, full-time, residential research training program consisting of didactics, community immersion experiences, peer mentoring, ethics training, and hands-on health disparities research. Demand for the program was high; by the 4th year of implementation, more than 500 applications were received for the cohort's six slots. More than half of DESRE participants came from minority-serving institutions and/or identified as a member of a minority group. Students reported a significant increase in self-reported competency across all of the program's 26 learning objectives from pre- to post-assessment. Further, the program had a 77% success rate in promoting a career in biomedical research and/or health disparities elimination, including 100% of minority participants either entering a graduate program and/or entering careers focused on health equity. Key success factors and lessons learned are discussed.

Beyond the Black Study Abroad Experience

The lack of participation in study abroad programs by Black students is a persistent concern in international higher education. The Penn Center for Minority Serving Institutions (Gasmen, 2016), reported three main obstacles facing students of color: financial burdens, fear of anticipated racism, and finding study abroad programs of interest to them. While most scholarship on Black students studying abroad concentrates solely on increasing the number of opportunities, this article was determined to shift the focus onto the cultural gap. This paper describes the development of the 2014 Young African Leadership Initiative (YAALI) fellowship that aims to go beyond the typical study abroad experience for Black students by providing travel opportunities to Africa, combatting fear with education and mapping a collective self-reflective experience. Over 4 years of the YAALI fellowship successfully increased Black students’ participation in study abroad experiences.

US House passes sustainable chemistry bill

US science agencies will work together to develop a road map for sustainable chemistry under a bipartisan bill passed Dec. 9 by the House of Representatives. H.R. 2051 tells the White House Office of Science and Technology Policy to convene federal agencies to coordinate their work around sustainable chemistry and develop the road map. It would assess the state of sustainable chemistry, including challenges to its adoption, and lay out ways for the government to promote sustainable chemistry. The American Chemical Society advocated for the bill. (ACS publishes C&EN.) A similar bill (S. 999) has been introduced in the Senate. It is unlikely to pass by the end of the year but could come up again in 2020. H.R. 2051 was one of five House Committee on Science, Space, and Technology bills that passed in one day. Other topics included collecting data about science and science education at minority-serving institutions,

USING OSJ PUBLISHING AND TEAM PEER REVIEWS TO EXPAND SCHOLARLY WORKS FROM A DIVERSIFIED AND INCLUSIVE PERSPECTIVE

While Minority Serving Institutions (MSI) are often more teaching than research focused, promotion and tenure heavily rest on the success of being published. It is challenging to publish with high teaching loads and limited research time. A viable alternative is to publish the scholarship of teaching/learning work conducted within MSI classrooms. Open Source Journals (OSJ) assists with the publication needs of MSI faculty and can bring a more diversified andragogic practice out to the public sphere. It also allows for the publishing of more peer-reviewed journals, thus allowing for a greater expansion of diversity in the editorial process. This presentation will focus on a newly created OSJ, which focuses on MSI faculty and innovative teaching. A discussion of a team peer review process is included which focuses on the ability to be inclusive in publishing scholarly works from MSI faculty and those who work with historically underserved student populations.

MIGC 2019 SYMPOSIUM: STRENGTH IN CREATING DIVERSIFIED SPACES IN EDUCATION AND RESEARCH ON AGING

Populations of minority older adults will continue to increase at an accelerated pace in the coming decades. As such, it is increasingly important to disseminate minority aging education and research topics in spaces that will prepare gerontology scholars to address the needs of diverse elders. This symposium will highlight efforts to diversify academic spaces by scholars engaged in minority aging education and research. The first presentation describes a service-learning pedagogical approach to teaching minority aging topics to graduate students. It will discuss how a gerontological social work course seeks to offer real-world learning experiences through community partnership. The second presentation discusses an experiential learning pedagogical approach to teaching social determinants of health to graduate students at a historically Black university and highlights how to apply theoretical concepts to creating community needs assessments and health promotion programming for the local community. The third presentation discusses efforts to teach undergraduate students about older LGBT individuals, who represent a growing group of minority elders. This presentation advocates for the use of various strategies for integrating both research and pedagogical approaches to increase knowledge and awareness of LGBT aging topics. The last presentation focuses on the promotion and dissemination of scholarship produced at minority-serving institutions (MSI) through the creation of a new open-source journal. This presentation describes publication challenges for tenure-track MSI faculty and developed opportunities for inclusiveness of such scholarship. The symposium discussant will summarize these challenges, opportunities, and implications to promote minority-focused gerontological topics in academia.

The Effect of Enrolling in Minority Serving Institutions on Earnings Compared to Non-minority Serving Institutions: A College Scorecard Analysis

As policymakers along with students and families demand information related to the return on investment in postsecondary education, it is critical to empirically assess the relationship between enrollment in higher education and future earnings. Previous research into the impact of college attendance on future income mostly focuses on selective institutions. This study contributes to this literature by analyzing the effect of enrolling in a Minority Serving Institution (MSI) on earnings compared to non-MSIs using propensity score matching and logistic regression. Using data derived from the College Scorecard and other sources, we find that those enrolling in some categories of MSIs have higher earnings when compared to those who enroll in non-MSIs. This is particularly true of Asian American Native American Pacific Islander Serving Institutions in most earnings categories as defined by the College Scorecard. Other MSI categories yielded mixed results. We do not find evidence for a negative relationship between MSI enrollment and different levels of future earnings. We conclude that enrollment in MSIs does not inhibit student success as defined by workforce earnings as is often argued by those critical of institutions that tend to be broad access.

Differing Roles, Differing Concerns: Using Network Analysis as a Tool to Highlight Diverging Concerns and Priorities Surrounding Teacher Education at Minority-Serving Institutions

Minority-serving institutions are important in the production of teachers of color. However, this formative process is not without limitations. This multisite, multistate study relied on network analysis techniques to unveil timely and relevant concerns that students, faculty, and administrators identified as critical toward the strengthening of teacher production.

Using Patients' Social Network to Improve Compliance to Outpatient Screening Colonoscopy Appointments Among Blacks: A Randomized Clinical Trial.

Patient navigation improves colorectal cancer screening among underserved populations, but limited resources preclude widespread adoption in minority-serving institutions. We evaluated whether a patient's self-selected social contact person can effectively facilitate outpatient screening colonoscopy. From September 2014 to March 2017 in an urban tertiary center, 399 black participants scheduled for outpatient screening colonoscopy self-selected a social contact person to be a facilitator and provided the person's phone number. Of these, 201 participants (50.4%) were randomly assigned to the intervention arm for their social contact persons to be engaged by phone. The study was explained to the social contact person with details about colonoscopy screening and bowel preparation process. The social contacts were asked to assist the participants, provide support, and encourage compliance with the procedures. The social contact person was not contacted in the usual care arm, n = 198 (49.6%). We evaluated attendance to the scheduled outpatient colonoscopy and adequacy of bowel preparation. Analysis was performed by intention to treat. The social contact person was reached and agreed to be involved for 130 of the 201 participants (64.7%). No differences were found in the proportion of participants who underwent screening colonoscopy (77.3% vs 77.2%; relative risk = 1.01; 95% confidence interval: 0.91-1.12), but there was a modest increase in the proportion with adequate bowel preparation with social contact involvement (89.1% vs 80.9%; relative risk = 1.10; 95% confidence interval: 1.00-1.21). Engaging a patient's social network to serve in the role of a patient navigator did not improve compliance to outpatient screening colonoscopy but modestly improved the adequacy of bowel preparation.

Developing a Training Program to Diversify the Biomedical Research Workforce.

The National Institutes of Health has made considerable investments to diversify the biomedical research workforce. Towards this goal, the authors partnered with representatives from several minority-serving institutions (MSIs) to develop training for the next generation of researchers. To ensure the most effective training program, the authors conducted a needs assessment with junior and senior investigators from the partnering MSIs. In 2016, the authors conducted focus groups and interviews with 23 junior investigators as well as in-depth interviews with 6 senior investigators from the partnering institutions with the goal of identifying specific areas of training and support that would help junior investigators at MSIs develop and sustain research careers. The data were transcribed and coded, and thematic analysis was conducted. The authors determined four areas in which training and support were needed: training in the "informal curriculum" (skills not covered in traditional clinical research courses), protected time for research training, opportunities to create career-advancing work products, and networking opportunities. The themes that were identified informed the development of the LEADS (Leading Emerging and Diverse Scientists to Success) program. The program consists of 10 instructor-led online modules each lasting approximately one month in duration with weekly synchronous sessions. Scholars are expected to be able to devote at least 20% of their time to the program.

Efficiency for Whom? Varying Impact of Performance-Based Funding on Community Colleges in Louisiana

Objective: This study examines whether Louisiana’s performance-based funding (PBF) implementation in 2011 impacts various academic outcomes at community colleges, and whether the impact varies for institutions with higher proportions of underrepresented students. Method: Using institutional-level panel data between 2006 and 2016, I employ difference-in-differences to estimate the average treatment effect of the Granting Resources and Autonomies for Diplomas (GRAD) Act on credential production, retention, and graduation rates of Louisiana’s community colleges. I also examine how this effect differs between minority-serving-institutions (MSI) and non-MSIs, as well as between low-income-student-serving institutions (LSI) and non-LSI by calculating difference-in-difference-in-differences (DDD) estimates. Results: The findings indicate that PBF implementation is positively related to community colleges’ certificate production and graduation rates in Louisiana, but it has no impact on associate degree production or retention rates. Due to PBF implementation, LSIs grant fewer associate degrees than comparable non-LSI institutions. No disparate impact is found between MSIs and comparable non-MSIs. Contributions: Given the prevalence of PBF in the nation, this study examines the overall impact of PBF implementation on academic outcomes of community colleges in Louisiana, and it further disaggregates the community colleges by institutional characteristics, providing evidence for researchers and policymakers to support broad access and student success at MSIs and LSIs under PBF.

A Confirmatory Factory Analysis of the Academic Rational Beliefs Scale for Students attending Minority-Serving Institutions

The academic rational beliefs scale (ARBS) was developed to assess college students’ thoughts that impact educational success. This instrument has the potential to support students’ pursuits of academic achievement, but it should be normed on more diverse populations to support ethical and effective use of the instrument. As such, the researchers administered the ARBS to a diverse sample of students at a minority-serving institution (MSI) in the United States and conducted confirmatory factor analyses to verify the factor structure. The factor structure of the original ARBS did not adequately fit the sample of students, and a revised, two-factor ARBS is presented as a potential measure of academic rational beliefs for students of color attending an MSI. Practical implications and recommendations for future studies are provided.

Advancing Health Equity through Organizational Mentoring Policies at Minority-Serving Institutions.

Morehouse School of Medicine, a collaborative partner in the National Research Mentoring Network, established the Mentoring Academy Institutional Planning Forum (MA Forum) to help minority-serving institutions (MSI) optimize research mentoring. In this commentary, we describe the policy workshop and review survey data from six MSIs to assess the current state of organizational policies and activities that advance research mentoring. Twenty-eight institutional leaders, representing six MSIs, participated in an MA Forum between May 20, 2016 and May 11, 2017. After describing the MA Forum's background, design and recruitment strategy, we present a synthesis of institutional summaries built from responses to a 45-item survey that explored existing mentoring infrastructure, policies, and activities at each institution. There is a heavy reliance on extramural funds to facilitate research mentoring initiatives. Mentoring policies and activities were most often governed by individual programs rather than the institution. Thus, the research mentoring expertise was concentrated at the local level, which may prevent opportunities for future scalability and optimization. Given these findings, we offer recommendations to help MSIs establish a mentoring culture backed by institutional policy.

Historically Black Community Colleges: A Descriptive Profile and Call for Context-Based Future Research

ABSTRACTMuch of the research and discussion of Historically Black Colleges and Universities (HBCUs) focuses on four-year institutions, impeding the significance of their two-year counterparts. Using extant literature and data from the National Center for Education Statistics’ Integrated Postsecondary Education Data System (IPEDS), this paper elucidates Historically Black Community Colleges (HBCCs). By providing nuanced perspectives on this group of community colleges, we situate these institutions in their unique context. The paper provides a historical background of HBCCs, a review of relevant literature, and a descriptive profile of HBCCs’ organizational characteristics. Finally, we discuss topical and theoretical recommendations for future research. This paper is a call for further research situated in the distinctive context of HBCCs, and carries both scholarly and practical significance for HBCCs, as well as other HBCUs, Minority Serving Institutions (MSIs), and community colleges.

Unseen and Underserved: A Content Analysis of Wellness Support Services for Bi + People of Color and Indigenous People on U.S. Campuses

Bi-erasure and color-blind racial ideologies (CBRI) are two systems of oppression that create barriers to wellness for bisexual + People of Color and Indigenous People (bi + POCI). The authors posited that, for college students, these forms of invisibility may be experienced in campus wellness support centers, including university counseling centers, multicultural centers, and centers for sexual and gender diversity. The authors explored the extent to which these wellness support centers’ web-based messages (e.g., identity-based group offering across centers, counseling staff interest listed in biographies, counseling center based resource lists) erase or affirm bi + POCI. This content analysis, guided by Neuendorf’s methodology, was delimited to universities that have American Psychological Association-accredited counseling centers (N = 139). Findings revealed that none of these centers’ websites housed messages acknowledging bi + POCI specifically, disparate affirmation was offered to POCI as compared to lesbian, gay, bisexual, transgender (LGBT) students through staff biographies irrespective of university type, and minority-serving institutions affirmed POCI and LGBT-identified POCI through their web-based resource lists at significantly higher rates than historically White institutions. These and other finding are discussed in the context of intersectionality and practical recommendations to increase the visibility of bi + POCI are offered.