Understanding Minority-Serving InstitutionsMarybeth Gasman, Benjamin Baez, Caroline Sotello Viernes Turner State University of New York Press, 13 ÁÕ.¤. 2008 - 349 ˹éÒ Understanding Minority-Serving Institutions explores these important institutions while also highlighting their interconnectedness, with the hope of sparking collaboration among the various types. Minority-serving institutions (MSIs) enroll and graduate the majority of students of color in the United States and traditionally include historically Black colleges and universities, Hispanic-serving institutions, tribal colleges, and more recently Asian American– and Pacific Islander–serving institutions. The book's contributors focus on several issues, including institutional mission, faculty governance, student engagement, social justice, federal policy, and accreditation. They critically analyze the scholarship on MSIs, not only describing the existing research and stressing what is missing, but also providing new lines of thought for additional research. |
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¼Å¡Òäé¹ËÒ 1 - 5 ¨Ò¡ 83
˹éÒ xii
... Students at HBCUs and PWIs on Effective Educational Practices and Outcomes 225 Table 15.2 Differences Between Students at HSIs and PWIs on Effective Educational Practices and Outcomes 226 Table 16.1 Institution Sample Size for Each ...
... Students at HBCUs and PWIs on Effective Educational Practices and Outcomes 225 Table 15.2 Differences Between Students at HSIs and PWIs on Effective Educational Practices and Outcomes 226 Table 16.1 Institution Sample Size for Each ...
˹éÒ xvi
... students from racial-ethnic minority backgrounds. What we do know is that Minority-Serving Institutions have played critical roles in the expansion of access to higher education for underrepresented racial ethnic minorities such as ...
... students from racial-ethnic minority backgrounds. What we do know is that Minority-Serving Institutions have played critical roles in the expansion of access to higher education for underrepresented racial ethnic minorities such as ...
˹éÒ xvii
... Minority-Serving Institutions; aspects of student engagement and academic success; and the challenges faced by MSIs in securing and maintaining ac- creditation from regional associations. In sum, this volume introduces readers to ...
... Minority-Serving Institutions; aspects of student engagement and academic success; and the challenges faced by MSIs in securing and maintaining ac- creditation from regional associations. In sum, this volume introduces readers to ...
˹éÒ xviii
... students; and students from families with five generations of college degree holders. We are also challenged to see beyond empty rhetoric that applauds individual, institutional, and social diversity even as combined social, historical ...
... students; and students from families with five generations of college degree holders. We are also challenged to see beyond empty rhetoric that applauds individual, institutional, and social diversity even as combined social, historical ...
˹éÒ 3
... African American, Hispanic or Latino/a, and Native American students participate (and succeed) in higher education in disproportionately lower numbers than White or Asian-American students is to offer what can only be called a “truism ...
... African American, Hispanic or Latino/a, and Native American students participate (and succeed) in higher education in disproportionately lower numbers than White or Asian-American students is to offer what can only be called a “truism ...
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Part II ContextSpecific Trends and Challenges | 55 |
Part III Interconnections and Common Issues | 201 |
contributors | 311 |
Index | 323 |
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AAPI academic accreditation administrators African American analysis Asian American Association attend authority California campus challenges chapter coalition colleges and universities community colleges compared continue cultural deaf decisions Department designation differences diversity earnings effective enrollment equity ethnic examined experiences faculty faculty development federal funding governance graduate groups HBCUs higher education Hispanic Hispanic-Serving Institutions historically Black colleges HSIs important increase Indian issues Journal Latino Latino/a learning less major male Mean minority Minority-Serving Institutions mission mission statements model minority MSIs Native American needs opportunity outcomes participation percent political population postsecondary practices Press programs PWIs questions race racial regional reported responses Review role schools serve share social status success Table TCUs teachers teaching Texas tion Title tribal colleges undergraduate understanding United Washington White York
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˹éÒ 57 - We conclude that in the field of public education the doctrine of "separate but equal" has no place. Separate educational facilities are inherently unequal. Therefore, we hold that the plaintiffs and others similarly situated for whom the actions have been brought are, by reason of the segregation complained of, deprived of the equal protection of the laws guaranteed by the Fourteenth Amendment.
˹éÒ 57 - No otherwise qualified handicapped individual . . . shall, solely by reason of his handicap, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.
˹éÒ 7 - The philosophers have only interpreted the world in various ways; the point, however, is to change it.
˹éÒ 111 - A racial project is simultaneously an interpretation, representation, or explanation of racial dynamics, and an effort to reorganize and redistribute resources along particular racial lines. Racial projects connect what race means in a particular discursive practice and the ways in which both social structures and everyday experiences are racially organized, based upon that meaning.
˹éÒ 46 - As a symbolic structure, the historical narrative does not reproduce the events it describes; it tells us in what direction to think about the events and charges our thought about the events with different emotional valences.
˹éÒ 52 - Irony represents a stage in the evolution of consciousness in which language itself has become an object of reflection, and the sensed inadequacy of language to the full representation of its object has become perceived as a problem.
˹éÒ 32 - Islander, black (not of Hispanic origin), Hispanic, and white (not of Hispanic origin).
˹éÒ 48 - American education favors, both a way of talking about and a way of policing matters of class, sexual license, and repression, formations and exercises of power, and meditations on ethics and accountability.
˹éÒ 111 - First, we argue that racial formation is a process of historically situated projects in which human bodies and social structures are represented and organized.
˹éÒ 92 - Fellows, and for all accommodations of buildings, and all other necessary provisions, that may conduce to the education of the English and Indian youth of this country, in knowledge and godliness.