Understanding Minority-Serving InstitutionsMarybeth Gasman, Benjamin Baez, Caroline Sotello Viernes Turner State University of New York Press, 13 มี.ค. 2008 - 349 หน้า 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. |
จากด้านในหนังสือ
ผลการค้นหา 6 - 10 จาก 74
หน้า 11
... culturally sensitive instruction that Native Americans require and do not get at PWIs. Indeed, given the disrespect Native American culture gets at many PWIs, it is no wonder that many Native American students refuse to attend them ...
... culturally sensitive instruction that Native Americans require and do not get at PWIs. Indeed, given the disrespect Native American culture gets at many PWIs, it is no wonder that many Native American students refuse to attend them ...
หน้า 13
... cultural norms about what counts as an “education,” and thus, an “educated person.” James T. Minor's “Groundwork for ... culturally sensitive ap- proach.” He concludes, for example, that a “culturally sensitive” approach to understanding ...
... cultural norms about what counts as an “education,” and thus, an “educated person.” James T. Minor's “Groundwork for ... culturally sensitive ap- proach.” He concludes, for example, that a “culturally sensitive” approach to understanding ...
หน้า 15
... culturally “minority-serving,” and does not an institution's “culture” affect its faculty's attitudes? Should it? This chapter raises the specter of the question that Contreras, Malcom, and Bensimon suggest in their study: What counts ...
... culturally “minority-serving,” and does not an institution's “culture” affect its faculty's attitudes? Should it? This chapter raises the specter of the question that Contreras, Malcom, and Bensimon suggest in their study: What counts ...
หน้า 16
... cultural beliefs and stigmas get expressed even in seemingly neutral accrediting practices, and, we would argue, perhaps even in purportedly neutral journalistic practices. Does, say, the Chronicle disproportionately report adverse ...
... cultural beliefs and stigmas get expressed even in seemingly neutral accrediting practices, and, we would argue, perhaps even in purportedly neutral journalistic practices. Does, say, the Chronicle disproportionately report adverse ...
หน้า 18
... cultures within the country. In this chapter, I provide an historical backdrop upon which the rest of the book can be read. I will focus on historically Black colleges and universities (HBCUs), Hispanic-Serving Universities (HSIs), and ...
... cultures within the country. In this chapter, I provide an historical backdrop upon which the rest of the book can be read. I will focus on historically Black colleges and universities (HBCUs), Hispanic-Serving Universities (HSIs), and ...
เนื้อหา
Part II ContextSpecific Trends and Challenges | 55 |
Part III Interconnections and Common Issues | 201 |
contributors | 311 |
Index | 323 |
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คำและวลีที่พบบ่อย
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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หน้า 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.
หน้า 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.
หน้า 7 - The philosophers have only interpreted the world in various ways; the point, however, is to change it.
หน้า 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.
หน้า 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.
หน้า 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.
หน้า 32 - Islander, black (not of Hispanic origin), Hispanic, and white (not of Hispanic origin).
หน้า 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.
หน้า 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.
หน้า 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.