Understanding Minority-Serving InstitutionsExplores the particulars of minority-serving institutions while also highlighting their interconnectedness. 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. Marybeth Gasman is Assistant Professor of Higher Education at the University of Pennsylvania. Benjamin Baez is Associate Professor of Higher Education at Florida International University. Caroline Sotello Viernes Turner is Professor of Educational Leadership and Policy Studies and Lincoln Professor of Ethics and Education at Arizona State University. |
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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 Serving Institutions academic accreditation administrators African American African American students AIHEC American enrollment American Indian analysis Asian American benefits Black students California campus challenges chapter classification coalition college students colleges and universities community colleges cultural deaf students defined degree dents differences diversity earnings educa ethnic faculty development federal financial find findings first four-year funding Gallaudet University graduate groups HACU HBCUs and HSIs higher education Hispanic Hispanic students Hispanic-Serving Institutions historically Black colleges identified influence issues Jossey-Bass Inc large numbers Latino males Latino students Latino/a learning ment minority students Minority-Serving Institutions mission statements model minority MSIs NAFEO National Native American non-HSI NTID outcomes Pacific Islander participation population Postsecondary Education predominantly White institutions programs PWIs race racial racial project reflect role SACS schools shared governance significant social justice specific TCUs teachers teaching Texas tion Title tribal colleges U.S. Census Bureau U.S. Department undergraduate
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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.
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| ª×èÍ˹ѧÊ×Í | Understanding Minority-Serving Institutions |
| ºÃóҸԡÒà | Marybeth Gasman, Benjamin Baez, Caroline Sotello Viernes Turner |
| ¼Ùé¨Ñ´¾ÔÁ¾ì | SUNY Press, 2008 |
| ISBN | 0791478734, 9780791478738 |
| ¤ÇÒÁÂÒÇ | 349 ˹éÒ |
| Êè§ÍÍ¡¡ÒÃÍéÒ§ÍÔ§ | BiBTeX EndNote RefMan |