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Education Sciences
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Understanding the Rich Context of Minority Serving Institutions
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Understanding the Rich Context of Minority Serving Institutions

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (31 March 2018) | Viewed by 29790

Special Issue Editor

Prof. Dr. Marybeth Gasman

E-Mail Website
Guest Editor
Professor of Higher Education, University of Pennsylvania; Director, Penn Center for Minority Serving Institutions, 3819 Chestnut Street, St. Leonard’s Court, Philadelphia, PA 19104, USA
Interests: historically Black Colleges and universities; Minority Serving Institutions; diversity and higher education; African American educational leadership; fundraising and philanthropy

Special Issue Information

Dear Colleagues,

Understanding the Rich Context of Minority Serving Institutions Summary: This special issues takes a deep dive into the rich context of Minority Serving Institutions, exploring overarching policy and programmatic issues, faculty experiences, student success, and the impact of administrative outreach within the MSI context.

Prof. Dr. Marybeth Gasman
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Minority Serving Institutions
  • faculty
  • students
  • policy, first-generation
  • mentoring

Published Papers (5 papers)

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Research

10 pages, 1320 KiB  
Article
“People around Me Here, They Know the Struggle”: Students’ Experiences with Faculty Member’s Mentorship at Three Hispanic Serving Institutions
by Andrés Castro Samayoa
Educ. Sci. 2018, 8(2), 49; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci8020049 - 10 Apr 2018
Cited by 4 | Viewed by 4419
Abstract
Current attempts to further diversify the professoriate signal the critical need to cultivate pathways for students to enter academia by encouraging undergraduates to pursue further graduate education. Previous research has already noted the critical importance of positive graduate education experiences in preparing future [...] Read more.
Current attempts to further diversify the professoriate signal the critical need to cultivate pathways for students to enter academia by encouraging undergraduates to pursue further graduate education. Previous research has already noted the critical importance of positive graduate education experiences in preparing future faculty. Other researchers point to the role that faculty mentors offer in cultivating students’ future aspirations to become academics themselves. Drawing on interviews from a longitudinal study with 30 undergraduates at three Hispanic Serving Institutions, this qualitative project explores how students of various racial and ethnic backgrounds make sense of the support they receive within a program (titled HSI Pathways to the Professoriate) specifically aimed at supporting students from Hispanic Serving Institutions interested in becoming faculty members. In what ways does the program’s (HSI Pathways to the Professoriate) focus on racial and ethnic identities cultivate students’ perceptions of what it means to enter academia with the goal of diversifying the professoriate? Framed by Museus’ CECE (Culturally Engagement Campus Environments) model, this paper contributes to the importance of faculty mentors working alongside students and students’ interactions with each another as critical to the meaningful engagement of culturally responsive principles. The paper concludes with suggestions for institutions interested in cultivating these principles within their faculty. Full article
(This article belongs to the Special Issue Understanding the Rich Context of Minority Serving Institutions)
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12 pages, 231 KiB  
Article
Senior Level Administrators and HBCUs: The Role of Support for Black Women’s Success in STEM
by Amanda Washington Lockett, Marybeth Gasman and Thai-Huy Nguyen
Educ. Sci. 2018, 8(2), 48; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci8020048 - 10 Apr 2018
Cited by 14 | Viewed by 5564
Abstract
While it is important for college and university senior administrators to embrace the traditional roles of their administrative positions, senior administrators’ interactions with students also shape institutional culture, students’ engagement, and ultimately play a role in students’ motivation to succeed. This engagement is [...] Read more.
While it is important for college and university senior administrators to embrace the traditional roles of their administrative positions, senior administrators’ interactions with students also shape institutional culture, students’ engagement, and ultimately play a role in students’ motivation to succeed. This engagement is especially evident in the Historically Black College and University (HBCU) context as senior administrators’ engagement with students can directly or indirectly affect how students perceive themselves and their ability to succeed. This article aims to illuminate the role that HBCU senior level administrators play in students’ motivation toward success. We also highlight the notion that senior level administrators’ role in organizational culture ultimately led historically-disempowered Black women students toward success in even the most historically inaccessible pathways in the science, technology, engineering, and math (STEM) fields. The study used semi-structured interviews with 71 Black women STEM students across 10 HBCUs and asked questions to better understand how events in their lives and on their campuses shaped their choice to pursue and persist through a STEM degree program. The study found that the women were highly motivated by their HBCUs’ family-like community of support. Integral to this article, this support was not confined to professors and peers, but extended to senior administrators. We conclude that Black women STEM students’ perception of their ability to succeed and their motivation is influenced by the institutions’ senior administration. Full article
(This article belongs to the Special Issue Understanding the Rich Context of Minority Serving Institutions)
19 pages, 252 KiB  
Article
The Higher Education Act and Minority Serving Institutions: Towards a Typology of Title III and V Funded Programs
by William Casey Boland
Educ. Sci. 2018, 8(1), 33; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci8010033 - 05 Mar 2018
Cited by 7 | Viewed by 5931
Abstract
To date, there has been little analysis of MSI Title III and V grant-funded programs across all MSI categories. For researchers, practitioners, and policymakers, it is imperative to explore the contributions of MSIs as manifested in Title III and V grant-funded programs. The [...] Read more.
To date, there has been little analysis of MSI Title III and V grant-funded programs across all MSI categories. For researchers, practitioners, and policymakers, it is imperative to explore the contributions of MSIs as manifested in Title III and V grant-funded programs. The purpose of this study is to analyze MSI Title III and V programs based on project abstracts. This study is driven by three research questions: How have MSIs used their Title III and V grants? What are the expressed outcomes of MSI grant funding? Using restricted-use data obtained from the U.S. Department of Education, NCES IPEDS, and the Office of Postsecondary Education, this study uses a quantitative content analysis strategy to respond to the research questions in ways that can help stakeholders begin to understand the impact of the federal grant on MSIs. Full article
(This article belongs to the Special Issue Understanding the Rich Context of Minority Serving Institutions)
14 pages, 214 KiB  
Article
Pathways to the Professoriate: The Experiences of First-Generation Latino Undergraduate Students at Hispanic Serving Institutions Applying to Doctoral Programs
by Andrew Martinez
Educ. Sci. 2018, 8(1), 32; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci8010032 - 02 Mar 2018
Cited by 13 | Viewed by 7826
Abstract
Despite representing the largest ethnic minority group in the United States, Latinos remain underrepresented in the professoriate. Although Latinos are increasingly attending college, fewer graduate and even fewer continue to pursue graduate school. Prior research has explained the challenges that first-generation college students [...] Read more.
Despite representing the largest ethnic minority group in the United States, Latinos remain underrepresented in the professoriate. Although Latinos are increasingly attending college, fewer graduate and even fewer continue to pursue graduate school. Prior research has explained the challenges that first-generation college students encounter in post-secondary contexts. Given that Latino college students are likely to be first-generation, understanding the experiences of first-generation Latino undergraduate students who aspire to be professors and are applying to graduate school can help illuminate what factors help support this underrepresented group in pursuing a career in the academy. Using qualitative approaches, this study describes the experiences of 15 first-generation undergraduate Latino students in a grant funded academic program that provides them with a plethora of resources to help prepare them for graduate school applications. The findings suggest how early exposure to information about applying to graduate school, access to role models, familial support and understanding of an academic career and having a community of peers with similar ambitions can help cultivate an environment where first-generation, Latino students remain inspired and committed to pursuing graduate school in efforts to become a professor. Full article
(This article belongs to the Special Issue Understanding the Rich Context of Minority Serving Institutions)
16 pages, 217 KiB  
Article
Motivations and Paths to Becoming Faculty at Minority Serving Institutions
by Daniel Blake
Educ. Sci. 2018, 8(1), 30; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci8010030 - 27 Feb 2018
Cited by 10 | Viewed by 5576
Abstract
Drawing upon 15 qualitative interviews with early- to mid-career faculty (seven men and eight women) at Minority Serving Institutions (MSIs), this study examines the diverse motivations and paths those faculty members have taken to becoming professors at their respective institutions. The faculty come [...] Read more.
Drawing upon 15 qualitative interviews with early- to mid-career faculty (seven men and eight women) at Minority Serving Institutions (MSIs), this study examines the diverse motivations and paths those faculty members have taken to becoming professors at their respective institutions. The faculty come from a range of MSIs (Historically Black Colleges and Universities, Hispanic Serving Institutions, Asian American and Native American Pacific Islander Serving Institutions, and Predominantly Black Institutions) across the country and represent a broad spectrum of disciplines. This study sheds light on factors that guide their choices of discipline and entrance into the faculty ranks at MSIs. Social cognitive career theory (SCCT) was used as a lens during qualitative coding and analysis in order to develop the findings, which reveal that (1) teaching, activism, and community uplift were primary motivators to enter the professoriate; (2) supportive environmental factors, including single individuals, proved pivotal in influencing faculty to take these roles; and (3) career transitions into the academy were spurred by learning experiences that revealed disciplinary and teaching interests. The findings suggest that MSIs attract community-oriented individuals to their faculty positions, and that colleges and universities interested in diversifying their faculties should craft such roles in ways that are appealing to the populations that they are trying to recruit and retain. Full article
(This article belongs to the Special Issue Understanding the Rich Context of Minority Serving Institutions)
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