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Suggested Citation:"Appendix B: Minority Serving Institutions." National Academies of Sciences, Engineering, and Medicine. 2021. Mental Health, Substance Use, and Wellbeing in Higher Education: Supporting the Whole Student. Washington, DC: The National Academies Press. doi: 10.17226/26015.
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Appendix B

Minority Serving Institutions

TABLE B-1 Historically Defined Minority Serving Institutions

MSI Type Acronym Federal Recognition Federal Definition
Historically Black Colleges and Universities HBCU Higher Education Act of 1965 Any historically Black college or university established prior to 1964, whose principal mission was, and is, the education of Black Americans
Tribal Colleges and Universities TCU Tribally Controlled College or University Assistance Act of 1978 Institutions chartered by their respective Indian tribes through the sovereign authority of the tribes or by the federal government with the specific purpose to provide higher education opportunities to Native Americans through programs that are locally and culturally based, holistic, and supportive
Suggested Citation:"Appendix B: Minority Serving Institutions." National Academies of Sciences, Engineering, and Medicine. 2021. Mental Health, Substance Use, and Wellbeing in Higher Education: Supporting the Whole Student. Washington, DC: The National Academies Press. doi: 10.17226/26015.
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TABLE B-2 Enrollment-Defined Minority Serving Institutions, as Defined by the U.S. Department of Education (NASEM, 2019a, Table 3-2)

MSI Type Acronym Federal Recognition Federal Definition
Hispanic-Serving Institutions HSIs Higher Education Act of 1991 Institutions with 25 percent or more total undergraduate Hispanic full-time-equivalent student enrollment.
Alaska Native and Native Hawaiian-Serving Institutions ANNHI Higher Education Act of 1998 Alaska Native-Serving Institutions are institutions that have at least 20 percent Alaska Native students. Native Hawaiian-Serving Institutions are institutions that have at least 10 percent Native Hawaiian students. Collectively, these institutions are referred to as ANNHI institutions.
Asian American and Native American Pacific Islander-Serving Institutions AANAPISI College Cost Reduction and Access Act of 2007 Institutions that have at least 10 percent enrollment of Asian American Pacific Islander students.
Predominantly Black Institutions PBI Higher Education Opportunity Act of 2008 Institutions that have the following demographics:
  1. at least 1,000 undergraduate students
  2. at least 50 percent low-income or first-generation-to-college degree-seeking undergraduate enrollment
  3. low per-full-time undergraduate expenditure in comparison with other institutions offering similar instruction
  4. enroll at least 40 percent African American students
Native American-Serving, Nontribal Institutions NASNTI Native American-Serving, Nontribal Institutions Institutions that have at least 10 percent enrollment of Native American students

Source: NASEM, 2019, Table 3-2.

Suggested Citation:"Appendix B: Minority Serving Institutions." National Academies of Sciences, Engineering, and Medicine. 2021. Mental Health, Substance Use, and Wellbeing in Higher Education: Supporting the Whole Student. Washington, DC: The National Academies Press. doi: 10.17226/26015.
×
Page 183
Suggested Citation:"Appendix B: Minority Serving Institutions." National Academies of Sciences, Engineering, and Medicine. 2021. Mental Health, Substance Use, and Wellbeing in Higher Education: Supporting the Whole Student. Washington, DC: The National Academies Press. doi: 10.17226/26015.
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Page 184
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Student wellbeing is foundational to academic success. One recent survey of postsecondary educators found that nearly 80 percent believed emotional wellbeing is a "very" or "extremely" important factor in student success. Studies have found the dropout rates for students with a diagnosed mental health problem range from 43 percent to as high as 86 percent. While dealing with stress is a normal part of life, for some students, stress can adversely affect their physical, emotional, and psychological health, particularly given that adolescence and early adulthood are when most mental illnesses are first manifested. In addition to students who may develop mental health challenges during their time in postsecondary education, many students arrive on campus with a mental health problem or having experienced significant trauma in their lives, which can also negatively affect physical, emotional, and psychological wellbeing.

The nation's institutions of higher education are seeing increasing levels of mental illness, substance use and other forms of emotional distress among their students. Some of the problematic trends have been ongoing for decades. Some have been exacerbated by the COVID-19 pandemic and resulting economic consequences. Some are the result of long-festering systemic racism in almost every sphere of American life that are becoming more widely acknowledged throughout society and must, at last, be addressed.

Mental Health, Substance Use, and Wellbeing in Higher Education lays out a variety of possible strategies and approaches to meet increasing demand for mental health and substance use services, based on the available evidence on the nature of the issues and what works in various situations. The recommendations of this report will support the delivery of mental health and wellness services by the nation's institutions of higher education.

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