Minority Serving Institutions America's Underutilized Resource for Strengthening the STEM Workforce (2019) / Chapter Skim
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3 MSIs and the Students They Serve
3 MSIs and the Students They Serve
Pages 39-78
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Mellon Foundation KEY FINDINGS • MSIs play a critical role in training and educating students of color in STEM disciplines. • MSIs have diverse student bodies, not only in terms of race and ethnic ity, but also in income, enrollment intensity, and academic preparation.
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, and Asian American and Native American Pacific Islander Serving Institutions (AANAPISIs)
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SOURCE: 2015.from the Integrated Postsecondary Education System, collection year 2015. year Data TABLE 3-1 Historically Defined Minority Serving Institutions MSI Type Acronym Federal Recognition Federal Definition Historically Black HBCU Higher Education Any historically black college or Colleges and Act of 1965a university established prior to 1964, Universities whose principal mission was, and is, the education of Black Americans Tribal Colleges TCU Tribally Controlled Institutions chartered by their and Universities College or respective Indian tribes through the University sovereign authority of the tribes or Assistance Act of by the federal government with the 1978b,c specific purpose to provide higher education opportunities to Native Americans through programs that are locally and culturally based, holistic, and supportive a Higher Education Act of 1965, Pub.
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Alaska Native and Higher Native Hawaiian-Serving Institutions Native Hawaiian- ANNHI Education Act are institutions that have at least 10 Serving Institutions of 1998b percent Native Hawaiian students Collectively, these institutions are referred to as ANNH institutions Asian American and College Cost Institutions that have at least 10 percent Native American Reduction and AANAPISI enrollment of Asian American Pacific Pacific Islander- Access Act of Islander students Serving Institutions 2007c,d Institutions that have the following demographics: 1. at least 1,000 undergraduate students 2.
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Five other MSI types are federally designated based on student enrollment and institutional expenditure thresholds: • HSIs, • Alaska Native-Serving and Native Hawaiian-Serving Institutions (ANNHIs) , • AANAPISIs, • Predominantly Black Institutions (PBIs)
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Historically Defined MSIs As noted above, HBCUs and TCUs are defined as historical in that they were established with the express purpose of serving specific populations, namely, African Americans and Native Americans, respectively. This historical reference is important given that HBCUs and TCUs came into existence long before they were officially recognized through the Higher Education Act of 1965 and the Tribally Controlled College or University Assistance Act of 1978, respectively (Gasman et al.
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. Title III of the Higher Education Act of 1965, as amended, defines an HBCU as "any historically black college or university that was established prior to 1964, whose principal mission was, and is, the education of black Americans."5 Based on 2016 fall enrollment, 51 public and 51 private two- and four-year HBCUs operate in the United States (National Center for Education Statistics 2018)
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. At schools with a high population of Native American students, all courses, even those without an explicit cultural focus, are designed from a Native American perspective (AIHEC 1999)
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Intentional federal legislation and grant programming have served an essential role in stimulating this growth. Notable efforts include the 1996 Executive Order 13021 for Tribal Colleges and Universities,9 the National Science Foundation's Tribal Colleges and Universities Program, and the 2011 Executive Order 1359210 for Improving Native American and Alaska Native Educational Opportunities and Strengthening Tribal Colleges and Universities.11 Although some progress has been made to bolster and sustain STEM success for this traditionally underrepresented population of students, additional investments and resources are needed.
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However, as a whole, HSIs serve larger proportions of African American and Native American students than HBCUs and TCUs, respectively (Núñez et al.
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Increasing Hispanic settlement in new areas, characterized as the "new Latino diaspora," suggests that more regions will have HSIs soon, as indicated by the growing population of Hispanic college stu dents in states such as Wisconsin, Georgia, Oregon, North Carolina, Nebraska, and Massachusetts. Using data from 2016 to 2017, Excelencia in Education has identified 333 colleges and universities with between 15 and 24.99 percent Hispanic enrollment that may soon become HSIs, due to their increasing enrollment of Hispanics -- calling them "Emerging HSIs." If these 333 Emerging HSIs were to become HSIs t omorrow, that would represent a nearly 68 percent increase in the number of HSIs.
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Department of Education (2017) , there are approximately 133 two- and four-year AANAPISIs.17 Based on 2010 data, they enroll roughly 40 percent of Asian American and Pacific Islander (AAPI)
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. For example, the National Commission on Asian American and Pacific Islander Research in Education determined that when institutional data are disaggregated by AAPI subgroup, clear disparities in egree d attainment and rates of student poverty emerge (CARE 2011)
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On average, students enrolled at public and private two- and four-year HBCUs are overwhelmingly Black or African American, and students at four-year public and two-year public and private TCUs are predominantly Native American or Alaska Native. Likewise, on average, HSIs have a large percentage of Hispanic students within the two- and four-year private and public institutions.
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SOURCE: IPEDS 2015 Fall Enrollment Survey; Analysis by the American Council on Education for this report. FIGURE 3-3 Percentage distribution of students at MSIs (averages)
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Across all MSI types, Pacific Islander and Native American/Alaska N ative students are the most underrepresented groups in STEM. Not surprisingly, based on AIHEC data provided to the committee, of the 1,263 students enrolled in STEM at four-year TCUs in fall 2016, approximately 93 percent were Native American/Alaska Native (not pictured)
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Enrollment Intensity and Adult Learners MSIs reflect another form of diversity in their student bodies: how students pursue college, in terms of enrollment intensity. According to a recent analysis by the American Council on Education (Espinosa et al.
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It further requires, as discussed in a later section in this chapter, that performance measures take into account the many dimensions of student success for nontraditional and post-traditional learners. Faculty Diversity Although not always representative of their student body, full-time faculty members at MSIs are much more diverse than those at non-MSIs (Figure 3-7)
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of all STEM faculty at HBCUs were Black/African American, an important statistic given the White majorities at all other MSI and non-MSI types. Asian/Asian Americans represented 22.2 percent of all STEM faculty at AANAPISIs and Hispanics represented 14.4 percent of all STEM faculty at HSIs.
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. According to the American Association of Community Colleges, the sector enrolls an estimated 43 percent of all African American undergraduates, as well as 52 percent of Hispanic undergraduates, 56 percent of Native American under graduates, and 40 percent of Asian/Pacific Islander undergraduates, making the
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SOURCE: IPEDS 2015 Fall Enrollment Survey and 2015-2016 College Scorecard data; analysis by the American Council on Education for this report.
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60 FIGURE 3-7 (Continues)
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NOTE: There are limited data See the Annex at the end of this chapter for additional notes. for four-year private TCUs; hence, these data are not 61 SOURCE: IPEDS 2015included.
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. The representation of African American presidents at MSIs was nearly three times that of their representation at non-MSIs (15.2 and 5.6 percent, respectively)
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. are awarded to students based on financial need and do not need to be repaid.22,23 Pell grant awardees are often nontraditional students, including independent students, racial/ethnic minorities, students with family responsibilities, and firstgeneration-to-college students (U.S.
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SOURCE: IPEDS 2014-2015 Financial Aid Survey; Analysis by the the American Council SOURCE: IPEDS 2014-2015 Financial Aid Survey. Analysis by American Council on on Education.
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In this respect, graduation rates (measures that look at graduation of fulltime students within a certain time period) do not depict the experiences of many students at MSIs -- and indeed for students at many other institutions.
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used 2007 cohort data from the National Student Clearinghouse (NSC) to examine MSI student enrollment and outcomes for students who started their postsecondary education at an MSI.24 Their findings 24 To determine completion rates for two-year institutions, American Council on Education (ACE)
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The robustness of NSC data allows for tracking students across institutions and enrollment intensities, allowing for a more complete picture of student outcomes. Notably, for each MSI type, the NSC completion rates were substantially higher than the reported federal graduation rates, most notably for full-time students (Tables 3-5 and 3-6)
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Other measures covered in the report include skill development, dispositional and attitude measures, the availability of resources and opportunities, and a given institution's student body diversity (AIR 2012)
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proposed a typology of HSIs that is useful for understanding variations among other MSIs as well. This typology advances the idea that an HSI that truly serves Hispanic students incorporates an organizational identity that not only promotes Hispanic students' outcomes, but also does so in ways that affirm and support Hispanic students' cultural and familial backgrounds.
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With the expected increases in the number of MSIs, given that Hispanics and Asian Americans are projected to be the fastest-growing ethnic groups in the United States, it is important to consider whether federal funds received by these schools will be used with an intentional purpose to serve and support the students for whom these funds are intended. Going beyond federal definitions of MSIs means taking into account organizational cultures in these institutions as well as their outcomes.
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For enrollment, the CIP codes 13.0000, 52.0000, and 22.0101 were classified as "Non-STEM," while the remaining CIP codes were classified as "STEM." 3. For both the completions and enrollment, the racial category "other" is defined as the combination of "nonresident," "race unknown," and "two or more races." Race reporting varies across years in the IPEDS, so information pertaining to Pacific Islanders is not available for all years, and would be combined with counts for Asian students.
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Other race includes non-Hispanics who are Native Americans/Alaska Natives, Native Hawaiians or Other Pacific Islanders, or persons reporting more than one race.
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2011. The Relevance of Asian Americans and Pacific Islanders in the College Completion Agenda.
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2015. "Lives intertwined: A primer on the history and emergence of minority serving institutions." Journal of Diversity in Higher Education 8 (2)
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2018. How Asian American and Native American Pacific Islander Serving Institutions (AANAPISIs)
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2014. State of Asian Americans and Pacific Islanders Series: A Multifaceted Portrait of a Growing Population.
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2017. Asian American and Native American Pacific Islander-Serving Institutions Program.
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2017. "Asian American students find academic, cultural support at UIC." Avail able at: http://diversity.uic.edu/news-stories/asian-american-students-find-academic-cultural support-at-uic/.
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