Examining the Potential of Massive Open Online Courses (MOOCs) at Historically Black Colleges and Universities (HBCUs)

This article reviews the extant literature on distance learning technologies and historically Black colleges and universities (HBCUs). In the context of increased attention to massive open online courses (MOOCs), this article argues that HBCUs’ challenges with respect to their technological infrastructure suggests that they may be better suited to serve as advocates for bridging the persistent digital divide in the nation rather than adopters of MOOCs as a new instructional platform. The authors offer some suggestions for further research to ensure that HBCUS leaders can address larger systemic issues affecting the quality of education on their campuses

Understanding Black Students' Social Agency at Historically Black Colleges: Data From a National Survey

This manuscript considers the political attitudes of Black students at Historically Black Colleges and Universities using a 2015 sample of first-year respondents. In response to this special issue's call to consider issues of student protest at Minority Serving Institutions, our manuscript offers empirical evidence on students' political dispositions at Historically Black Colleges and Universities. Indeed, understanding the civic dispositions and political ideologies of Black students at Historically Black Colleges and Universities is not only a timely topic, but also a necessary one if we are to understand the future political engagement of an increasingly diverse nation (Lefever, 2005; Williamson, 2008)

Adelante / Endavant

Séptimo desafío por la erradicación de la violencia contra las mujeres del Institut Universitari d’Estudis Feministes i de Gènere "Purificación Escribano" de la Universitat Jaume

“People around Me Here, They Know the Struggle”: Students’ Experiences with Faculty Member’s Mentorship at Three Hispanic Serving Institutions

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

“People around Me Here, They Know the Struggle”: Students’ Experiences with Faculty Member’s Mentorship at Three Hispanic Serving Institutions

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

The Value of Legal Education as a Continuum of Personal & Collective Gains: Insight from Administrators & Latinx Students Across Differently-Ranked Law Schools

In this paper, we focus on Latinx law students’ valuation of their legal education across differently-ranked institutions to understand how law students navigate the uneasy waters of a deeply hierarchical field that also verbalizes a commitment to ethnoracial equity. Drawing from 96 interviews with law students as administrators from eight different institutions, we find that administrators and students within higher-ranked institutions express distinct patterns of valuation than their counterparts at lower ranked institutions. For those at lower-ranked institutions, their valuation of their education is contingent on their prospective goals to serve their local communities. In contrast, students at higher-ranked institutions rely on rankings to articulate prospects of a prestigious future. Across all tiers, however, we show the significant toll that narrowly normative accounts of value propositions have for both students and administrators

Minority Serving Institutions: A Data-Driven Student Landscape in the Outcomes-Based Funding Universe

Minority Serving Institutions (MSIs) emerged in response to a history of racial inequity and social injustice due to racial and ethnic minorities’ lack of access to Predominately White Institutions (PWIs). Enrolling 20% of the nation’s college students, MSIs are an integral part of U.S. higher education. The purpose of this paper is to highlight the contributions that MSIs are making to postsecondary education, specifically contributions related to performance with men of color; teacher education; science, technology, engineering, and mathematics (STEM) education; and outcomes measures within two-year MSIs. We use descriptive statistics from the National Center for Educational Statistics and the National Science Foundation to call for deep consideration of the unique mission MSIs serve, especially with regard to educating low-income students of color within the universe of outcomes and performance-based evaluation. We conclude with recommendations and implications for policy

Minority Serving Institutions: A Data-Driven Student Landscape in the Outcomes-Based Funding Universe

Minority Serving Institutions (MSIs) emerged in response to a history of racial inequity and social injustice due to racial and ethnic minorities’ lack of access to Predominately White Institutions (PWIs). Enrolling 20% of the nation’s college students, MSIs are an integral part of U.S. higher education. The purpose of this paper is to highlight the contributions that MSIs are making to postsecondary education, specifically contributions related to performance with men of color; teacher education; science, technology, engineering, and mathematics (STEM) education; and outcomes measures within two-year MSIs. We use descriptive statistics from the National Center for Educational Statistics and the National Science Foundation to call for deep consideration of the unique mission MSIs serve, especially with regard to educating low-income students of color within the universe of outcomes and performance-based evaluation. We conclude with recommendations and implications for policy