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This article highlights the importance of intersectionality within HSIs, which recognizes that Latinx students are not a monolith. The article points out that prioritizing intersectionality and a community-centered approach, servingess is the main factor of improving HSI student success.

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Based on their findings, they believe that a combination and intersection of Du Bois’s and Washington’s perspectives benefits the HBCU curriculum the best. The authors confirmed that a liberal arts education, with practical, integrated dimensions, will motivate Black college and university graduates “to solve problems that other institutions of higher learning cannot”.

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The most important key theme, limited communication, proved how administrators do not put much focus on AAPI students because of the stereotype that they all do not need resources. Seeking the MSI designation helped uncover that organizational change was needed to better support the diversity of the campus and create more of a visible interest in  AAPI students in order to create a campus that is truly reflective of the AANAPISI designation.

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The government should be fully funding TCUs after the eradication they single-handedly participated in that destroyed Native communities. I’m happy that TCUs are challenging higher education to include more intersection and push for more frameworks that help the campus community affirm their identification while achieving an education.

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Key Takeaways:

TCUs represent a model of education that prioritizes cultural preservation alongside academic achievement.

The role of identity and belonging is central to student success at TCUs.

Structural challenges, particularly funding and infrastructure, continue to be a major barrier.

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Key Takeaways

·       HSIs must go beyond enrollment numbers to truly “serve” Latinx students.

·       A multidimensional approach (outcomes, experiences, structures) is needed to evaluate servingness.

·       Institutional transformation is necessary not just adding Latinx students but ensuring they thrive.

·       Equity in funding and resources is crucial for HSIs to meet their full potential.

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Key Takeaways

·       The MSI label does not guarantee student-centered efforts; institutions must actively engage in servingness.

·       AANAPISIs, like HSIs, struggle with funding inequities and institutional commitment.

·       Recognizing the diversity within AAPI student populations is critical to meaningful servingness.

·       The case study highlights the need for policy reforms to strengthen the impact of MSIs.

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Key Takeaways

·       HBCUs historically provided access to education when African Americans were excluded from PWIs.

·       There is ongoing debate over whether public HBCUs should emphasize liberal arts or professional education.

·        Funding disparities impact the ability of HBCUs to fully realize their missions.

·       HBCUs must balance historical identity with modern workforce demands to stay competitive.

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o	Yet being at this HSI gave them access to like-minded Latinas, which allowed them to strengthen their research skills and empowered them to challenge racism and sexism at the institution (Ek et al., 2010).
	While definitely a great outcome of HSIs and attracting non-white faculty and staff, this only works in progressing improving racial climate if the university admin (and board or state for that matter) are willing to listen. While higher ed was relatively open to listening for many years, in just the last couple months we’ve seen a pretty significant turn around in these efforts given the political climate. 

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o   For example, the registrar provides instructions for international students who are attempting to transfer credits from institutions in Bangladesh, India, and Pakistan. However, the information on the website could have been in response to a typical stereotype of Asian students being foreigners or international students.

-enrollment dollars, but not totally willing to acknowledge the needs of those same students.

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o   Price argues that ‘‘a coercive vocationalist curriculum can result in the best and brightest of our students being driven away from say Molecular Biology and perhaps discovering a cure for AIDS, and steered into vocations such as Marketing where they learn to write proposals for marketing and selling colas to select demographic groups.”

- Interesting his comment is still focused on STEM, not social science. BUT the term “coercive vocationalist curriculum” is powerful. Coercive feels right for the push in from right-wing politicians to only focus on utility and job placement as a metric of ROI, as it misses what education can do and the skillset it equips students with not just for the job market, but life. It forces the idea that if a skill or class can’t be directly tied to a job or career, then it is useless.

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o   Since TCUs are primarily reservation-based institutions, AI/AN students are able to remain “at home” while going to college with members of their community (Crazy Bull, 2015, p. 40).

-  It’s interesting that literature about PWIs would suggest the opposite, that being away from home is more valuable to the student. Shows that those studies were not considerate of different cultures and the role the home/family plays in someone’s college education.

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Gasman et al., Ch. 1 Preserving a Tribal Identity: A Different Kind of Diversity

Key Takeaways

1. I understand that TCUs were founded to resist assimilation and preserve tribal sovereignty through higher education.

1. TCUs were established in response to centuries of educational oppression, including forced assimilation in boarding schools.

2. The first TCU, Navajo Community College (now Diné College), was founded in 1968 to offer Native students an education rooted in their culture and traditions while also providing access to Western academic knowledge.

2. I realize that there is an ongoing debate about whether TCUs should expand diversity or maintain a strictly AI/AN student focus.

1. Some TCU leaders see diversification as a financial necessity to remain viable in a changing higher education landscape.

2. Others fear that enrolling more non-Native students will dilute the cultural mission of TCUs, which was originally to serve Indigenous communities and uphold tribal identity.

3. I understand that TCUs play a crucial role beyond education by providing essential community services.

1. Many TCUs function as social-service providers, offering programs such as childcare, food assistance, healthcare, and employment training in their communities.

2. Since many reservations are geographically isolated with limited access to outside resources, TCUs often serve as the only source of higher education and social support for AI/AN students and their families.

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Garcia, G. A., Núñez, A. M., & Sansone, V. A. (2019).

Key Takeaways

1. I understand that “servingness” at HSIs is complex and goes beyond simple Hispanic enrollment numbers. Although HSIs are federally designated as institutions enrolling a certain number of Latinx students, there is no standardized definition of what it actually means to “serve” Hispanic students effectively. Many HSIs lack intentional policies and practices aimed at addressing the specific needs of Latino students. Therefore, servingness is not just about enrollment but also about institutional commitment, resources, and student experiences.

2.  I realize that HSIs must focus on both academic and non-academic outcomes to truly serve Latinx students. The study identified two key measures of “servingness”:

1. Academic Outcomes: Graduation rates, retention, and post-college success.

2. Non-Academic Outcomes: A sense of belonging, racial/ethnic identity development, and campus climate.

3. I understand that HSIs operate within a system of historical inequities and face structural barriers in serving their students. Unlike HBCUs and TCUs, HSIs do not have a historical mission to serve Latinx students. Additionally, many HSIs are underfunded and lack faculty diversity, which affects their ability to create a culturally affirming environment. This structural disadvantage reinforces the need for more intentional policies to support Latinx student success.

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Alcantar, C. M., Bordoloi-Pazich, L., & Teranishi, R. T. (2019).

Key Takeaways

1. I understand that the model minority myth hides the struggles of many AAPI students and limits institutional support.

1. The stereotype that Asian Americans are universally successful in education often prevents AAPI students, especially Southeast Asians and Pacific Islanders, from receiving adequate support.

2. Institutions often overlook the needs of low-income AAPI students, assuming they don’t require specialized resources, which negatively impacts student retention and success.

2. I realize that AANAPISI designation alone does not guarantee meaningful institutional support for AAPI students. While AANAPISIs serve over a large number of undergraduate AAPI students, many colleges do not fully embrace their MSI mission. Some institutions only seek AANAPISI status for funding benefits rather than implementing structural changes to improve AAPI student outcomes.

3. I understand that AAPI students face unique challenges that require disaggregated data and targeted institutional strategies. AAPI students are not a monolithic group, while some perform well academically, others struggle with college access, language barriers, and financial hardships. Policymakers and educators must push for disaggregated data to better understand the educational disparities among different AAPI subgroups and create tailored support programs.

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Gasman, M., & McMickens, T. L. (2010).

Key Takeaways

1. I understand that HBCUs have historically balanced liberal arts and professional education in response to evolving societal needs.

1. HBCUs have long debated whether they should prioritize a liberal arts curriculum or a more vocational, professional education.

2. Influenced by the philosophies of Booker T. Washington and W.E.B. Du Bois, public Black colleges have developed a hybrid mission, blending liberal arts education and practical career training to serve the needs of Black students and their communities.

2. I realize that HBCUs continue to be essential for African American social mobility and leadership development.

1. Although HBCUs represent only a fraction of U.S. colleges and universities, they enroll a significant amount of Black college students and have produced many of the nation’s most prominent Black leaders.

3. I understand that institutional mission statements reveal a divide between liberal arts and vocational approaches in public HBCUs.

1. The tension between these missions reflects broader debates about educational priorities, economic mobility, and the role of Black institutions in empowering future generations.

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TCUs come from tribal sovereignty but have money problems. They try to keep their goal of teaching AI/AN students with their culture, but things are changing. More people want diversity, and TCUs must balance keeping their tribal identity with bringing in more students. This means adding more classes and working with bigger schools. They need new ideas to fix funding problems and help students, while still respecting their tribal values and traditions.

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This study looks at a lot of papers to make a plan for understanding "servingness" at Hispanic-Serving Institutions (HSIs). The authors looked at 148 studies and found four big ideas: student results (school and other), student and non-student experiences, internal things (like leadership and culture), and outside things (like policies). The research shows HSIs don't always do well in school results, but things like self-image and civic work matter. It also looks at inside practices and outside effects. The authors say researchers should use fair, anti-deficit methods and not make generalizations. The plan helps to improve research, practice, and policy for supporting Latinx students and other underserved groups.

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This case study looks at how people working at two Asian American and Native American Pacific Islander Serving Institutions (AANAPISIs) in community colleges understand their federal title and how it affects their work and school culture. The study shows that getting the AANAPISI title can help people know more about AAPI students' differences and needs, which might lead to change in the school. But this change is stopped by poor talking between leaders and teachers, and by stereotypes about AAPI students. The AANAPISI title and money can change how schools think about AAPI students and help them serve better, but it needs effort to understand what students need, have more diversity in leadership, and make better communication inside and outside the school.

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In their article looks at what public Historically Black Colleges and Universities (HBCUs) aim to do. They ask if these schools focus more on liberal arts, job skills, or both, and how this affects African Americans. They use ideas from Booker T. Washington and W. E. B. Du Bois to explain how their debates still matter in Black colleges today. By looking at 39 public HBCUs, they see some schools focus on liberal arts, others on job skills, and some mix both. They also talk about the importance of morals, ethics, and community service. The article says schools should combine thinking skills with real-world skills to help Black graduates face challenges and improve their communities.

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[Image of first Native student graduate. Portrait by Stephen E. Coit, 2010. Cheeshahteaumuck, the son of a Nobnocket (West Chop) sachem, was born into the Wampanoag tribe on Martha's Vineyard and he received a formal education.[1]He and his classmate Joel Hiacoomes were taught on the Vineyard by Peter Folger, the maternal grandfather to Benjamin Franklin. The two went on to attend Elijah Corlet's grammar school in Cambridge in around 1657]

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Chapter 1 explores the federal funding, state appropriations for non-Native students, and mutually beneficial partnerships with PWIs for TCUs

Navajo Community College was founded as the first tribal college, offering American Indian and Alaska NAtive students an opportunity to exercise tribal sovereignty in higher education

1654, a college within a college was founded at Harvard University to educate AI/AN youth, but only two of the 20 students graduated, the other 18 died from sickness, changes in culture or loneliness (Guillory & Ward, 2008, p. 92)

1961- total of only 66 AI/AN students graduated from four-year colleges and universities

The authors state that by providing tribal colleges with their promised federal funding, state appropriation for non-AI/AN students, mutually beneficial partnerships with PWIs, and deserve support from the higher education community at large to better serve and thrive without losing their core mission of preserving tribal identity

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[An illustration of Indian College at Harvard College drawn by Harold Shurtleff]

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Despite being recognized by the federal government since 1992, HSIs lack a historical mission to serve Latinxs

The article is a systematic review of 148 journals articles and book chapters to better understand how researchers conceptualize the idea of servingness at HSIs

Four major themes arise which include 1.) outcomes, 2) experiences, 3) internal organizational dimensions 4.) external influences

The analysis includes Valencia (197) which highlights the problematic nature of equity research which often implicitly or explicitly suggests that low-income students and students of color struggle in the educational system because of cognitive, cultural, and motivational deficiencies, as well as shortcomings in students families and cultures

Two research questions:

How do researchers explicitly and implicitly conceptualize servingness at HSIs?

How do researchers explicitly or implicitly frame the limitations and contributions of HSIs?

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This article is critical ethnographic case study examines practitioners meaning-making of the federal designation as Asian American and Native American Pacific Islander Serving Institution at two community colleges

Findings:

The findings suggest that the AAPI-serving designation can result in the onset of organizational cultural change through an increased awareness of their student populations and a new commitment to education and serve AAPI students

Concerns of MSIs have emerged. Despite their designation and funding, some may not fully and explicitly embrace their special mission to “serve” racial/ethnic minority students

The gap between official designation and espoused values observed at some MSIs is troubling

Conceptual framework:

Organizational socialization theories that focus on the external and internal forces that often shape the organizational culture and ultimately the practice of institutional agents

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Methods: Revived the mission statements of thirty nine four year public Black colleges and universities as designated by the US department of Education

Findings:

Three sections: liberal arts focused Black colleges, professional/practically focused Black colleges, and Black colleges that combine the liberal and professional, practical education

39 public Black colleges

6 focused on liberal arts

5 focused on professional education

28 (majority) focused on both liberal arts and professional education

Conclusion:

The authors think that it is the combination and intersection of Du Bio’s and Washington’s perspectives that may benefit Black colleges and universities

Alan Colon states, “....the obligation to help change assumptions that have prevailed about the sanctity of Western civilization and the conventional ideologies that emanate from it”

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Tribal Colleges and Universities (TCUs) were founded to counter educational oppression and support tribal sovereignty in higher education, beginning with Navajo Community College (now Diné College) in 1968. Historically, Native students faced barriers—only 66 AI/AN students graduated from four-year colleges in 1961, and early programs, like Harvard’s 1654 initiative, largely failed. TCUs rely on federal funding, state appropriations, and PWI partnerships, but tensions exist between financial sustainability and preserving tribal identity. Many serve as social-service hubs, providing education, childcare, healthcare, and job training in isolated communities. The authors emphasize that sustained funding and institutional support are crucial for TCUs to thrive while maintaining their mission.

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“The graduate student population [at HSIs] is blatantly white when compared with the undergraduate population, highlighting disparities in the faculty pipeline.” (p. 748). This quote highlights a racial disparity in the academic pipeline at Hispanic-Serving Institutions (HSIs), where undergraduate enrollment is predominantly Latinx, yet graduate programs remain overwhelmingly white. Since graduate education is a key pathway to faculty positions, this imbalance suggests a barrier preventing Latinx students from advancing into academia, which in turn limits faculty diversity at HSIs. Without a representative graduate student population, HSIs risk failing to produce faculty who reflect the backgrounds and experiences of their students, reinforcing systemic inequities in higher education.

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The study highlights barriers like the "model minority" stereotype, gaps between faculty and administrator awareness, and skepticism about whether AANAPISI status is used for genuine support or funding access. VCC leveraged grants to enhance services and community partnerships, while NCC faced institutional resistance and uncertainty.

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“True liberal education demands that assumptions be challenged, and ideas be twisted and pulled, and exposed to extremes of opinion. In short, to be educated is to be conscientiously uncomfortable.” (p. 286)

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Reading this case study made me realize how complex and multifaceted the concept of a “minority-serving institution” can be, particularly when it comes to Asian-Serving Community Colleges (ASCCs). Prior to this, I had a limited understanding of the diversity within the Asian American student population and the unique needs that exist across different subgroups. The article highlighted the challenges ASCCs face in defining their identity and navigating the delicate balance between serving their students’ needs and managing external expectations.

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Reading this article made me rethink what it really means for an institution to be “Hispanic-Serving.” I always assumed it was simply about meeting federal guidelines, but the authors’ multidimensional framework challenged that view. It helped me understand that "servingness" goes far beyond just enrollment numbers and into how an institution creates an environment where Hispanic students feel supported academically, culturally, and socially.

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This chapter shed light on the often overlooked but crucial role that Tribal Colleges and Universities (TCUs) play in maintaining Native American identity and cultural traditions while also addressing the academic needs of their students. The authors discussed the tension that exists in TCUs—balancing modern educational requirements with the deep-rooted cultural significance of Native traditions. The chapter made me realize the importance of understanding diversity not only as a social construct but as something deeply tied to the preservation of indigenous knowledge and community values. It reinforced the idea that Tribal Colleges are not just educational institutions, but critical spaces for the preservation of culture, language, and history, and they must be given more recognition and resources to continue this essential work

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The article made me reflect on the critical role Public Black Colleges and Universities (PBCUs) play in shaping the educational experiences of African American students. I had not fully appreciated the tension between the liberal arts and professional education missions of these institutions, and how they strive to balance both. I was struck by how PBCUs are not only a place for academic learning but also vital spaces for cultural connection and community for African American students