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As we move forward with this new economy, I wonder if metrics will play as much as an importance to higher education if the Department of Education is dismantled? I am curious to see how this is all going to play out from a data perspective.

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One primary factor that makes TCUs unique is that shared governance is a balance of responsibilities rather than describing sharing power. I like how the policies of a TCU are strict about keeping the tribal culture alive in their curriculum. Personalizing the college experience to reflect the current land the college is on shows how respect is the key aspect of making sure the native students who attend the institution see themselves reflected throughout the campus community. TCU deserves the MSI designation because the institution visually shows that it stands by its mission statement and cares for the well-being of its students.

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The Latina/o student population at HSIs should have the necessary resources needed to provide student success, but yet many of these institutions fail to adequately support these students despite receiving the designation and the funding. My question is, where is the HSI funding going if the Latina/o students are not on the receiving end of these benefits?

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It isn’t an issue incorporating faith-based frameworks into educational policies, but the Black church, especially the AME sector, tends to be more out of touch with reality and stay stuck in their old ways. Those who identify as AME tend to be elitist, and this is why so many HBCUs have the issues that they do.

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·       Challenges in Measuring Success at MSIs

Traditional metrics (e.g., graduation rates) may not fully capture the unique challenges faced by first-generation and minority students.

Many HSIs serve nontraditional, part-time, and transfer students, making standard benchmarks difficult to apply

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·       Importance of Shared Governance in Tribal Colleges

Ensures that institutional policies align with tribal sovereignty, cultural preservation, and community needs.

Strengthens institutional resilience by incorporating diverse voices into leadership

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·       Faculty Representation & Decision-Making

Many HSIs have a predominantly white administration and faculty, despite serving a majority Hispanic student population.

Faculty of color often experience marginalization in governance decisions.

The lack of racial diversity in leadership impacts policies, mentorship opportunities, and culturally relevant curricula.

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·       Mission-Driven Decision-Making

Religious values influence key decisions such as faculty hiring, student support, and institutional policies, impacting the overall campus culture and student outcomes

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Thinking about this chapter, it shows how programs like Early College High Schools and Summer Bridge Programs can really help students who don’t have much support to get ready for college. When these programs are done right, they help a lot, especially for students who are low-income or the first in their family to go to college. Early College High Schools with MSIs help students do better, and Summer Bridge Programs give extra support to help students with schoolwork. But, the study also made me think about how hard it is to make these programs work for everyone and if they will keep helping students in the long run. It reminds me that we need to keep asking if these programs really work for everyone.

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Castro Samayoa & Gasman: Ch. 5

Key Takeaways

1. I understand that federal assessment tools, such as the College Scorecard, fail to accurately measure the impact of MSIs.

1. The U.S. Department of Education’s College Scorecard provides public data on college costs, graduation rates, and salaries.

2. However, it does not account for MSIs’ unique missions, student demographics, or socioeconomic challenges, often making them appear less effective when compared to other institutions.

2. I realize that MSIs face unfair disadvantages when accountability measures tie funding to traditional student success metrics.

1. Proposed federal policies linking funding to graduation rates could penalize MSIs that serve first-generation, low-income, and nontraditional students, who often take longer to graduate.

2. MSIs argue that assessment tools should use context-specific measures that recognize student progress beyond traditional metrics.

3. I understand that new ROI research challenges misconceptions about MSIs’ effectiveness.

1. Studies using propensity score matching show that students at MSIs perform similarly to their non-MSI counterparts when socioeconomic and academic preparation are considered.

2. Despite limited funding, MSIs still provide strong career outcomes and economic mobility for underserved students.

Quotes

“Scholars have further elucidated the ways in which the proposed rating system would have been detrimental to MSIs and critiqued how the College Scorecard falls short in portraying them. Using the Scorecard to compare institutions that predominantly serve first-generation, low-income, and racially underrepresented students with institutions that serve more privileged populations can be problematic (Collins et al., 2014). Without context about the niche that MSIs fill within the landscape of higher education, MSIs may look less favorable when compared to other schools, even for the students whom they are oriented towards serving. The graduation and retention rate metrics undermine MSIs when they are compared to other institutions because they present single percentages that do not account for variance by group (Collins et al., 2014).” (p. 48)

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Sorensen, B. E. (2022).

Key Takeaways

1. I understand that shared governance in TCUs is deeply rooted in Indigenous cultural values.

1. Unlike mainstream institutions, where shared governance often focuses on administrative collaboration, TCUs integrate tribal traditions, values, and sovereignty into their governance structures.

2. Decisions are community-driven, emphasizing respect, inclusivity, and consensus-building, which align with traditional Indigenous governance models.

2. I realize that shared governance in TCUs involves multiple stakeholders, but challenges remain in balancing decision-making power.

1. Governance structures typically include faculty, students, administrators, board members, and tribal leaders, ensuring broad representation in decision-making.

2. However, there is often tension between institutional autonomy and tribal government oversight, requiring careful negotiation to maintain a balance between academic freedom and tribal priorities.

3. I understand that TCUs must navigate political influences while maintaining transparency and accountability.

1. While shared governance promotes collaborative leadership, political pressures within tribal communities can sometimes affect decision-making.

2. To counteract this, TCUs emphasize open communication, structured leadership models, and active student participation to ensure that governance remains transparent, fair, and mission-driven.

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Ledesma, M.C. & Burciaga, R. (2015).

Key Takeaways

1. I understand that faculty governance at HSIs is shaped by racialized power structures that influence decision-making and institutional priorities.

1. Faculty at HSIs often lack decision-making power, with institutional leadership structures mirroring PWIs.

2. Governance structures often fail to reflect the diverse student body they serve, limiting faculty influence in shaping policies that directly impact Latinx student success.

2. I realize that the HSI designation does not always translate into institutional commitment to serving Latinx students.

1. Some institutions use the HSI designation primarily for funding access rather than actively implementing policies that support Latinx student retention and success.

2. Faculty governance plays a crucial role in ensuring that HSIs go beyond enrollment metrics to create meaningful learning environments for Latinx students.

3. I understand that faculty of color face cultural taxation, which affects their participation in governance and leadership roles at HSIs.

1. Latinx faculty members are often expected to take on extra mentorship, committee work, and student advocacy, which can detract from research and tenure-track responsibilities.

2. This imbalance limits faculty participation in governance structures, making it harder to advocate for policies that improve Latinx student outcomes.

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Commodore, F. (2017)

Key Takeaways

1. I understand that board governance at AME-affiliated HBCUs is shaped by institutional values, social networks, and a commitment to legacy.

1. The study found that board members at AME-affiliated HBCUs prioritize personal connections, shared values, and commitment to Black education when making presidential selection decisions.

2. Trustees value candidates who exhibit deep ties to the Black community, HBCUs, and AME Church culture, rather than focusing solely on traditional leadership qualifications.

2. I realize that trust plays a critical role in presidential selection, often outweighing formal qualifications.

1. Many trustees base hiring decisions on perceived cultural fit, shared identity, and social capital, rather than just academic and administrative credentials.

2. Candidates with prior relationships in Black institutions, AME networks, or HBCU leadership roles are more likely to be selected because they align with institutional values.

3. I understand that while this values-based approach fosters institutional cohesion, it may also limit diverse leadership perspectives.

1. The strong emphasis on trust, networks, and cultural alignment can create barriers for highly qualified candidates from outside the AME or HBCU community.

2. This hiring approach raises questions about confirmation bias, as trustees may overlook candidates with strong leadership skills but fewer social ties to HBCUs or the Black church.

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Reading this article made me think about how shared governance works in Tribal Colleges and Universities (TCUs) and how it ties to Native culture. I learned that even if each college does it a little different, they all try to be inclusive and work together. The study talks about important stuff like tribal politics, student voices, and how it’s always important to keep getting better. I thought it was cool how LLTC uses the Seven Grandfather Teachings to make decisions, it makes them special. The study has some limits, like not many people were involved, and it says more research is needed to see how well these practices work and how they affect things like language and tribal sovereignty.

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This chapter, using Critical Race Theory, helped me understand how faculty rules in Hispanic-Serving Institutions don’t always match the HSI label and what really happens. The authors say that meritocracy hides big problems, making it harder for Latina/o students to do good. They talk about needing social justice, with inclusive places and teaching that gets their culture. One thing I see is that the study is theoretical and uses secondary sources. I can imagine a bad university building getting fixed with CRT ideas. This chapter made me see how important it is to question power and push for fairness in HSIs, and now I’m thinking about how to change curriculums, fix rules, deal with bias, make better policies, and really check how all this affects students.

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Reading this study, I learned how boards of trustees at private African Methodist Episcopal (AME)-affiliated HBCUs make decisions, especially when picking a new president. It looks at how the values of the board members and their relationships with each other affect the choice. I think the study shows that shared values and respect for HBCU culture are super important when choosing a president. They want candidates with skills, a good personality, and good connections, but don’t want people with bad skills or a bad attitude. I feel like understanding these things can help improve how HBCUs pick presidents and how the boards work in general.

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The chapter pointed out the tension between meeting external standards (like accreditation) and addressing the unique needs of MSI students. MSIs often struggle with resource limitations and standardized assessments that don't fully capture the diverse backgrounds of their students. I was particularly struck by the need for culturally relevant assessments that account for the social and academic challenges many MSI students face. This chapter made me think about the importance of flexible, context-specific accountability measures that truly reflect student success, rather than relying solely on traditional assessment methods. Ultimately, MSIs need systems that support their distinct missions while ensuring equitable student outcomes.

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The article discussed how shared governance at these colleges integrates Indigenous values of community and unity. The model emphasizes collaboration among faculty, staff, administrators, and tribal leaders, which fosters a strong sense of belonging and respect. It also highlighted challenges like resource limitations and balancing traditional practices with Western governance structures. It made me appreciate the unique approach Tribal Colleges take to blend academic excellence with cultural preservation. The article shows how shared governance at Tribal Colleges not only strengthens communities but also ensures that education remains relevant to Native students. It’s a powerful model of integrating tradition with modern higher education.

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Critical Race Theory reveals the challenges Latino/a faculty face in governance at HSIs. The underrepresentation of Latino/a faculty in decision-making is concerning, as it impacts the inclusivity of policies and the quality of student support. I was particularly drawn to the idea of cultural competence in governance, emphasizing the need for diverse perspectives to shape institutional practices. The article reinforced the importance of inclusive decision-making and the ongoing need to challenge systemic racism in higher education. It made me reflect on how we can create more equitable environments where all voices, especially from marginalized groups, are heard and valued

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Trusteeship at AME-affiliated HBCUs is deeply shaped by values like faith, integrity, and community service. The article made me think about the balance trustees must strike between maintaining traditional values and addressing the demands of modern higher education. I also appreciated the focus on the importance of diverse representation in decision-making, ensuring that governance reflects the needs of the community. Overall, it reinforced the idea that strong governance is rooted in values that support both the institution’s mission and its future.

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o   Establishing specialized committees is one way to do this. "At Diné," Roessel says, "we are taking steps to give more power to the committees. We are moving the decision making down to various committees such as academic, finance, and administrative committees. We are exploring ways of giving more authority to these separate committees."

-  While shared governance is great and certainly important, a lot of this does seem like it is putting the burden of labor on those that already hold roles/responsibilities on campus, like faculty. As someone who has served on plenty of committees, I know how hard it can be to dedicate time to these efforts when you are already swamped with your regular duties.

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o   Although their use of assessments is more often for internal purposes, MSIs are more likely to undertake assessments in response to external pressures, such as a “statewide or governing board mandate, external funding, consortia, concerns about effectiveness, and national calls for accountability and transparency.”

While these assessments can be useful internally, it certainly looks like it’s an inequitable burden on MSIs to have to keep up with this level of data collection and reporting. This resource drain could be taking away from other needed programming. Or should be baked into the funding given.

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o   Rather, MSI administrators respect the fact that their campus community members bring important and rich cultural values and traditions to their higher educational pursuits.

Centering this understanding is key to breaking down the Eurocentric way of teaching. To say PWIs don’t do this is incorrect, though. There is merely an assumption that the culture/understanding students bring with them is just in line with what the school believes.

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o   Fundraising is a concern of priority for most HBCUs (Association of Governing Boards of Universities and Colleges, 2013; Gasman et al., 2013). Due to this reality, it is often an important trait that institutions look for in a president.

I feel this is the ONLY role of a president these days.

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Programs like Early College High Schools and Summer Bridge Programs play a crucial role in preparing first-generation and low-income students for college. When designed effectively, these initiatives provide essential support that improves student outcomes, particularly at Minority-Serving Institutions (MSIs). However, their long-term effectiveness remains a critical question—do they continue to serve all students equitably over time? At the federal level, assessment tools like the College Scorecard fail to capture the full impact of MSIs. While they measure costs, graduation rates, and salaries, they do not account for MSIs' unique missions or the socioeconomic challenges their students face. This creates an unfair disadvantage when funding is tied to traditional student success metrics, potentially penalizing institutions that serve nontraditional students who may take longer to graduate. Despite these challenges, new research challenges misconceptions about MSIs' effectiveness. Studies using propensity score matching reveal that when student background and preparation are considered, MSI students perform similarly to their non-MSI counterparts. These institutions continue to provide strong economic mobility and career outcomes, even with limited funding. This raises an important discussion: How can federal policies and assessment tools evolve to more accurately reflect student success at MSIs? Ensuring equitable evaluation methods is essential for maintaining and expanding support systems that truly serve diverse student populations.

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What role should students play in shared governance, and how can institutions ensure their voices are meaningfully included?

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Many HSIs remain governed by predominantly White administrators and faculty, leading to tensions between institutional identity and student needs.

How does Critical Race Theory help us understand the challenges and opportunities within HSI governance?

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How can HBCUs balance their historical ties to religious institutions while fostering inclusive governance structures?