# data[].attributes.body
The data showed that preparation, participation, persistence, and completion were lower for Black and Brown students. This helped formed the understanding that those who qualified for free and reduced lunch passed the Texas Success Initiatives in math, reading, and writing. Reading this article makes me reflect on what is currently going on in Texas and wonder if this plan was removed and, if so, how this will affect the universities and colleges.

# data[].attributes.body
Having the space to appreciate your cultural identity is one of the most important factors in academic success. Being at a PWI as a minority can be very frustrating and confusing and easily makes you lose your identity. When you don’t tend to see yourself, you will start to force yourself to shrink who you are just to fit into the majority. Giving students a safe space to explore their identity helps improve academic and social skills.

# data[].attributes.body
Many Black students attend HBCUs because they grew up going to predominately white schools and want to experience attending a school where most of the student body looks like them. I do understand this reason because I had so many classes where I was the only Black student in the entire class, and it could be a little unnerving not having anyone else around that looks like you.

# data[].attributes.body
Nunez points out how HSIs need to be intentional in their efforts to create transfer-friendly environments. This study also highlights rate implications regarding Hispanic transfer student success. The improvement of these transfer rates can be essential towards addressing the education attainment gaps. Moving forward, HSIs need to focus more on expanding their financial and academic resources so students can successfully transfer from community college to a four-year institution.

# data[].attributes.body
Programs such as ANSLAMP and BRIDGES are in place to help raise the retention rates, but I wonder how these programs will continue to provide services successfully to the Native American community during this presidential administration.

# data[].attributes.body
These partnerships provide academic enrichment, mentorship, and college preparation resources.

They help bridge educational gaps for underrepresented students, particularly in underserved communities.

Success depends on institutional commitment, sustainable funding, and collaboration between K-12 educators and MSI faculty.

Implications: Suggests that early intervention, culturally responsive programming, and strong institutional ties contribute to student success.

# data[].attributes.body
The FCP helps improve academic engagement, retention, and a sense of belonging among AAPI students.

Provides mentorship, leadership training, and culturally relevant coursework.

Participants report increased confidence, stronger community connections, and better academic performance.

Implications: Reinforces the importance of culturally tailored programs in fostering student success in higher education.

# data[].attributes.body
Perceptions of limited academic prestige and resources discourage attendance.

Some students feel mainstream institutions offer more career opportunities.

Others cite lack of exposure to HBCUs during their college search process.

Implications: Suggests that HBCUs need stronger outreach, marketing, and resource expansion to attract a broader range of students.

# data[].attributes.body
TCUs provide culturally relevant education, community-based learning, and support systems.

They help increase student retention and persistence through mentorship, financial aid, and Indigenous knowledge integration.

Challenges include funding limitations and resource constraints.

Implications: Highlights the critical role of TCUs in preserving Native cultures while promoting academic achievement.

# data[].attributes.body
HSCCs provide academic support, financial aid resources, and culturally relevant programming.

Strong transfer advising programs increase student success.

Barriers include institutional bureaucracy, limited funding, and inconsistent transfer policies.

Implications: Suggests policy reforms, stronger articulation agreements, and targeted student support can improve Hispanic transfer rates.

# data[].attributes.body
Key Points & Findings:

Purpose: Examines how Minority-Serving Institutions (MSIs), particularly Hispanic-Serving Institutions (HSIs), collaborate with K-12 schools to enhance college readiness among underrepresented students in Texas.

Context: Highlights the educational challenges faced by Latinx and first-generation students, including disparities in college preparedness and access to resources.

MSI-K12 Partnerships:

Focus on dual enrollment, mentoring, and academic support.

Aim to bridge the gap between high school and college.

Provide culturally relevant programming to improve retention and college success.

Impact on College Readiness:

Increased access to AP courses, college advising, and financial aid literacy.

Improved student confidence and motivation to pursue higher education.

Strengthened relationships between K-12 schools and MSIs.

# data[].attributes.body
Key Points & Findings

Purpose: Examines the Full Circle Project (FCP), an intervention program aimed at improving academic and social outcomes for students at an Asian American and Native American Pacific Islander-Serving Institution (AANAPISI).

Focus Areas:

Academic success strategies.

Sense of belonging and community engagement.

Leadership development among minority students.

Key Outcomes:

Academic Shifts: Increased retention and GPA improvements among participants.

Social Shifts: Stronger peer networks, increased cultural identity awareness, and greater campus engagement.

Support Structures: Mentoring, culturally responsive curriculum, and leadership opportunities contributed to success.

# data[].attributes.body
Key Points & Findings

Purpose: Explores why some Black students choose not to attend Historically Black Colleges and Universities (HBCUs), despite their historical significance in supporting Black student success.

Key Factors Influencing Decision-Making:

Perceptions of Prestige & Opportunities: Some students view predominantly White institutions (PWIs) as offering better resources, networking, and career prospects.

Diversity & Social Environment: Some students seek a more racially diverse college experience beyond a predominantly Black setting.

Family & Peer Influence: Parental expectations and peer perspectives play a role in college selection.

Financial Considerations: Availability of scholarships and financial aid can affect decisions, especially if PWIs offer more competitive packages

# data[].attributes.body
Key Factors:

Cultural Relevance: TCUs integrate Native American culture, language, and traditions into the curriculum, creating a sense of belonging.

Support Systems: Strong student support services, including mentorship, academic advising, and financial aid, help retention.

Community Connection: TCUs are often located in or near tribal communities, reinforcing social and familial support.

Barriers: Challenges include limited funding, infrastructure issues, and difficulty transferring credits to mainstream institutions.

# data[].attributes.body
Key Themes:

Role of HSCCs: HSCCs serve as a crucial access point for Hispanic students, many of whom are first-generation and low-income.

Transfer Pathways: Effective transfer policies, articulation agreements, and support programs influence transfer success.

Institutional Support: Academic advising, financial aid, and culturally responsive environments improve student outcomes.

Barriers to Transfer: Limited transfer advising, lack of financial resources, and misalignment between community college and four-year institution requirements hinder progress.

# data[].attributes.body
This reading about the approach to college readiness made me think of changes in the CSU system around the same time this book was published. In 2018, the CSUs got rid of remedial classes and restructured the math and writing placements to where some students based on GPA, test scores, and AP/IB credits were exempt from first year GE requirements. On our campus, we took a dive in and found that students were doing much better in the credit bearing classes that replaced remedial courses (slower paced of offered additional units of tutoring/support) regardless of their placement and that students were retaining similarly regardless of their placement as long as they completed these courses. It makes me in the context of these schools in Texas that part of it is additional support, but the opportunity to try as well. With remediation, students were forced to take these courses, versus with the new system students could still take standard math/English and many do succeed as well.

# data[].attributes.body
This article makes me think of how the focus of higher education and education in general has shifted almost exclusively to career and merit. We know that other parts of the education experience and the outcomes of education that are not tied to GPA and career outcomes are incredibly important, yet these are overlooked or ignored. Especially for students of color. These pieces ARE the focus of PWIs in K-16 and are championed (well maybe not so much these days), but the focus elsewhere is “why are looking at this when their grades aren’t good!”

# data[].attributes.body
While maybe more traditional research around college choice and HBCUs, a paper I read that was published in the last couple years looked at black students’ consideration of racial climates and the schools they choose to apply to and not apply to. HBCUs were clearly a better choice for many given the racial climate, but even some Ivey leagues and Ivey likes were seen as better choices for this compared to UCs they close to, because they knew the campus racial climate was bad.

# data[].attributes.body
The partnership piece the author highlights is key. MOUs are commonplace in transfer pipelines in urban and suburban areas but are rare in rural areas. The thought being that transfer students are typically place bound. But, as the author points out, if more partnerships and opportunities existed, perhaps more students at TCUs and in rural areas would take advantage of those partnerships.

# data[].attributes.body
With this article, as great as the analysis was, it does make me think about transfer pipelines and how they are viewed. In a lot of these studies, there is almost an assumption that transferring is the ONLY beneficial outcome a student at a CC can have. However, there are many benefits to attending CC’s besides transfer, like earning an associates degree or even vocational certificates or courses. I think a reframe is needed in this and an examination of why students don’t transfer and what they were able to accomplish instead.

# data[].attributes.body
This chapter talks about how Minority Serving Institutions (MSIs) can help students get ready for college by working with K-12 schools, especially in Texas.  Many students from low-income and minority backgrounds start college unprepared (or less prepared) than student from more advantage backgrounds. MSIs can make a difference by offering early college high schools where students earn college credits and summer bridge programs to help them get ready and just like Texas there should be more programs to help more students finish college. I agree that MSIs should work closely with high schools and offer support like mentoring and study skills to help students succeed.

# data[].attributes.body
I think the Full Circle Project (FCP) is a really impactful program for AAPI students in higher education. It seems to help students perform better academically, as FCP participants had higher GPAs than those who didn’t join. The program also helps students connect with their ethnic identity more deeply and develop empathy for other cultures. I find it interesting that the cohort model—where students work together in a supportive group—plays a big part in these positive outcomes. Overall, it looks like the FCP not only boosts academic success but also encourages cultural exploration and understanding, which could be really helpful for AAPI students facing unique challenges.

# data[].attributes.body
I think this study shows that a lot of Black students don't go to HBCUs because they think they're not as good as other colleges, or maybe they think they're too expensive or not close enough to home. Some of them also think the culture at HBCUs isn't what they want, like maybe they believe it's not diverse enough or it won't be the same social experience they’re looking for. But after reading this, I feel like if people knew more about what HBCUs really offer, like how good the academics are and how diverse they can be, they might change their minds and consider them more. It’s all about showing the true picture of what HBCUs are like.

# data[].attributes.body
This chapter really highlights the important role Tribal Colleges and Universities (TCUs) play in helping Native American students succeed in higher education. It shows how TCUs not only provide support like mentoring and tutoring but also honor Native cultures and traditions in their teachings, which makes students feel connected and valued. The partnerships between TCUs and bigger, mainstream schools help smooth the transition for students, making it easier for them to earn degrees. I think it's clear that TCUs are essential in boosting Native American students' chances of finishing their degrees and thriving in a broader academic world.

# data[].attributes.body
I think this piece highlights how important Hispanic-Serving Community Colleges (HSIs) are for helping Hispanic students access higher education, especially since many come from immigrant families and face challenges like working full-time or taking care of family. These colleges offer support through transfer programs, vocational training, and community services. It shows that factors like a student’s academic background, financial aid, and interactions with professors are key for successful transfer to four-year colleges. However, even though many students plan to transfer, they don’t always finish their degrees. The piece suggests more research is needed to understand how HSIs can better support these students, with more tailored programs that address their specific needs.