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.

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Background: This article highlights the contributions made by historically Black colleges and universities (HBCUs) to the nursing profession, as well as the challenges faced by HBCUs as they make these important contributions. Method: This study uses a mixed-methods approach that includes historical, qualitative, and quantitative methods. Results: This study includes an overview of the history of the contributions of HBCUs to nursing, how HBCU nursing programs collaborate with majority institutions, strategies for retaining and supporting African American nurses within the HBCU setting, and challenges that HBCU nursing programs face. Conclusion: HBCUs contribute to the mobility of Black nursing students through partnerships and high-impact retention strategies. [ J Nurs Educ . 2020;59(2):76–82.]

Background Teacher education programs at Minority Serving Institutions – which include Historically Black Colleges and Universities, Native American and Tribal Colleges, Asian American and Pacific Islander Serving Institutions, and Hispanic Serving Institutions – are an under-researched resource. Purpose Our aim is to provide a foundation and set an agenda for future research on teacher education within the Minority Serving Institution context. Research Design The first part of this paper reviews the literature on the relationship between minority student achievement and teacher education, with an emphasis on the contribution and role of minority teacher candidates. The second part of this paper sets the agenda for future research on the role of Minority Serving Institutions’ teacher education programs, including what we already know and seek to learn about their unique and innovative approaches to recruitment, pedagogical approaches and course content, mentoring, academic support and remediation, and pre-service teaching experiences. Conclusion Some questions addressed include: In what specific ways are MSIs reframing teaching as a viable and accessible option for minority students? What are MSIs doing with regard to early recruitment of promising minority teacher candidates? What kinds of mentoring and support strategies are they offering, and to what do they attribute high rates of teacher retention in their programs?

Given the academic and labor market benefits of study abroad, closing gaps in study abroad participation is essential to educational equity. Students of color remain underrepresented in study abroad despite past efforts at diversification. Traditionally, study abroad opportunities for U.S. students have been designed for White audiences, and past research has indicated that a perceived disconnect between students of color’s identities and the available programs has served as one of the barriers to their participation. This qualitative inquiry of the Frederick Douglass Global Fellowship, a 4-week study abroad initiative that was crafted for students from minority-serving institutions, investigates how the 10 participants’ narratives of their experiences in the program illustrate principles of cultural relevance outlined in Museus’ (2014) culturally engaging campus environments model. The marketing and framing of the program attracted students to apply for it, as many valued that it honored Frederick Douglass, presented the rare opportunity to study abroad with other students of color, and would prepare them to serve their communities more effectively upon returning. The instructors’ pedagogical strategies validated students’ identities and, in concert with the programming, presented numerous opportunities for students to learn more about themselves and others. The ethnic, regional, and institutional diversity within the cohort enhanced their experiences because of the abundant opportunities that it provided for cross-cultural engagement. These findings point to strategies that might be used in the development, promotion, and facilitation of study abroad programs for diverse audiences.