Meaning-Making About Becoming a Minority Serving Institution: A Case Study of Asian-American Serving Community Colleges

In a State of Becoming: How Institutions Communicate Asian American and Pacific Islander- and Latinx-Servingness Through Campus Artifacts

“…The present results are also consistent with previous literature that emphasizes the multifaceted and complicated nature of higher education organizational identities, especially at HSIs (Garcia, 2019;Torres & Zerquera, 2012) and AANAPISIs (Alcantar et al, 2019;Yang & Masulit, 2018). As demonstrated by our findings, AANAPISI-HSIs must contend with simultaneously being minority-serving and historically white.…”

“…This body of work demonstrates the importance of organizational structures and the process of transformation an institution must go through to go beyond Latinx-enrolling and HSI designated to being Latinx-serving. While Garcia's work is focused on HSIs, other scholars have documented the complexities behind an institution's pursuit and promotion of the AANAPISI designation and its influence on the institution's organizational culture, structures, and practices (Alcantar et al, 2019;Yang & Masulit, 2018). This study extends Garcia et al's (2019) conceptualization of "servingness" by examining the physical and digital campus structures of serving and applying this framework to dually designated AANAPISI-HSIs.…”

Space and place at Asian American and Pacific Islander–serving community colleges: The geography of campus student support for Asian American and Pacific Islander students.

“…Prior to the creation of the federal AANAPISI designation and grant initiative in 2008, the focus and support from institutional agents around policies and practices to better support AAPI college students was dismal because of the stereotypes and implicit biases promoting the notion that this population performs well academically and does not need any student support services (Liu et al, 2010). The AANAPISI designation and funding provided institutional agents the opportunity to reflect critically about AAPI students and the various cultural backgrounds that exist within this group to better meet their needs (Alcantar et al, 2019). The examples presented in the aforementioned literature reflect the ongoing move to be more inclusive of the AAPI student population, but a deeper insight on institutional agents embracing their AANAPISI designation is still needed to create sustainable policies and practices to better support AAPI students.…”

“…The literature on AAPIs in higher education has linked the limited focus on AAPIs as an underserved population to the persisting stereotype of this population as being highly academically successful, enrolling mostly at highly selective institutions, and thus, are in no need for academic or student support services (Museus & Kiang, 2009). Taken together, these stereotypes fuel the lack of academic and support services geared toward AAPI students on college campuses (Alcantar, Bordoloi-Pazich, & Teranishi, 2019; Museus & Kiang, 2009). However, contrary to these stereotypes, not only are a large proportion of AAPI college students enrolling in community colleges; many are also low-income and first-generation college students (Teranishi, Alcantar, & Nguyen, 2015).…”

The role of Asian American and Native American Pacific Islander‐Serving Institutions in reframing leadership education

“…Given this reality, there still remains a limited understanding of AAPIs and their educational experiences. In some cases, there remains a widespread lack of awareness by many campus community members that their institution is an AANAPISI or is even eligible for AANAPISI funding (Alcantar, Pazich et al., 2019). As a result, this forces AANAPISI staff to defend, explain, and rationalize the need for and existence of services, including leadership development, for AAPI students (Nguyen, 2019).…”