The Effect of Enrolling in Minority Serving Institutions on Earnings Compared to Non-minority Serving Institutions: A College Scorecard Analysis

Boland, William Casey; Gasman, Marybeth; Samayoa, Andrés Castro; Bennett, DeShaun

doi:10.1007/s11162-019-09580-w

Cited by 7 publications

(10 citation statements)

References 40 publications

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“…The return on investment or ROI for MSIs is higher than for non-MSIs. MSI students were found to have higher earnings when compared to their non-MSI peers (Boland et al, 2019). This finding held true 10 years beyond graduation and also across demographic differences including for both male and female students.…”

Section: Literature Reviewmentioning

confidence: 69%

“…Research highlights the nurturing environments of MSIs, and HBCUs in particular, as significant in increasing levels of student learning and engagement. Studies show that many MSIs provide black students with a welcoming environment inclusive of racial and cultural diversity, greater levels of student engagement both in and out of the classroom, and impactful faculty interactions (Boland et al, 2019;Espinosa et al, 2017;Flores & Park, 2013;Gasman et al, 2017). The significance of a positive campus climate to student retention and overall success cannot be overstated.…”

Section: Literature Reviewmentioning

confidence: 99%

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Alumni Perceptions of the Educational Benefits of Their Graduate Degrees from a PBI

Elhage

Laoesebikan

Black-Parker

2022

JETHE

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Much of the research on the benefits of graduate education for minority students has focused on Historically Black Colleges and Universities. Little has been done on Predominantly Black Institutions. This case study attempts to shed light on alumni perceptions of the benefits of their graduate education at a Predominantly Black Institution (PBI), Chicago State University. The researchers surveyed the accessible population of Chicago State University alumni who completed requirements for their master’s and doctoral degrees between the academic years 2008 and 2018. Results indicate that perceived benefits fell into two categories: 1) personal benefits that accrued to the graduate and 2) enabling benefits that encouraged the completion of graduate study. Personal benefits included personal fulfillment, an enhanced knowledge of a profession or discipline, and advancement in a career including promotions and salary raises, while some enabling benefits included perceived program quality, the financial accessibility of graduate study at a PBI, and a supportive learning environment. Findings from this study of alumni can lend insights to effective approaches to teaching graduate students from diverse backgrounds.

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Section: Literature Reviewmentioning

confidence: 69%

Section: Literature Reviewmentioning

confidence: 99%

Alumni Perceptions of the Educational Benefits of Their Graduate Degrees from a PBI

Elhage

Laoesebikan

Black-Parker

2022

JETHE

View full text Add to dashboard Cite

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“…U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System: 12-month unduplicated head count by race/ethnicity, gender, and level of student. Adapted from Boland et al (2015).…”

Section: Results3mentioning

confidence: 99%

“…While there are no precise variables measuring socioeconomic status, higher education researchers usually employ Pell Grant recipients as a proxy. Across the United States, 65% of community college MSI first-time, full-time students received a Pell Grant in 2012–2013 (Boland et al, 2015). In CCC MSIs during the same academic year, 52% of first-time, full-time students had their education funded by a Pell Grant (Boland et al, 2015).…”

Section: Minority-serving Institutionsmentioning

confidence: 99%

“…We examined longitudinal data to determine how the key metrics have changed over time in the state’s community college MSIs. As of fall 2014, California has more MSIs than any other state at 131, which are a mix of public and private institutions (Boland, Gasman, Nguyen, & Samayao, 2015). Given the demographic changes, the state will continue to see the enrollment of students of color changing the face of the postsecondary system.…”

mentioning

confidence: 99%

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The Master Plan and the Future of California Higher Education: Assessing the Impact of State Policy on Minority-Serving Institutions

Boland

Gasman

Nguyen

et al. 2018

American Educational Research Journal

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Many argue that the California Master Plan for Higher Education is no longer effective in meeting the needs of students. This policy analysis assesses the impact of California higher education policy on the state’s community colleges that are considered minority-serving institutions (MSIs). Using longitudinal data to determine how the metrics have changed over time, we focus on three public policies that are manifestations of the master plan: (1) transfer between the California Community Colleges and California State University segments, (2) state funding for each segment, and (3) enrollment quotas for the California State University and University of California segments. We assess enrollment, finance, transfer, persistence, and completion measures to answer our primary research questions. While we find challenges for MSI students advancing to the completion of a 4-year degree, our findings also demonstrate that MSI community colleges can encourage minority student retention and associate’s degree and certificate completion. By centering MSIs in the state policy context, this study brings to light the growing interrelated relationship between federal and state efforts to reduce racial inequality in higher education.

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Impact of COVID‐19 on sense of belonging: Experiences of engineering students, faculty, and staff at Historically Black Colleges and Universities (HBCUs)

Fletcher

Jefferson

Boyd

et al. 2023

J of Engineering Edu

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Background: COVID-19 has spurred a global crisis that has disrupted everyday lives and impacted the traditional methods, experiences, and abilities of higher education institutions' students, faculty, and staff, especially at Historically Black Colleges and Universities (HBCUs).Purpose/Hypothesis: Given the pressing need demonstrated by the National Academies to advance the utilization of science, technology, engineering, and mathematics (STEM) education at HBCUs, this study aimed to explore the abrupt transition to remote teaching and learning at HBCUs guided by the following research question: How has COVID-19 impacted the success and persistence of engineering students, faculty, and staff at HBCUs? Design/Methods: Three surveys were developed, tested, piloted, and sent to HBCU stakeholders using a snowball sampling approach via email and social media outreach. Results: Of the 171 student respondents (126 engineering majors), 79% agreed that not being able to access faculty in person affected their academic performance. Additionally, across all HBCU stakeholders' surveys, students had a statistically significant higher response when asked if the transition to virtual learning increased their overall levels of stress and anxiety. Conclusions: During a global pandemic, HBCUs continue to provide a culture of support and inclusion for students, faculty, and staff in engineering. Increased stress levels experienced by students indicate that a safe and adequate transition back to campus is essential for their social and academic persistence. Due to the well-documented inequities HBCUs faced before the pandemic, the impact of this unprecedented on their continued contributions toward broadening participation in engineering for students should be further explored.

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The Effect of Enrolling in Minority Serving Institutions on Earnings Compared to Non-minority Serving Institutions: A College Scorecard Analysis

Cited by 7 publications

References 40 publications

Alumni Perceptions of the Educational Benefits of Their Graduate Degrees from a PBI

Alumni Perceptions of the Educational Benefits of Their Graduate Degrees from a PBI

The Master Plan and the Future of California Higher Education: Assessing the Impact of State Policy on Minority-Serving Institutions

Impact of COVID‐19 on sense of belonging: Experiences of engineering students, faculty, and staff at Historically Black Colleges and Universities (HBCUs)

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