African American and Hispanic Student Engagement at Minority Serving and Predominantly White Institutions

Abstract

Although scholars have examined historically Black colleges and universities (HBCUs) in terms of their educational effectiveness for African American students compared to predominantly white institutions (PWIs), there is a lack of similar research on Hispanic students at Hispanic-serving institutions (HSIs) and PWIs. This study uses data from the 2003 administration of the National Survey of Student Engagement (NSSE) to investigate whether HSIs appear to serve Hispanic students in similar ways that HBCUs serve African American students. The results suggest that the average Hispanic senior at an HSI looks quite similar to the average Hispanic senior at a PWI in terms of engagement, satisfaction with college, and gains in overall development, in contrast to the results for African American seniors who are more engaged at HBCUs than PWIs.

A Contemporary Examination of Factors Promoting the Academic Success of Minority Students at a Predominantly White University

“…According to research by Nelson-Laird and colleagues (2007), minority students experience "impediments to their engagement, such as negative racial/ethnic campus climate" (p. 39). While participants in our study were actively engaged on campus, as supported by research (Guiffrida, 2003;Nelson-Laird et al, 2007;Patton, 2006), their campus involvement was mainly limited to minority organizations. In particular, Guiffrida (2003) noted that minority students were involved in minority organizations because they provided a safe outlet, facilitated a connection with minority faculty, and served as a conduit through which they are able to give back to the minority community.…”

“…Furthermore, as discussed previously, we can speculate that the increase in ethnic minorities attending MSIs may be a result of the chilly climate of PWIs. MSIs have had success in creating positive social and academic environments for their students (Fleming, 1984;Fries-Britt & Turner, 2002;Nelson-Laird et al, 2007). To this end, research on understanding how PWIs can learn from minority serving institutions needs to be continued.…”

“We Do Science Here”: Underrepresented Students’ Interactions with Faculty in Different College Contexts

“…By contrast, multi‐institutional studies have indicated that the experiences of students at minority‐serving institutions can differ significantly from the experiences of their counterparts at PWIs. For instance, Allen (1992) and Nelson Laird, Bridges, Morelon‐Quainoo, Williams, and Holmes (2007) found that African‐American students at historically Black colleges and universities (HBCUs) reported greater levels of engagement, higher academic performance, and more favorable relations with professors than their African‐American peers at PWIs. Nelson Laird et al (2007), however, did not find a similar pattern of results when comparing experiences of Latino students at Hispanic‐serving institutions (HSIs) to Hispanic students at PWIs.…”

“…For instance, Allen (1992) and Nelson Laird, Bridges, Morelon‐Quainoo, Williams, and Holmes (2007) found that African‐American students at historically Black colleges and universities (HBCUs) reported greater levels of engagement, higher academic performance, and more favorable relations with professors than their African‐American peers at PWIs. Nelson Laird et al (2007), however, did not find a similar pattern of results when comparing experiences of Latino students at Hispanic‐serving institutions (HSIs) to Hispanic students at PWIs. More specifically, the results of their study did not show any statistically significant differences between the two groups in the frequency with which grades, readings, and career plans were discussed with faculty; the likelihood of receiving prompt feedback from faculty; or the chances of working with faculty outside of class.…”

Conclusion: Long Term Prospects and Global Health Collaboration

“…Researchers have illustrated that student engagement is the most significant predictor of retention and cognitive and personal development in college students (Belcheir 2000;Bridges et al 2001;Nelson Laird et al 2004;Kuh 2007). Studies also show that specific pedagogical practices are associated with higher levels of student engagement (Deakin Crick and Goldspink 2014).…”