Student engagement at minority‐serving institutions: Emerging lessons from the BEAMS project

Bridges, Brian K.; Cambridge, Barbara; Kuh, George D.; Leegwater, Lacey

doi:10.1002/ir.137

Cited by 34 publications

(23 citation statements)

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“…Also, 25% of the full time staff self reported as Hispanic, 66% of them were women. As stated previously in this paper, research has demonstrated that MSIs can be powerful and nurturing to students' learning and provide shelter from the effects of ethnic and gender discrimination that can be prevalent in an individual's construction of identity at a PWI (Astin, 1993;Bridges, Cambridge, Kuh & Leegwater, 2005;Fleming, 1984;Kinzie et al, 2007;Pascarella & Terenzini, 2005;Whitt, 1994).…”

Section: The Settingmentioning

confidence: 90%

“…Although these studies attempted to include a diverse group of college students, they were conducted at PWIs. As discussed in the literature review, students' experiences at PWIs and MSIs can be markedly different (Astin, 1993;Bridges, Cambridge, Kuh & Leegwater, 2005;Fleming, 1984;Kinzie et al, 2007;Pascarella & Terenzini, 2005;Whitt, 1994). An area that researchers have overlooked regarding college student leadership identity development is the role that gender, ethnicity and enrollment at an HSI might have on students' leadership development.…”

Section: Methodsmentioning

confidence: 99%

“…For the purpose of this paper, I highlight the positive aspects of MSIs but recognize that criticisms related to the limitation of single gender/ethnic environments, exist. Research has demonstrated that these environments can be powerful and nurturing to students' learning and provide shelter from the effects of ethnic and gender discrimination (Bridges, Cambridge, Kuh & Leegwater, 2005;Fleming, 1984;Kinzie et al, 2007;Pascarella & Terenzini, 2005;Whitt, 1994). Astin (1993) found that women attending women's colleges exhibit greater gains in cognitive and psychosocial development and engage in educationally purposeful activities at a higher frequency and breadth.…”

Section: Identity Based Institutionsmentioning

confidence: 99%

“…Approximately 45% of Hispanic college students are enrolled in HSIs (Stearns, Watanabe, & Snyder, 2002), however there are few published studies that focus on the experiences of these students (Bridges et al, 2005), some of which have already been discussed. Research on the impact of HSIs commitment to developing Hispanic women student leaders would add to our understanding of the ways leadership programs can develop a diverse group of students who have awareness of the historical context of power relations.…”

Section: Identity Based Institutionsmentioning

confidence: 99%

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Developing A Leadership Identity: A Case Study Exploring a Select Group of Hispanic Women at a Hispanic Serving Institution

Onorato

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Section: The Settingmentioning

confidence: 90%

Section: Methodsmentioning

confidence: 99%

Section: Identity Based Institutionsmentioning

confidence: 99%

Section: Identity Based Institutionsmentioning

confidence: 99%

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Developing A Leadership Identity: A Case Study Exploring a Select Group of Hispanic Women at a Hispanic Serving Institution

Onorato

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“…The program has grown both in participants and funds as shown in Table 3. (Bridges, Cambridge, Kuh, & Leegwater, 2005;Contreras, Malcolm, & Bensimon, 2008;Stage, & Hubbard, 2008).…”

Section: Minority-serving Institutionsmentioning

confidence: 99%

The Relationship Between Undergraduate Hispanic Students' Choice of Living Arrangements and Retention, Academic Achievement and Graduation at a Hispanic-Serving Institution

Hendricks¹

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All rights reserved.iv DEDICATION I dedicate this dissertation to my mother, Patti Ann Spencer, who always reminded me to smile and enjoy life because life is short. I never met anyone who knew how to enjoy life more than my mom. When I was very young, my mom would tell me that the great equalizer in life is education, and that no one can ever take your education away from you. As an alumnus of both the University of Miami and Columbia University, my mom modeled for me the most important lessons in life -it is nice to be important, but it is more important to be nice; and no one cares what you know, until they know that you care.I also dedicate this dissertation to Coach K, Tom Izzo, Jimmy Valvano, RitaPierson, and the many coaches and teachers who have inspired me throughout my life.Every day I am reminded of the importance of the work that you do and the difference that you make. Coach K taught me that people make rules to keep from making decisions; Tom Izzo shared that the secret to success is arriving early and staying late; Jimmy V said never, never give up and that every day you should laugh, think and bring your emotions to tears; and Rita Pierson reminded me that every kid needs a champion. To my faculty, Dr. Thomas Reio, Jr. for being the most dedicated and caring dissertation chair and mentor. All of our meetings were encouraging and your emails reminding me to "go, go, go…" were exactly the push that I needed to get this dissertation done. I could not have completed my dissertation without your brilliant edits, tremendous kindness, and all of your encouragement. Dr. Dawn Addy, for your willingness to serve on my committee as you began your retirement. All of your feedback and suggestions were valuable and appreciated. Dr. Ben Baez, for your candidness and expertise with my study. In our first meeting you told me about a student who was able to finish his dissertation, and that brief conversation gave me hope and encouragement throughout my writing. Retaining and graduating Hispanic students are paramount to the overall success of colleges and universities. Given the excessive amounts of money spent to recruit students, and the impact on the institution when students depart prematurely, action needs to be taken by institutions to increase Hispanic student retention and counter the negative impacts on institutions including: instability of institutional enrollments, decline in institutional budgets, and public negative perceptions of institutional quality. Despite significant efforts on the part of many colleges and universities to increase Hispanic student retention and graduation rates, these rates have remained relatively low.

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2010

ASHE Higher Education Report

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Executive SummaryForewordAcknowledgmentsIntroduction and OverviewHistorical Origins of HBCUsDesegregationThe Language of Higher Education DesegregationPre‐Brown CasesBrown I and IIBrown and HBCUsPost‐Brown HBCU RebuttalSanders v. EllingtonKnight v. AlabamaFordice CasesPost‐Fordice to the PresentStudentsCollege ChoiceGenderAfrican American MalesAfrican American FemalesCampus EnvironmentsGraduation and OutcomesPresidential LeadershipFaculty and Governance IssuesFaculty DiversityCritique of GovernanceGeneral Overview of Faculty IssuesFundraisingA History of FundraisingAlumni GivingEducating Alumni EarlyIssues of InfrastructureEndowment SizeFederal and State PolicyLegislationState Policies Toward HBCUsCurriculumProfessional FieldsGraduate WorkBlack Medical Schools and Medical EducationEngineering at HBCUsAccreditationConclusion and Thoughts About the FutureAppendix: Historically Black Colleges and UniversitiesReferencesAdditional ReadingsName IndexSubject IndexAbout the Authors

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Student engagement at minority‐serving institutions: Emerging lessons from the BEAMS project

Abstract: The authors examine the promises and prospects of using student engagement data to promote success at minority‐serving institutions.

Cited by 34 publications

References 13 publications

Developing A Leadership Identity: A Case Study Exploring a Select Group of Hispanic Women at a Hispanic Serving Institution

Developing A Leadership Identity: A Case Study Exploring a Select Group of Hispanic Women at a Hispanic Serving Institution

The Relationship Between Undergraduate Hispanic Students' Choice of Living Arrangements and Retention, Academic Achievement and Graduation at a Hispanic-Serving Institution

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