Browsing by Author "Castro Samayoa, Andres"
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- An Examination of Existing and Emerging Hispanic-Serving Institutions’ Latino Initiatives and CultureCorral, Daniel; Gasman, Marybeth; Nguyen, Thai-Huy; Castro Samayoa, Andres (Penn, Graduate School of Education, 2015)Despite the fact that Latinos comprise the largest minority group in the United States and one of the nation’s fastest-growing populations, they tend to cluster in relatively isolated pockets within certain states, counties, and large metropolitan cities around the country (Brown & Lopez, 2013). This pattern persists as Latinos make their way into higher education. Indeed 59% of all Hispanics enrolled in U.S. colleges attend Hispanic-Serving Institutions (HSIs) (Santiago, 2013). This report examines two small samples of institutions that fall on either end of the spectrum of institutions that serve large populations of Latino students: HSIs with at least 60% Latino enrollments, and schools designated as Emerging HSIs, which have Latino enrollments ranging from 15% to 24%. The authors ask how these institutions may be serving or under-serving their students.
- Investing In Student Success: The Return On Investment Of Minority Serving InstitutionsGasman, Marybeth; Castro Samayoa, Andres; Boland, William C.; Washington, Amanda; Jimenez, Chris D.; Esmieu, Paola 'Lola' (The Center for Minority Serving Institutions at the University of Pennsylvania, 2016-05-01)Minority Serving Institutions (MSIs) educate 20 percent of the nation’s college students, including large percentages of first generation and low-income students as well as students of color (NCES, 2015). However, these institutions—including Hispanic Serving Institutions (HSIs), Historically Black Colleges and Universities (HBCUs), Tribal Colleges and Universities (TCUs), and Asian American & Native American Pacific Islander Serving Institutions (AANAPISIs)—are often excluded from national conversations regarding increasing college opportunity and maligned by media, scholars, and policymakers as making only marginal contributions. One reason MSIs are overlooked is because there is little research on their return on investment (ROI). In order to spur conversation about MSIs and ROI, the Penn Center for Minority Serving Institutions and Educational Testing Service commissioned four new, empirical research papers by leading scholars in higher education. This report share executive summaries of the papers as well as links to the full papers.
- Moving Upward and Onward: Income Mobility at Historically Black Colleges and UniversitiesNathenson, Robert A.; Castro Samayoa, Andres; Gasman, Marybeth (Rutgers Center for Minority Serving Institutions, 2019)This report aims are to (1) examine the intergenerational income mobility experienced by students who recently attended Historically Black Colleges and Universities (HBCUs) and Predominantly White Institutions (PWIs) and (2) to examine variation across HBCUs, including on such measures as upward mobility into the top fifth of income earners.
- “People around Me Here, They Know the Struggle”: Students’ Experiences with Faculty Member’s Mentorship at Three Hispanic Serving InstitutionsCastro Samayoa, Andres (Education Sciences, 2018-04-01)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 other 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.
- Redefining Success: How Tribal Colleges and Universities Build Nations, Strengthen Sovereignty, and Persevere Through ChallengesStull, Ginger C.; Spyridakis, Demetrios; Gasman, Marybeth; Castro Samayoa, Andres; Booker, Yvette (The Center for Minority Serving Institutions at the University of Pennsylvania, 2013)After enduring nearly 400 years of higher education efforts driven by religious indoctrination and forced assimilation, in 1968 Diné College opened its doors as the first Tribally controlled post-secondary institution, marking a new era of self-determination for Native American students. Since then, Tribal Colleges and Universities (TCUs) have grown to include 37 institutions, serving over 28,0001 students and are actively working to revitalize Native languages and culture, promote Tribal sovereignty and further economic growth aligned with Tribal values in the communities they serve. In this regard, this report examines how Tribal Colleges and Universities build Nation, strengthen sovereignty, and persevere through challenges.
- Telling a Better Story: Narrating Student Successes at Minority Serving InstitutionsGasman, Marybeth; Conrad, Clifton F.; Bowman, Nelson III; Nguyen, Thai-Huy; Lundberg, Todd; Castro Samayoa, Andres (The Center for Minority Serving Institutions at the University of Pennsylvania, 2013-11-01)Minority Serving Institutions have inspiring students and dedicated faculty, and their initiatives to help traditionally underserved students are having an impact in their respective communities and across the country. Yet, all too often, these success stories go untold or are shared with only a small group of insiders. As a result, some MSIs have an image problem: Too many people either have not heard of them at all, or what little they do know about them is negative. It is long past time for MSIs to take control of their stories—to seize the lead in telling them, and to find wider audiences for them. In this report, the authors point to examples of MSIs ‘telling a better story’ in myriad ways including through the use of educational data, by participating in national research studies, by communicating their success in diverse venues and to multiple audiences, and by engaging institutional presidents in ‘story telling’ and speaking out on national issues.
- Using Educational Data to Increase Learning, Retention, and Degree Attainment at Minority Serving Institutions (MSIs)Gasman, Marybeth; Conrad, Clifton F.; Bowman, Nelson III; Nguyen, Thai-Huy; Lundberg, Todd; Castro Samayoa, Andres (The Center for Minority Serving Institutions at the University of Pennsylvania, 2013-11-01)The use of data to understand, improve, and document student progress is especially critical at Minority Serving Institutions (MSIs)—colleges and universities characterized by deep understandings of the students they serve, networks of academic and social support, and institution-wide commitments to providing educational opportunity for students of color and those from disadvantaged backgrounds. This report argues that beyond assessing institutional performance, MSIs can benefit from gathering data about the experiences and aspirations of their students, interventions that can help students attain educational goals, and the ways in which their students make use of their education.