Browsing by Author "Gasman, Marybeth"

Now showing 1 - 10 of 10
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    The Changing Face of Historically Black Colleges and Universities
    Gasman, Marybeth (The Center for Minority Serving Institutions at the University of Pennsylvania, 2013-04-01)
    This report—the first issued by the Center for Minority Serving Institutions,1 located at the University of Pennsylvania—illustrates in broad brushstrokes where Historically Black Colleges and Universities (HBCUs) fit within the shifting landscape of U.S. higher education. It focuses on three key areas: students, leadership, and fundraising. In addition to including crucial information about the diversification of HBCU student populations with respect to race/ethnicity and gender, we consider how HBCUs provide support and services for LGBT students and offer programs and classes that ensure students’ success in an increasingly global world.
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    An Examination of Existing and Emerging Hispanic-Serving Institutions’ Latino Initiatives and Culture
    Corral, 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.
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    Humanity and Resilience: Minority Serving Institutions in the Age of Coronavirus
    Gasman, Marybeth; Jones, Brandy (Rutgers Center for Minority Serving Institutions, 2020-04-07)
    The Coronavirus (COVID-19) has thrown higher education into a time of uncertainty. Many scholars and pundits are making dire predictions about the future of tuition-driven colleges and universities, including most Minority Serving Institutions (MSIs). This report highlights some of the many actions of MSIs in the midst of COVID-19 – actions on the part of presidents, faculty, student affairs professionals, students, and others. These actions are organized in sections related to community outreach, communication, technology, mental health, basic needs support, and curricula. Hopefully they will inspire others to act in the most humane ways toward students, faculty, staff, and beyond.
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    Investing In Student Success: The Return On Investment Of Minority Serving Institutions
    Gasman, 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.
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    Minority Serving Institutions: Educating All Students
    Gasman, Marybeth; Conrad, Clifton F. (Penn Center for Minority Serving Institutions, 2013)
    Minority Serving Institutions emerged in response to a history of inequity, lack of minority people’s access to majority institutions, and significant demographic changes in the country. Now an integral part of American higher education, MSIs—specifically Historically Black Colleges and Universities (HBCUs), Tribal Colleges and Universities (TCUs), Hispanic Serving Institutions (HSIs), and Asian American and Native American Pacific Islander Serving Institutions (AANAPISIs) — have carved out a unique niche in the nation: serving the needs of low-income and underrepresented students of color. Because MSIs enroll a substantial share of minority students, many of whom might not otherwise attend college, the continuous development and success of these institutions is critical for realizing our nation’s higher education and workforce goals and for the benefit of American society. This report demonstrates how MSIs play vital roles for the nation’s economy, especially with respect to elevating the workforce prospects of disadvantaged populations and reducing the underrepresentation of minorities and disadvantaged people in graduate and professional schools and the careers that require post baccalaureate education and training.
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    Moving Upward and Onward: Income Mobility at Historically Black Colleges and Universities
    Nathenson, 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.
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    Redefining Success: How Tribal Colleges and Universities Build Nations, Strengthen Sovereignty, and Persevere Through Challenges
    Stull, 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.
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    Telling a Better Story: Narrating Student Successes at Minority Serving Institutions
    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)
    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.
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    Transforming Faculty-led Study Abroad for Minority Serving Institution Students
    Blake, Daniel; Esmieu, Paola 'Lola'; Gasman, Marybeth; Abraham, Keshia; Jones, Brandy (The Center for Minority Serving Institutions at the University of Pennsylvania, 2019-06-01)
    Faculty members are key stakeholders as they have the potential to create faculty-led programs and recruit students to study abroad. They are essential in promoting and encouraging the internationalization of institutions and curricula. However, faculty members themselves are often not encouraged to participate in study abroad (Esmieu et al., 2016). This report illuminates the significance of faculty-led study abroad using research from the Project Passport International Faculty Development Seminar.
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    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.