Browsing by Author "Nguyen, Thai-Huy"

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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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    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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    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.